Visual Learning Tools

Learning Module Activity Guide

Reading & Writing 1

Letter Recognition & Sounds

Basic Grammar & Punctuation
Reading Comprehension
Handwriting
PK-2
English
Language Arts
 Visual Learning Tools

Learning Module Activity Guide

Reading & Writing 1

Letter Recognition & Sounds

Basic Grammar & Punctuation
Reading Comprehension
Handwriting

Learning Activities developed by

Keys to Learning, LLC

PK-2
English
Language Arts
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 contents

Table of Contents
The Foundation of VariQuest Learning Modules . . . . . . . . . . . . . . . . . .4

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Activity 1: ABC’s and abc’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Activity 2: Alphabet Line Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Activity 3: My Alphabet Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Activity 4: CVC Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Activity 5: Handwritten with Care . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Activity 6: Write a Sentence. Write a Sentence? Write a Sentence! . . . . . 16

Activity 7: Using Apostrophes . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Activity 8: Write a Friendly Letter . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Activity 9: Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Activity 10: Parts of a Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Additional Activity Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Content List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Work Order Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

 The Foundation of
VariQuest Learning Modules

V
ariQuest supports educators by providing countless opportunities to introduce a variety
of visuals and hands-on manipulatives into their classrooms. The use of visuals in the
classroom helps students understand and retain information, specifically abstract concepts.
Visuals can also help bridge the gap for students who struggle with vocabulary and/or language
barriers. Hands-on manipulatives create learning experiences in which students interact with
knowledge kinesthetically. Research shows that exposing students to a variety of learning
experiences, including visual and kinesthetic, will increase student retention and help students
learn to construct meaningful knowledge from information. The VariQuest Visual Learning Tools
enhance classroom teachers’ ability to provide learning experiences that meet the learning styles
of all students.

The aim of the following Learning Activities is to coordinate the VariQuest Visual Learning Tools
with lessons and activities that incorporate visual and hands-on learning strategies to reinforce
basic skills and provide fun and motivational activities that will supplement your school’s
curriculum. For best practices and additional information on how to customize VariQuest posters,
banners, flashcards, awards, cutouts and manipulatives, review the VariQuest Implementation
Guide prior to use.

For the following learning activities, use construction paper for all cutouts unless otherwise
specified. Pre-laminating construction paper using a cold laminator adds durability to cut out
letters, shapes, numbers and collections.

4
reading & writing 1 Overview
This module covers alphabet skills, sound-symbol correspondence of initial letters and
short vowel word families. Children will also practice letter formation and general writing
skills using grammatical and mechanical conventions. Children will apply general reading skills and
strategies to identify the main idea and details and compare characters. The learning activities
in this VariQuest Learning Module are designed to meet educational standards in innovative and
creative ways. Before turning to the learning activities, familiarize yourself with general information
that will guarantee ease of use and flexibility.

Assessment
Following the learning activities, you will find a rubric that can be used to guide you in making
observational assessments of students’ abilities related to the objectives outlined in the learning
activities. It is recommended that you make a copy for each student to guide your ongoing
informal assessments, making anecdotal notes on the back when appropriate.

VariQuest Content
You will find a complete list of all of the content included in this module between the Rubric
and Work Order template. The content ID #s (ex. VIS001) for content referenced in the learning
activities are listed in the materials section for each activity and are color-coded to help distinguish
between templates for the Poster Maker (red) and Awards Maker (purple) and cutouts and
collections for the Cutout Maker (gold).

Work Orders
You will also find a work order template on the last page of the Activity Guide. This template
can be photocopied and used for placing orders for customized VariQuest posters, banners,
stickers, awards, cutouts and collections. It is designed to be submitted to the primary user of the
VariQuest Visual Learning Tools by those who may not have direct access to them.

5
 A c t ivi t y o n e

ACTIVITY One

Alphabet 2 Banner Alphabet Banner

ABC’s and abc’s
BAN080 BAN081

Objectives
Children will recognize and name all uppercase letters of the alphabet.
Children will recognize and name all lowercase letters of the alphabet.

ABC Banner Uppercase Letters

BAN077 PRE028 Materials
Poster Maker: Awards Maker:
Alphabet 2 Banner: BAN080 I Know My Uppercase Sticker:
Alphabet Banner: BAN081 PEK009
(optional) I Know My Lowercase Sticker:

Lowercase Letters I Know My Uppercase

ABC Banner: BAN077 (optional) PEK008
PRE014 Sticker Uppercase Letters: PRE028 other:
PEK009
Lowercase Letters: PRE014 Large sticky notes
Envelopes
Tape

Preparation
I Know My Lowercase
Sticker P
rint and display Alphabet 2 Banner or one of the other alphabet
PEK008 banners.
Print 8 ½” x 11” copies of Uppercase and Lowercase letters, one of
each for each pair. Cut copies into two-letter pieces: AB, CD, EF,
GH, IJ, KL, etc. Mix up the pieces and place in envelopes marked
Uppercase Alphabet and Lowercase Alphabet. Tip: Glue or tape the
title from the copy onto the envelope as a label.
Print I Know My Uppercase and I Know My Lowercase Stickers, one of
each for each child.

6
 AB C’s a nd abc’s

Whole Class
Sing your favorite alphabet song and point to each letter on an alphabet Modification
banner. Then have children close their eyes and put their heads down on Print 8 ½” x 11” copies of Uppercase
and Lowercase Letters. Cut into
tables or desks. Use a large sticky note to cover one letter (upper and
four-letter strips ABCD, EFGH, IJKL,
lower case) on the alphabet banner. Have children open their eyes and etc. Mix up the strips and place in
name the hidden letter. The child who guesses correctly comes to the front envelopes marked Uppercase Alphabet
and covers a different letter with the large sticky note while other children and Lowercase Alphabet. Have children
order the uppercase letters, and tape
place their heads down. Repeat several times giving different children the
them together to make a mini horizontal
opportunity to “hide the letters”. banner. Repeat with lowercase
alphabet pieces.

Center Activity
Give each group an Uppercase and Lowercase Alphabet envelope of two- Extension
letter pieces. Have them put the uppercase letters in alphabetic order. Give Print 8 ½” x 11” copies of Uppercase
and Lowercase Letters. Cut each
them tape to attach the alphabet pieces together to make a mini horizontal
one into multiple random pieces,
banner. Repeat with lowercase alphabet pieces. cutting between and through letters.
Give children tape and the pieces for
one or both puzzles and have them
reconstruct the alphabet.

Have children show you their mini alphabet banners, check for accuracy,
then reward them with I Know My Uppercase and I Know My Lowercase
Stickers.

7
 A c t ivi t y Tw o

ACTIVITY TWO

Alphabet Train Alphabet Train

Alphabet Line Up
Uppercase Lowercase
CRF063 CRF091
Objectives
Children will match upper and lowercase letters.
Children will order letters of the alphabet.

Materials
cutout Maker:
Alphabet Train Uppercase: CRF063
Alphabet Train Lowercase: CRF091

other:
Mural paper
Glue
Art supplies

Preparation
Cut out Alphabet Train Uppercase and Lowercase on magnetic
material. Tip: Cut out both collections at 30” for whole class activity.
Cut out several sets of the Alphabet Train Uppercase and Lowercase
collection, enough for each small group to have one set of each. Tip:
Cut out both collections at 24” for small group activity.

8
 A lphab e t L i n e U p

Whole Class
Modification
Review the alphabet. Using the Uppercase Train magnetic shapes, place
Cut out Alphabet Puzzle Pieces
the train engine on the far left side of a magnetic board. Place train cars and
Horizontal: CRF099 on cold-laminated
uppercase letters randomly along the bottom of the board and position the construction paper, and place in an
caboose on the far right side. envelope. Make a separate envelope
for Alphabet Puzzle Pieces Vertical:
CRF155. Have children match upper
Line up children. Have the first child put a train car behind the engine, find
case and lowercase letters. Encourage
the first uppercase letter of the alphabet (A) and put it on the car. Then the students to take home one set to
child goes to the end of the line. Repeat until the train is complete. The last practice with an adult.
child checks the alphabet and adds the caboose. Repeat another day with
Alphabet Lowercase Train. Extension
Give children Alphabet Train cutouts
without the letter pieces. Give them
mural paper and art materials. Have
them make train murals and write
the upper- and lowercase letters on
Cooperative Groups the train cars, then decorate their
train and the station and write a story
Give small groups of children Alphabet Train Upper and Lowercase letters,
about the scene.
mural paper, glue and art materials. Have them make a letter train or trains
(they may choose to combine upper and lowercase letters into one train or
make separate upper and lowercase trains), glue them to the mural paper
and use art materials to complete the scene. Have groups write or dictate a
story about their mural. Display murals with group stories in the hallway.

9
 A c t ivi t y Thr e e

ACTIVITY THREE

A Alphabet B Alphabet C Alphabet

My Alphabet Books
Card Card Card
ABC001 ABC002 ABC003
Objectives
Children will demonstrate understanding of initial sound-symbol
correspondence of the letters of the alphabet.
Children will identify pictures for the letters of the alphabet.
D Alphabet E Alphabet F Alphabet
Card Card Card
ABC004 ABC005 ABC006
Materials
cutout Maker: Q Alphabet Card: ABC017
A Alphabet Card: ABC001 R Alphabet Card: ABC018
B Alphabet Card: ABC002 S Alphabet Card: ABC019
G Alphabet H Alphabet I Alphabet C Alphabet Card: ABC003 T Alphabet Card: ABC020
Card Card Card D Alphabet Card: ABC004 U Alphabet Card: ABC021
ABC007 ABC008 ABC009
E Alphabet Card: ABC005 V Alphabet Card: ABC022
F Alphabet Card: ABC006 W Alphabet Card: ABC023
G Alphabet Card: ABC007 X Alphabet Card: ABC024
H Alphabet Card: ABC008 Y Alphabet Card: ABC025

J Alphabet K Alphabet L Alphabet

I Alphabet Card: ABC009 Z Alphabet Card: ABC026
Card Card Card J Alphabet Card: ABC010 Square Book Cover: BKS161 (Basic)
ABC010 ABC011 ABC012
K Alphabet Card: ABC011 Square Book Page: BKS162 (Basic)
L Alphabet Card: ABC012 other:
M Alphabet Card: ABC013 Drawing materials
N Alphabet Card: ABC014 Folders or large envelopes
O Alphabet Card: ABC015 Tape or glue
M Alphabet N Alphabet O Alphabet
Card Card Card P Alphabet Card: ABC016 Alphabet-related children’s books
ABC013 ABC014 ABC015

Preparation
Cut out Alphabet Cards, A-Z, custom-sized to 3” x 4”, one set of 26
letters for each child.

P Alphabet Q Alphabet R Alphabet

Cut two (2) Square Book Covers out of cardstock and 26 Square Book
Card Card Card Cover pages out of lined paper, custom-sized to 7”, to create one book.
ABC016 ABC017 ABC018
Cut out enough covers and pages so that each child has one book.
Store the Alphabet Cards, A-Z, blank book covers and pages for each
child in a separate folder or envelope.
Collect several alphabet books from the classroom or school library.

10
 M y A lphab e t B o o k s

Whole Class
Review alphabet banners or other classroom art. Ask, “What letter does the
word apple begin with? What else begins with the same sound as apple?”
S Alphabet T Alphabet U Alphabet
Read aloud an alphabet book that has different pictures for each letter, Card Card Card
ABC019 ABC020 ABC021
such as:
Animalia, by Graeme Base
Dr. Seuss’s ABC: An Amazing Book, by Dr. Seuss

Tell children that they will begin to make their very own V Alphabet W Alphabet X Alphabet
alphabet books. Distribute envelopes or folders with Card Card Card
ABC022 ABC023 ABC024
Alphabet Cards, blank book covers and pages to each
child. Have children write a title on one of the book
covers (be sure the perforated side is on the left).

Then have children tape the A Alphabet Card to one of

Y Alphabet Z Alphabet Square
the book pages, trace the letters and apple, then write Card Card Book Cover
ABC025 ABC026 BKS161
the word apple on the page. On the back of that same
page, have children draw pictures of other things that
begin with A.

Help children use words from the alphabet books or words that are posted
Square
around the classroom to label their drawings. Encourage children whose Book Page
names begin with A to include pictures of themselves on the letter page. BKS162

Remind them to use a capital letter for their names. Once finished with the
book cover and the “A” page, have children store their pages in large folders. Modification
Have children glue down, trace, and
label the Alphabet Card for each page.
Center Activity
Have alphabet books available for children to use as reference. Have
Extension
children work on creating pages by taping the remaining alphabet letter
Have children label their pictures and
cards, B-Z, onto pages and drawing pictures. Children should work on their highlight the target letter each time
books during independent work time over the next few weeks and store it appears by tracing it in a different
their pages in their folders. color. Then challenge them to write a
sentence using as many of the picture
names as possible. For example: Adam
When all children have completed their alphabet books, have them put the alligator has a lot of apples.
the pages in alphabetical order. Place the front cover on top and the back
cover at the end of the pages, then, help them staple the cover and pages
together. Invite volunteers to share their favorite letters and drawings.

11
 A c t ivi t y f o ur

ACTIVITY FOUR

Rhyme Time Good Spelling Award

CVC Word Families
PRE022 AWD020

Objectives
Children will use phonics skills to spell and read words.
Children will apply phonics skills to spelling and writing rhyming words.

2 Piece Puzzle
PUZ068 Materials
poster Maker:
Rhyme Time: PRE022

awards Maker:
Good Spelling Award: AWD020

cutout Maker:
2 Piece Puzzle: PUZ068 (Basic)

other:
Large envelopes

Preparation
Cut out 2 Piece Puzzle, custom-sized to 8” on cardstock. Make
enough so each child has 10 sets of puzzle pieces.
On the left puzzle piece write the following initial
consonants: b, d, c, f, l, m, p, r, s, w.
On the right puzzle piece write the following
word families: -an, -at, -ed, -en, -ig, -it, -ip, -ot,
-un, -ug.
Store the puzzle piece sets in envelopes, one
for each child.
Print and laminate the Rhyme Time poster.
Edit the Good Spelling Award by changing the
“Spelling Award” to “Rhyming Award” and adding
your school name. Use the Name List feature to
create a customized sticker with each child’s name.
Print one for each child and attach to cardstock.

12
 C V C W o r d F amili e s

Whole Class
Modification
Review short vowel sounds. Review word families, explaining that words
Work with small groups of children on
that end with the same sounds rhyme, pot-hot, man-can, etc.
a single word family per lesson time.

Distribute envelopes with puzzle pieces and have children spread out their Extension
puzzle pieces in front of them. Then say a word family, and have them find
Cut out lowercase Font Letters a – z
the puzzle piece with that word family ending on it and hold it up. Confirm for each child. Have children use
that children are holding up the puzzle piece with the correct word family. their letters to spell the word families.
Challenge them to spell rhyming
words using initial consonant blends.
Then give them oral clues to rhyming words for that word family. Have
children find the initial consonant needed to complete the word and match
the pieces.

For example, tell the children, “This is something I wear on my head.” (hat).
Have children find the “h-” piece and connect it to the “-at” piece, to spell
the word “hat.” Repeat with other words in the –at family, then move on to
the other word families.

Center Activity
Display a blank Rhyme Time poster. Have children combine their puzzle
pieces, spell six sets of rhyming words, then record the words on the poster
with a dry erase marker. Check the words to make sure they are spelled
correctly and rhyme, then hand each child a Rhyming Award sticker.

13
 A c t ivi t y F iv e

ACTIVITY FIVE

Alphabet 1 Banner Writing Lines

Handwritten with Care
BAN097 VIS259

Objectives
Children will spell and write their names.
Children will use the correct letter formation strokes to write the letters
of the alphabet.
I Know How to Write Handwriting 1 Sticker
My Name Sticker STK366
STK261
Materials
poster Maker:
Alphabet 1 Banner: BAN097
Writing Lines: VIS259 (Basic)

awards Maker:
I Know How to Write My Name Sticker: STK261
Handwriting 1 Sticker: STK366

other:
Dry erase marker and eraser

Preparation
Print and display Alphabet 1 Banner.
Print, laminate and display Writing Lines poster. Print 8 ½” x 11”
copies, two (2) for each child.
Print Handwriting 1 Sticker, one for each child.
Print I Know How to Write My Name Sticker, one for each child, and
attach to cardstock.

14
 Handwritten with Care

Whole Class
Modification
Display the Alphabet 1 Banner next to the Writing Lines poster at the
Give children Writing Lines to write their
front of the room. Review correct letter formation while writing each of
first names several times. Have them
the upper- and lowercase letters on the Writing Lines poster with a dry find their favorite and circle it.
erase marker.
Extension
Give children Writing Lines to write their
first, middle, and last names and list
the names of the people and pets they
live with.

Pass out Handwriting Sticker 1 to each child and have children place them
on an often-used folder or note book as a reference.

Center Activity
Give children Writing Lines to write their first names several times. Have
them find their favorite and circle it. Repeat for last names. Then, have
them write their first and last names on a new Writing Lines page, again,
circling the best handwriting.

When children have successfully written their first and last names, hand
them an I Know How to Write My Name sticker.

15
 A c t ivi t y s i x

ACTIVITY SIX

Punctuation 1 Writing Lines

Write a Sentence.
ORG058 VIS259
Write a Sentence?
Write a Sentence!
Exclamation Mark Period Punctuation
Punctuation Sticker Sticker Objectives
STK205 STK210 Children will use conventions of capitalization.
Children will use correct end punctuation for different kinds of
sentences.

Materials
Question Mark Writing Exclamation
Punctuation Sticker Mark
poster Maker: cutout Maker:
STK213 WRI035 Punctuation 1: ORG058 Writing Exclamation Mark: WRI035
Writing Lines: VIS259 (Basic) Writing Period WRI038

awards Maker:
Writing Question Mark: WRI039

Exclamation Mark Punctuation other:

Sticker: STK205 Dry erase markers and eraser
Writing Period Writing Question Mark
WRI038 WRI039 Period Punctuation Sticker: STK210 Writing and drawing materials
Question Mark Punctuation Sticker: Bag
STK213

Preparation
Print and display Punctuation 1 poster.
Print, laminate and display Writing Lines poster.
Print punctuation stickers: Exclamation Mark, Period, Question Mark and
attach to cardstock. Print enough for each child to have one flashcard.

Cut out Writing Exclamation Point, Period, and Question Mark on

magnetic material.

16
 W ri t e a S e n t e n c e

Whole Class
Review three kinds of sentences: statements (telling sentences), questions Modification
(asking sentences), and exclamations (sentences with lots of feeling). As Give children period and question
you review the types of sentences, point to the appropriate punctuation mark flashcards, and drawing and
writing materials. Have children write
mark for each type of sentence on the Punctuation 1 poster. Remind
a statement and end it with a period.
children that all three types of sentences begin with a capital letter. Have them draw a picture to go with
their statement. Then have them write
Display Writing Lines and magnetic punctuation marks, Exclamation a question and end it with a question
mark. Encourage them to draw a
Point, Period and Question Mark all on magnetic board. Using a dry erase
second picture that illustrates the
marker, on the first line write the sample sentence: we are in school. Read question. Remind children to begin
the sentence out loud; then, ask children to identify the kind of sentence it their sentences with capital letters.
is, telling, asking, or exclaiming (telling). Also remind them to use capital
letters to begin the names of people
and pets.
Have them name the correct end punctuation and ask a volunteer to find
the magnetic period punctuation and place it at the end of the sentence. Extension
Then have children tell what else needs to be done to make the sentence Give children three pieces of writing
correct (capitalize the “w”.) Let that child erase the lowercase “w” and paper and Exclamation Point, Period,
replace it with an uppercase “W”. and Question Mark stickers to put at
the top of each piece. Have them use
a favorite book and find three of each
On the next line, write: are we in school and guide children to add a question kind of sentence to list. Then have
mark and capitalize the “a.” Have children read the children read their sentences aloud
sentence as a question. Help them hear the rise in voice using the correct intonation.

at the end of a question. Talk about word order and how it

changes the meaning of a sentence.

Repeat for an enthusiastic, exclamation-worthy reading

of We are in school!

Center Activity
Place end punctuation mark flashcards (exclamation mark, period, question
mark) in a bag. Give children drawing and writing materials. Have children
pick an end punctuation card from the bag and write a sentence ending in
that mark. Then have them draw a picture to go with their sentence. Remind
children to begin their sentences with capital letters. Also remind them to use
capital letters to begin the names of people and pets.

17
 A c t ivi t y s e v e n

ACTIVITY SEVEN

Writing Lines Apostrophe

Using Apostrophes
VIS259 Punctuation Sticker
STK196
Objectives
Children will use apostrophes to form contractions.
Children will use apostrophes to show ownership.

Writing Apostrophe Font Letters

WRI032 a-z Materials
poster Maker: Font Letters: a-z
Writing Lines: VIS259 (Basic) other:
Awards Maker: Dry erase markers and eraser
Apostrophe Punctuation Sticker: Independent reading level children’s
STK196 books with both contractions and
cutout Maker: possessives
Writing Apostrophe: WRI032

Preparation
Print 8 ½” x 11” copies of Writing Lines, two for each small group.
Cut out Writing Apostrophe on magnetic material.
Cut out two sets of Font Letters, lowercase a-z and one uppercase
letter “I,” on magnet material.
Edit Apostrophe Punctuation Sticker to read: “Shows ownership of
something” only and print one for each small group.
Edit Apostrophe Punctuation Sticker to read: “Use it to show letters that
have been left out of a word” only and print one for each small group.
Place one of each Apostrophe Sticker at the top of a Writing Lines page
for each small group.

18
 Using Apostrophes

Whole Class
Review how to use apostrophes to form contractions. Use magnetic font Modification
letters to spell words, such as cannot or I will on a magnetic surface. Have Give children three sentences showing
only the contraction use for the
children take away letters and replace them with an apostrophe. Repeat
apostrophe, written on Writing Lines
with several examples.
with the Apostrophe sticker explaining
how to use contractions on the top of
Review the use of an apostrophe to show ownership. On magnetic board, the page. Below each sentence, have
children list the contraction from the
write “Kevin has a dog named Spot.” Have a volunteer rewrite the sentence,
sentence. Help them write the two
adding an apostrophe to show possession (Kevin’s dog is named Spot.).
words that form each contraction.
Repeat with several examples. Then have them circle the letters the
apostrophe replaces. Repeat with
examples of possessives.
Center Activity
Give each small group two pieces of Writing Lines paper, labeled with the
Extension
Apostrophe stickers at the top. Give each group an independent reading
Have children write a few of their own
level book that has both contractions and possessives.
sentences using contractions and
possessives.
Have children read the book together. Children should then work together
to copy two sentences for each use of the apostrophe (contraction and
possessive) with apostrophes on the correct Writing Lines page. Then, have
them write the sentence without using the apostrophe below the sentence
they copied from the book.

19
 A c t ivi t y e igh t

ACTIVITY EIGHT

Friendly Letter Writing Lines

Write a Friendly Letter
VIS222 VIS259

Objectives
Children will identify the parts of a friendly letter.
Children will use friendly letter-writing conventions.

Materials
poster Maker:
Friendly Letter: VIS222
Writing Lines: VIS259 (Basic)

other:
Dry erase markers and eraser

Preparation
Edit Friendly Letter by replacing “Today’s Date” with the actual date and
adding your school address. Leave a blank space to write a name after
“Dear” (keep the comma), change “Sincerely” to “Your Friends” in the
closing and remove “Your Signature.” Remove the “line space” text,
then print enough posters for each group to have one, plus one to use
for the whole class activity.

Print 8 ½” x 11” copies of Friendly Letter, without edits, one for each
child.
Print 8 ½” x 11” copies of Writing Lines, one for each child.

20
 wri te a friend ly l etter

Whole Class
Display edited Friendly Letter poster. Identify and label the different parts of Modification
the letter: date, greeting, body, closing/salutation, and signature. Print a sample friendly letter using the
Friendly Letter template and cut it into
five pieces (signature, greeting, body,
Have volunteers circle the commas in the Friendly Letter (date, greeting, date, salutation/closing). Have children
closing). Remind children that in a date a comma separates the number of put the pieces together. Then ask them
the day from the year. Commas are also used to separate three or more to point to and name the different parts
of the letter (signature, greeting, body,
things in a row (terrible, horrible, no good, very bad).
date, salutation/closing). Also use the
letter to review capitalization, commas
Then write a class letter to someone children know, such as the school and apostrophes in contractions and
nurse or librarian, someone they met on a class trip, or a character from a possessives. Then work with children
to write a group letter to another story
read aloud story, such as Alexander and the Terrible, Horrible, No Good,
character.
Very Bad Day, by Judith Viorst, used in the example below.

Extension
After writing the letter, have another volunteer draw a box around the
Have children work independently to
apostrophes and circle the additional commas. Also use the sample letter to write a short friendly letter. Remind
review capitalization rules. children to use friendly letter formatting,
capital letters to begin each sentence
and the appropriate end punctuation.
Have children check each other’s use
of capitalization and punctuation.

Cooperative Groups
Give each small group a Friendly Letter poster. Have groups of two or three
children select a story character and work together to write him, or her, a
short friendly letter using the Friendly Letter poster to record and revise their
work. Remind them to use capital letters to begin each sentence and the
appropriate end punctuation.

Check each group’s work and, when ready, hand out individual copies of
Friendly Letter and Writing Lines. Have children write their own final copy of
their group’s friendly letter on Writing Lines paper, using the Friendly Letter
template and poster as a reference.

21
 A c t ivi t y n i n e

ACTIVITY nine

Main Idea Reader Award

Main Idea
ORG021 RCG060

Objectives
Children will identify the main idea in a story.
Children will identify supporting details.

Book List Star

RCG004 MTH339 Materials
poster Maker: other:
Main Idea: ORG021 (Basic) Dry erase markers and eraser
Reader Award: RCG060 Alexander and the Terrible, Horrible,
Book List: RCG004 No Good, Very Bad Day, by Judith

cutout Maker:
Viorst or other age appropriate

Star: MTH339 (Basic) children’s book

Preparation
Edit Main Idea poster by changing the text of the
title to read: Main Idea of ____________________
by _______________, then print one poster and
8 ½” x 11” copies, one for each child.
Edit Reader Award poster by changing the text
on the books to read: “Books We Are Reading”.
Change “Name” to “Title and Author”, change “# of
Books” to “# of Stars”.
Edit Book List poster by deleting the list of book
titles and adding blank write-on lines. Print one
poster.

Cut out about 40 Stars custom-sized to one inch on colored paper.

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 Main Idea

Whole Class
Review main idea. Remind children that the main idea is the big idea of Modification
what a story is about. Read Alexander and the Terrible, Horrible, No Good, Select a book that children can read
independently. Using the Main Idea
Very Bad Day, by Judith Viorst, or other book. Then talk about the big or
organizer, fill in the Main Idea for them.
main idea of the story: on this day, absolutely everything goes wrong for Have children supply details that
Alexander. support the main idea. Have children
add their book to the Reader Award
chart, listing the title and author. Let
Display the edited Main Idea poster. Fill in the title of the book (Alexander
them rate the story, giving it 1-4 stars.
and the Terrible, Horrible, No Good, Very Bad Day) and the author (Judith
Viorst) on the blank lines. Write the main idea in the top box. Then ask Extension
children to give four examples or details that support, or tell more about, Have children complete a Main Idea
the main idea. Write each one in a Details box. organizer for each chapter in a chapter
book they are reading. Have children
add their book to the Reader Award
Then have the class rate Alexander and the Terrible, Horrible, No Good,
chart, listing the title and author. Let
Very Bad Day, by Judith Viorst (or other book used for the activity). Give it them rate the story, giving it 1-4 stars.
1-4 stars and add the title and author to the Reader Award chart.

When the Reader Award chart is full, list the 3- and 4-star books on the
Book List chart. Add to the Book List chart weekly. Display in the hallway
to promote reading school-wide.

Center Activity
Have pairs of children pick a familiar book and read it again. Give them a
Main Idea organizer to complete for the story. Remind them to record the
title of the book and author at the top of the page.

Have children add their book to the Reader Award chart, listing the title
and author. Let them rate the story, giving it 1-4 stars.

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 A c t ivi t y t e n

ACTIVITY TEN

Story House Character Comparison

Parts of a Story
ORG030 ORG007

Objectives
Children will identify parts of a story.
Children will compare and contrast character traits.

Materials
poster Maker:
Story House: ORG030
Character Comparison: ORG007 (Basic)

other:
Dry erase markers
Officer Buckle and Gloria, by Peggy Rathmann or other age
appropriate children’s book with two strong characters

Preparation
Print Story House poster, print 8 ½” x 11” copies, one for each child.
Print Character Comparison poster, print 8 ½” x 11” copies, one for
each child.

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 P ar t s o f a S t o r y

Whole Class
Modification
Review the main parts of a story (setting, main character(s), problem,
Select a familiar book for these
solution). Remind children that characters include the people or animals a
children. Work through the Story House
story is about. Read aloud Officer Buckle and Gloria, by Peggy Rathmann, organizer together, having children
or other story with two strong characters. dictate the main parts of the story. Write
the character names on the Character
Comparison organizer. Provide
Display the Story House and Character Comparison organizers. Complete
sentence starters for similarities and
the Story House organizer. Have children identify two important story differences, as appropriate:
characters (Officer Buckle and Gloria). Both have ______, Both are ________,
Both like __________. Have children
complete the chart by finishing the
Once the Story House organizer is complete, write the character names
similarities sentences and listing
in the boxes of the Character Comparison organizer (Officer Buckle and differences, or dictating their ideas
Gloria). Then ask children to think about how the characters are alike. to you.
List their ideas in the Character Similarities box (both characters want to
help children learn about safety.) Repeat for Character Differences (Officer Extension
Buckle is a person, Gloria is a dog). Display both organizers as a reference Have children complete the Character
for children as they work in partners. Comparison chart for two characters
from two different books.

Center Activity
Collect classroom and library books with at least two strong characters.
Some examples include:
My Friend Rabbit, by Eric Rohmann
Wilfrid Gordon McDonald Partridge, by Mem Fox
Frog and Toad Together, by Arnold Lobel

Let partners select a book to read together and use for the activity. Give
them a Story House and Character Comparison organizer to complete for
each story.

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 A d d i t i o n al A c t ivi t i e s

ADDITIONAL ACTIVITIES
Phonics Word Play
Create sets of puzzle pieces, similar to those used in Activity Four, using 2 Piece Puzzle: PUZ068 (Basic)
with additional onset, rime and consonant patterns for children to work on other phonics and word analysis
activities. Create other phonics activities by cutting out letters using the “Connect” or “Underline” feature in
the VariQuest software. Cut letters out of magnetic material to show word making on a magnetic surface,
such as a white board.

Classroom Library
Use cutout shapes: Child 3 Reading: SAE192, Child 4 Girl Reading: SAE193, Child 2 Boy Reading: SAE246,
Book Closed: SAE169, Book Open 2: SAE174, Book with Feet: SAE177 to decorate your classroom library
or reading corner.

Dr. Seuss Celebration

Celebrate an author that helped revolutionize children’s literature - Dr. Seuss! Cut out Dr. Seuss hat shapes:
Hat Dr. Seuss: SIW163, Hat 2 Dr. Seuss: SIW204, or Hat 3 Dr. Seuss: SIW205. Distribute the hats to children
and have them write their favorite Dr. Seuss book title on each hat, then make a display in the hallway.

Alphabet Lacing
Cut out Alphabet Lacing: CRF170 and give children yarn and plastic sewing needles. Have them lace the
yarn through the holes to improve fine motor skills and familiarize themselves with the shapes of the letters in
the alphabet.

Spelling Bee
Review weekly spelling words with a spelling bee. Print Spelling Bee 2: RCG064 to list the participants. Print
multiple copies of Good Spelling Award: AWD020 and attach to cardstock. Give children an award for each
correct word they spell.

26
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 reading & writing 1 RUBRIC Name
Categories Criteria Value
Minimal Basic Proficient Advanced
Recognizes and Student needs assistance Student recognizes and Student recognizes and Student recognizes and
to recognize and names some upper- and names all upper- and names all upper- and
names all upper- and
name the letters of the lowercase letters of the lowercase letters of the lowercase letters of the
lowercase letters alphabet. alphabet with errors. alphabet. alphabet and produces
the phonetic sound each
letter makes.

Recognizes and Student is unable to Student can recognize Student can recognize Student can recognize,
recognize words that words that rhyme. and produce words that produce and correctly
pronounces rhyming
rhyme. rhyme. spell words that rhyme.
words
Demonstrates letter- Student does not Student demonstrates Student demonstrates Student demonstrates
demonstrate awareness limited awareness awareness of letter- awareness of letter-sound
sound (phonemic)
of letter-sound of letter-sound sound correspondence correspondence for all
awareness by correspondence for initial, correspondence for for most letters, including initial, medial vowel and
pronouncing initial, medial vowel or final initial, medial and final all initial and final final phonemes.
medial vowel and final phonemes. phonemes. phonemes.
phonemes
Prints all upper- and Student needs assistance Student can print most Student can print most Student can print all
printing upper- and upper- and lowercase upper- and lowercase upper- and lowercase
lowercase letters
lowercase letters. letters when given letters from memory. letters from memory.
examples.
Understands and Student does not Student understands Student understands and Student understands and
applies grade- understand, or use, some basic grade-level applies all grade-level applies above grade-
grade-level appropriate appropriate applications of appropriate conventions level conventions of
level appropriate
conventions of capitalization, punctuation of capitalization, capitalization, punctuation
conventions
capitalization, punctuation and spelling with errors. punctuation and spelling. and spelling.
and spelling.
Identifies the main Student needs guidance Student can identify some Student can identify the Student can identify the
parts of a story to identify the setting, parts of a story, including main parts of a story, main parts of a story and
problem, solution, main the setting, main idea and including the setting, use this information to
R ubri c

event, key details or at least one character. problem, solution, main answer questions and
characters in a story. idea, key details and compare two or more
characters. stories.

Total:

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(Please note that all have permission to reproduce this rubric page.)
 Content List

Reading & Writing 1 Content List

Poster Maker ID Name Activities
BAN077 ABC Banner 1
BAN097 Alphabet 1 Banner 5
BAN080 Alphabet 2 Banner 1
BAN081 Alphabet Banner 1
ORG028 Story Fish
ORG029 Story Map
ORG030 Story House 10
ORG051 5 Ws Clown
ORG058 Punctuation 1 6
ORG082 Ladybug Story
PRE002 Alphabet Upper and Lower
PRE003 Alphabet with Images
PRE011 Learn Vowels
PRE014 Lowercase Letters 1
PRE022 Rhyme Time 4
PRE028 Uppercase Letters 1
PRE031 My First Alphabet
PRE032 Letter of the Week
RCG003 Bookworm Award
RCG004 Book List 9
RCG040 Caught Reading
RCG060 Reader Award 9
RCG064 Spelling Bee 2 Additional
VIS003 Fortunately
VIS004 Unfortunately
VIS222 Friendly Letter 8
Awards Maker ID Name Activities
AWD020 Good Spelling Award 4, Additional
PEK002 I know my ABC's Award Plaque
PEK008 I know my Lowercase Sticker 1
PEK009 I know my Uppercase Sticker 1
STK033 Hooked on Books Sticker
STK196 Apostrophe Punctuation Sticker 7
STK201 Comma Punctuation Sticker
STK205 Exclamation Mark Punctuation 6
Sticker
STK210 Period Punctuation Sticker 6
STK213 Question Mark Punctuation Sticker 6

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 C o n t e n t li s t

Reading & Writing 1 Content List (cont.)

Awards Maker ID (cont.) Name Activities
STK298 Story Plot Sticker
STK299 Story Setting Sticker
STK300 Story Event Sticker
STK301 Story Beginning Sticker
STK302 Story Middle Sticker
STK303 Story End Sticker
STK304 Story Conflict Sticker
STK306 5 W's Sticker
STK258 I Know My ABC's Sticker
STK261 I Know How to Write My Name 5
Sticker
STK361 Handwriting Sticker
STK366 Handwriting 1 Sticker 5
Cutout Maker ID Name Activities
ABC001 A Alphabet Card 3
ABC002 B Alphabet Card 3
ABC003 C Alphabet Card 3
ABC004 D Alphabet Card 3
ABC005 E Alphabet Card 3
ABC006 F Alphabet Card 3
ABC007 G Alphabet Card 3
ABC008 H Alphabet Card 3
ABC009 I Alphabet Card 3
ABC010 J Alphabet Card 3
ABC011 K Alphabet Card 3
ABC012 L Alphabet Card 3
ABC013 M Alphabet Card 3
ABC014 N Alphabet Card 3
ABC015 O Alphabet Card 3
ABC016 P Alphabet Card 3
ABC017 Q Alphabet Card 3
ABC018 R Alphabet Card 3
ABC019 S Alphabet Card 3
ABC020 T Alphabet Card 3
ABC021 U Alphabet Card 3
ABC022 V Alphabet Card 3
ABC023 W Alphabet Card 3
ABC024 X Alphabet Card 3

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 Content List

Reading & Writing 1 Content List (cont.)

Cutout Maker ID (cont.) Name Activities
ABC025 Y Alphabet Card 3
ABC026 Z Alphabet Card 3
CRF063* Alphabet Train Uppercase 2
CRF078* Letter Snowmen Uppercase
CRF091* Alphabet Train Lowercase 2
CRF092* Letter Snowmen Lowercase
CRF099* Alphabet Puzzle Pieces Horizontal 2
CRF155* Alphabet Puzzle Pieces Vertical 2
CRF156* A to Z Uppercase
CRF168* A to Z Lowercase
CRF170* Alphabet Lacing Additional
FNT018** D'Nealian Manuscript
FNT019** Zaner-Bloser Manuscript
MNI037 Mini Hat 1
SAE169 Book Closed Additional
SAE174 Book Open 2 Additional
SAE177 Books with Feet Additional
SAE192 Child 3 Reading Additional
SAE193 Child 4 Girl Reading Additional
SAE246 Child 2 Boy Reading Additional
SIW016 Book Pages
SIW163 Hat Dr. Seuss Additional
SIW204 Hat 2 Dr. Seuss Additional
SIW205 Hat 3 Dr. Seuss Additional
WRI032 Writing Apostrophe 7
WRI034 Writing Comma
WRI035 Writing Exclamation Point 6
WRI038 Writing Period 6
WRI039 Writing Question Mark 6
*Indicates Cutout Maker collection
**Indicates Cutout Maker font

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 Variqu est W O RK OR DE R

VariQuest Work Order Template

This template can be photocopied and used for placing orders for customized posters, banners, stickers, awards, cutouts and collections.

Date Order Placed: __________________________________ Order #: _________________________________________

Date Order Needed By: ______________________________ Date Completed: _________________________________

Staff Name: ___________________________________________________________________________________________

Room #: _________________________ Phone #: ___________________________________________________________

E-mail: ________________________________________________________________________________________________

Special Instructions:

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

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 Visual Learning Tools

For additional resources and

standards alignment visit
www.variquest.com
800-328-0585

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