READ 5316: activities

Activities from Chapter 6, Words Their Way and PDToolkit...

Links to activities shared by our group from Chapter 6, Words Their Way and the PDToolkit:

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1. Turkey Feathers: pg. 226
Focus: This activity focuses on comparing patterns across a single long vowel.

2. Homophone Win, Lose, or Draw: pg. 234
Purpose: The purpose of this activity is to have students look at homophones and understand the meaning of each pair.

3. Vowel Poker Card Game: pg. 231
Focus: This activity focuses on grouping short and long vowel words by pattern.

4. Hink Pinks: pg. 235
Focus: This activity focuses on figuring out two syllable rhyming words and learning about its structure.

5. Word Sort:Complex consonants: ch/tch
From PDToolkit
Purpose: The purpose of this activity is to help students compare and understand the complex consonant patterns of ch/tch.

Activity 1: Turkey Feathers

Turkey Feathers: pg. 226

Focus:
This activity focuses on comparing patterns across a single long vowel.

Materials:

2 paper and cardboard turkeys without tail feather

10 construction paper feathers

At least 20 word cards representing the long vowel studied (e.g. for long a: a-e, ai, and ay)

Directions:

1. Player One shuffles and deals five cards and five feathers to each player. The remaining cards are placed face-down for the draw pile.

2. Each player puts down pairs that match by pattern. (Example: cake/lane would be a pair, but pain/lane would not). Each time a pair is laid down, the player puts one feather on their turkey.

3. Dealer goes first by saying a word from their hand, and asks if the second player has a card with the same pattern.

4. If Player 2 has a matching pattern, the first player gets the card and lays down a pair and a feather. If not, the first player draws a card. If the player draws a card that matches any word in their hand, the pair can be discarded, and a feather is earned. The next player proceeds in this manner.

5. The player using all five feathers first wins. If a player uses all the cards before earning five feathers, the player must draw a card by the other player’s turn.

Activity 2: Homophone Win, Lose, or Draw

Homophone Win, Lose, or Draw: pg. 234

Purpose:

The purpose of this activity is to have students look at homophones and understand the meaning of each pair.

Materials:

Cards with homophone pairs written on them

Paper and Pen/Pencil…. OR Dry erase board and marker

Directions:

1. Write homophone pairs on cards and shuffle.

2. Students divide into two equal teams, and one player from each team is selected as the artist for that round. The artist must draw a picture representing a given homophone, which requires understanding a homophone’s spelling and meaning.

3. A card is pulled from the deck and shown simultaneously to the artists for both teams. As the artists draw, their teammates call out possible answers. When the correct word is offered, the artist calls on that team to spell both words in the pair.

4. A point is awarded to the team that provides the correct information first. The artist then chooses the next artist and play proceeds in the same fashion.

Activity 3: Vowel Poker Card Game

Vowel Poker Card Game: pg. 231

Focus: This activity focuses on grouping short and long vowel words by pattern.

Materials: A deck of 35-45 cards

-A good starting combination might be five cards for each short vowel in the CVC pattern for a total of 25 cards and five cards for each long vowel in the CVCe pattern (except e because there aren’t many words) for a total of 20 or more cards. Wild cards can be included.

Directions:

1. Five cards are dealt to each player and the rest are turned face-down in a deck. Players look in their hands for pairs, 3 of a kind, 4 of a kind, or 5 of a kind.

2. Each player has one chance to discard unwanted cards and draw up to four new cards from the deck to keep a hand of five cards. For example, a player might be dealt bone, rope, that, wet, and rake. This player may want to discard that, wet, and rake and draw three other cards to possibly create a better hand.

3. The possible combinations are a pair (that, camp); two pairs (that, camp, bone, rope); 3 of a kind (bone, rope, rode); 4 of a kind (bone, rope, rode, smoke); 3 of a kind plus a pair (bone, rope, rode, bat, rat); or 5 of a kind.

4. Students lay down their hands to determine the winner of the round. The winner is determined in this order: Five of a kind (this beats everything), four of a kind, three of a kind plus a pair, two pairs, three of a kind, and one pair. In the case of a tie, players can draw from the deck until one player comes up with a card that will break the tie.

5. Play continues by dealing another set of cards to the players. The player who wins the most rounds is the winner.

Activity 4: Hink Pinks:

Hink Pinks: pg. 235

Focus: This activity focuses on figuring out two syllable rhyming words and learning about its structure.

Materials: One Sun (book)

Blank cards (for students to create their own hink pinks)

Writing utensil

Directions:

1. Share examples of hink pinks and discuss the structure of the language or read One Sun with your students and talk about the riddles and photographs. An example could be: “What do you call a chubby kitty or an obese feline? (fat cat). What do you call an angry father? (mad dad).

2. Brainstorm objects and possible adjectives that rhyme- for example, pink/sink, bear/lair, sled/bed. When students understand the concept, have them work in small groups or individually to think of their own hink pinks.

3. Challenge students to draw a picture to illustrate their hink pink or to write a riddle. These can be exchanged with a friend.