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Resource Book Final

Resource Book Final

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Published by Danielle Chemello

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Published by: Danielle Chemello on Apr 30, 2012
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Danielle Chemello4/28/11Resource Book 
Grab Bag
Grab Bag is an activity that helps first grade students produce the individual soundsor phonemes within word families. This game allows students to practice phonemic awareness.As stated in CC.1.R.F.2.b, first graders should be able to orally produce single-syllable words by blending sounds (phonemes), including consonant blends. This means that students should be ableto pronounce and read words such as “slip” and “shop”. This standard is addressed through thegame because students are required to construct words with blending sounds in order to win thegame.
The Grab Bag activity is where a group of four or five students are given a brown paper bag with slips of paper inside. Each paper says a word family such as “-at” or “-an”. Stu-dents are to shake up the bag and take out one piece of paper. For the word family that is indicatedon the slip, the student needs to come up with a word for that family. The students will get one point for words with a consonant and then the word family such as “can” while they can get two points for words with a consonant blend such as “plan”. The student will then record his/her scoreonto the score card for all of the group to see. The bag is then passed to the next student who re- peats the same process. The game ends once the bag is empty of word family cards. The winner isthe student who has accumulated the most points.
Specific Example:
This game could easily be adapted for students with visual impairments.The other students in the group could read the word family to the student so that he or she couldanswer with a word like the other students. A word family could be “-ath”. The other students inthe group would then read “-ath” aloud and the student with visual impairments could say a wordwith that word family. For example, they could respond correctly with “math” or “bath”. The oth-er group members would decide if this was correct or not. Also, if necessary and applicable, thecards could have the word family written out as well as written in Braille. For example, the “-ath”card would have “-ath” written in text and written with the corresponding Braille letters underneaththe “a” “t” and “h”. This would allow the student to participate fully in the game and even allowthe student’s group members to learn some basic Braille.
Activity Plan for ‘Grab Bag’
Teacher: Okay boys and girls, today we will be playing a game that uses your ability to make newwords. Since we have been discussing the sounds that two letters can make together, this gamewill help you practice these kinds of words. So, each table of four or five students will receive one brown paper bag. Inside these bags are slips of paper for you to read. For example, in this table’s bag, I just pulled out the card that says “-ap” on it. Now let’s see which one of you can think of aword that uses the two letter blends we have been discussing to make a word that ends in “ap”.Anyone think they have a word?Student (Johnny): I know one! Clap could work!Teacher: Great! That word uses both “c” and “l” together and uses the word ending of “-ap”. Now, since Johnny used a word that used a blend, he will receive two points. How many points doyou get for a word with a blend like “cl-”?
Students: Two!Teacher: Good listening skills! What do you think would happen if Johnny had said “nap” insteadof “clap”?Student (Angela): Well since he did not use a blend word he would not get two points. Maybe heshould only get one.Teacher: Exactly right! If a student in the group creates a word that does not have a blend at the beginning, he or she gets only one point. Let’s review. How many points do students receive for aword like “clap”?Students: Two!Teacher: And for a word like “cap”?Students: One!Teacher: Perfect! Once the points are decided for that person, the score will be written down onthe score card underneath each brown paper bag. After that student goes, says their word, andrecords their score, the next student in the circle will go ahead and repeat the same process. Makesure to keep the used cards in a pile next to the bag so that you will not use them again. The gamewill end once there are no more cards in the bag. Once the bag is empty, each person will tally uptheir score and whoever has the most points wins! Any questions?...
Idiom Clarification
I definitely thought that the idiom assignment from class was a great one that clearlyexplained the actual meanings of these expressions. It allows students to see both the literal defini-tion and the figurative meaning of adages such as, “The cat’s out of the bag.” The expression doesnot literally mean that a cat is coming out of a bag, it means that a secret is out. Students in fifthgrade should be able to distinguish this difference as stated in CC.5.L.5.b. This common core stan-dard says that fifth grade students should be able to recognize and explain the meaning of commonidioms, adages, and proverbs. They should know this because they need to be able to recognizeexpressions that are typically said every day. People use them often and by fifth grade, studentsshould be able to clarify what exactly the message means in order to participate fully in conversa-tions. The activity I am about to explain makes sure that students recognize the difference betweenthe literal and figurative meanings of the expression.
The idiom definition activity is where groups of three or four students are given alarge piece of paper or poster board and markers or crayons. As a group, the students will think of an idiom that had previously confused one or more members of the group. The students will thenwrite the saying at the top of the paper or poster board. Underneath the saying, the page will be di-vided into two sections by a line. On one side of the line, the students will draw a picture thatgives the literal definition of the expression. On the other side, the students will portray the figura-tive meaning of the saying. These posters can then be hung around the room for all groups to seeso they can learn more expressions’ meanings as well.
Specific Example:
This activity could be a huge help for students with autism. Many studentswith autism tend to take other people’s words very literally. For example, if someone stated, “It’sraining cats and dogs out there,” the student with autism may truly expect cats and dogs to be fall-ing from the sky. This activity will help the student differentiate between the literal and figurativemeanings of the saying. Having the literal picture of a cloud with cats and dogs falling from it nextto the figurative picture of a really hard rainfall will allow the students to see what is really meant by the expression. Another expression that may confuse students with autism is “The cat’s out of the bag”. With this assignment, they can have the literal picture be a one of a cat crawling out of a bag while the figurative picture can be one of someone letting out a secret. These two picturesnext to each other will help students see the difference between what is actually meant by the id-iom. Explicitly learning the difference between idioms’ literal and figurative meanings will greatly benefit these students who take everything literally.
Phonics Poster 
An activity that helps practice phonics is easily done if you have a magazine, scis-sors, glue, and a poster board. First, the students will peruse the magazine looking for pictures of any objects that interest them. After finding ten pictures that they like, the students should cut outthe pictures and glue them to the poster board while making sure to leave room underneath each picture to write a word. Once all ten pictures are glued on, the student should start with the first picture and write every syllable to that word. The student will then continue to do the same for ev-ery one of their ten pictures.
Learning how many syllables are in a word is such an important task for the begin-ning reader. It allows for them to sound out bigger words through the smaller segments of sylla- bles. According to CC.1.R.F.3.e, students in first grade should be able to decode two-syllablewords following basic patterns by breaking the words into syllables. The magazine picture activitywill allow for students to separate words into syllables by having students write down each sepa-rated syllable as well as clap to the syllables.
Specific Example:
Since this activity relies heavily on pictorial representations, students withvisual impairments who cannot read small print are able to participate fully. Seeing large picturesin the magazine will allow them to decide what they want on their poster. Also, using markers or alarger utensil to write will help the student better see their writing when they separate the syllables.If using markers is not enough assistance, the teacher can ask the student to point to their pictureand separate the word into syllables by clapping at each syllable of the word. For example, if thestudent picked a picture of a basketball, the teacher would write it as bas-ket-ball. Then the teacher would have the student clap out the syllables by saying bas-ket-ball and clapping during each sylla- ble. This allows the student to see and hear the three syllables in the word. It also allows theteacher to know that the student still understands the concept of separating syllables.
My Pile, Your Pile
In the game that helps improve fluency, students are to quickly read aloud wordsthat are presented on an index card. Each of these notecards will be created by the teacher andhave a word specific for that grade level written on one side. There will be about 15 of these note-cards in a shuffled stack. Students in groups of two are to flip over a card from the stack, one at atime, so that they can try to read it aloud as quickly and as accurately as possible. Whichever stu-

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