SCHOLASTIC GRADES PREK-1

Read Write
Mini-Books
That Teach Phonics
Fun and Interactive Stories That Give Beginning Readers
Practice With Consonants, Vowels, and Blends
BY NANCY I. SANDERS
 ISBN 0-439-45854-4

9°780439"45654e2
 RSCHOLASTIC

That Teach Phonic

BY NANCY I. SANDERS

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NEW YORK + TORONTO + LONDON + AUCKLAND « SYDNEY Teaching

MEXICO CITY + NEW DELHI * HONG KONG + BUENOS AIRES Retoimreer
 This book is dedicated to the Everett Free Library
in my hometown of Everett, Pennsylvania,
and all the librarians who lovingly devote
their time to foster an enjoyment of reading
in children of the community.

Scholastic Inc. grants teachers permission to photocopy the contents of this book for classroom use only.
No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,
without written permission of the publisher. For information regarding permission,
write to Scholastic Inc., 557 Broadway, New York, NY 10012.

Cover design by Jason Robinson

Cover and interior artwork by Anne Kennedy
Interior design by Sydney Wright

ISBN: 0-439-45854-4
Copyright © 2004 by Nancy |. Sanders

All rights reserved. Published by Scholastic Inc.

Printed in the U.S.A.

8910 40 100908
 1 @- O@-O0-O-O-O=<
Contents
PXOUT SES) BROOK eth 201 rio) 0 Oe eed 8 a i ee 4
MKC MGM alin BOOKS adc, 6 cae tien one aN ankle OM wl Snead 5
Poem VAL SOOKG MON de ctor eran ny awa ne hol wees 2 ee te)
Eee TOLEXION OCG). «ih 2120 Fk ee eei os wk ee 6
NU CeCHG Pee moet ss ae at na: Sylvie hae Meg ee ate eae i eee 8

Phonics Stories
SRR ER CRSR GRAV KSLHRS RA sR ARTEKD

Initial Consonants
Min comaCllaerePa hee ais ie artista wre Sa ike asta ocean hh toe oe ee ifs’
NNEC GION Tate Se cedhe Sth fobs GE seek RE eer has EN ed Se a ly, eek ee 17
Hae Coniosre. aie tien. uncot wAr .cd aly hain oe eee ee 19
PAO VA ST) RL ents. ee Otay 2a tl oe Pee eee 21
PSIAIC a2. 2. Pe eR RLY sohdL i irtriedah rakes kan ree AS ain pa oe ae 23

Initial Consonant Blends

ENA
GA SINT I ORLST Oe ea en ee re ee er De eB 25
PAO OO re Bai) faites cre ke de oe Oo cata ee ae MANNS n i cae aaron gee eae zy
NO LY sails ances OE ES ree, ee are Pree ern ne ME Meer) ees Sie Se 29
Rigi EOCH ewe Sr SOn What ine SMT Sissel bes acu bind send aa kOe wen ae ean ae ems 3]
A-SWON:, een, SW nti ales A SEE He. dubia dasectalay< hee er he eey & eee A}

PAI: ota} Ue eee nok Fo aa ACN AEE SEER. BE AG RETERE 35

Pv SSO sret-id. i a eer Re Ber rk been ee rr ths Os Vee SY.
RSC TOG |Re ae SCs Pt een hen MN APE ren M MTT Maret. ferhc sa eu. 39
LN SEAEM Sx Ge) Re ee eT eR ETM Lk) Te rps aera oePte o rn cre co- 4]
The Arti. EVR RN Oneeget, AHL ate ok ERO OE eee Pe Pe TaSonhs Mee peti} 43

Long Vowels
TASS
act eee CLAM BO SR) ae tet add. NAb, EPEE Reed Be ol UN Se ee 0 Boeae ha ae 45
RUmPemetevey Ali Ga’Tak die a Us ianiny ene iia ane ROMER Ae tity -Rea Eh veeheharea datasrira+ stint 47
ARPES WIPE BT: canal hears niall Meta le Aida oe i een WRN BR cs Pela etatateh iat 49
PINION mavens: Coy ere eeeince Re ig eee AP oe BCR ausinentighs cua aE ee Manaus REA Sy
TEGVSS
NTT So, |Naeekt hema ee eeSon Ne ant ee er A ER RRS OE, ONT rte, hee 2 ae)

Short Vowels
TRE Bea er Ce ati Ey alse eed ee ee a}6)
Ileto Pate oe eee eR ote RTE iii uss se OOM eae: oy!
DeEishigers ste fp SP = SoD Ye eran ri eee Ane Nan ot 7 59
TerFOxt wis: ON ERR Ee i 155 Pio a sgh 4 Benes see aay marae 61
H.. can teachers best help young children build the essential skills they
need to learn to read? Techniques come and go for teaching the basics of
reading to young children. But one thing remains—the necessity of under-
standing the relationship between the spoken sounds in a word and the letters
used to represent those sounds. Having this basic comprehension greatly
benefits students as they set out on their personal journey of learning to read.
In his book Phonics from A to Z (Scholastic, 1998), reading specialist Wiley
Blevins identifies important areas of instruction that advance reading skills—
automatic word recognition, comprehension of text, and development of a
love of literature and a desire to read. Especially designed to support reading
instruction, the stories in 25 Read & Write Mini-Books That Teach Phonics can be
valuable teaching tools you can use in the classroom.
As your students learn about sounds and their relationship with letters,
they will begin to recognize and identify different phonetic groupings such as
initial consonant blends, final consonants, and short vowels. Each of the 25
reproducible mini-books features a simple one-sentence story building on
four key words from a homogenous phonetic grouping. For example, in the
story The Bear, the words bear, bike, baby, and ball all share the initial consonant
b. As children learn to identify the sound and spelling of initial consonant 8,
they can use this skill to decode the new word bear. When they follow each
story's predictable pattern of homogenous phonetic groupings, they’ll gain
essential reading skills.
Accuracy in decoding words and an increased base of automatic word
recognition are an integral part of each student’s reading progress and
fluency. From reading these mini-books, children will soon learn to
recognize many words in the same
phonetic groupings. The format of the
mini-books adds to their appeal—
they’re just the right size for small
hands and are easily tucked into a
pocket to take anywhere. Children he
learn that reading is fun, and they’ll a
set sail on a course charted for success. ‘~~
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Making the Mini-Books

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Follow these steps to copy and put together

the mini-books.
* Remove the mini-book pages along the Title Page
perforated lines. Make a double-sided Title Page
copy on 8 !/2 by 11-inch paper.
% Cut the page in half along the solid line. nae
% Place page 3 behind the title page. (=
Title Page
* Fold the pages in half along the dotted
line. Check to be sure that the pages are ——
S——7
in the proper order, and then staple them Title Page
!

together along the book’s spine. Title Page

NOTE: If you do not wish to make double-

sided copies, you can photocopy single-sided copies of each page,
cut apart the mini-pages, and stack them together in order, with the
title page on top. Staple the pages together along the left-hand side.

Using the Mini-Books

The mini-books in this collection will spark the interest and enthusiasm of students, each one
inspiring them to read another. Each mini-book tells a humorous one-sentence story that
incorporates four key words that give practice in the same phonics skill. The books follow the
same format and include illustrations to support young readers.

* The title page introduces * Pages 4 and 5 continue to the story,

children to the first
‘The Bear introducing and reinforcing a third key
word demonstrating word (baby).
the phonics skill—for The bear
* Pages 6 and 7 on the bike
example, bear for the
introduce and has a baby...
initial consonant 0.
reinforce the
%* Pages 2 and 3 | oy fourth key
. The bear i obsj ae
i DB ye word (ball),
introduce the on the bike... ct ( ) The bear
second key and complete | onthe bike
word in the the story. has a baby
and a ball.
aaa x Children can [2°
Readers see revisit the four
how the word fits within that mini-book’s key words on the back
featured phonetic grouping (initial cover of each book by
consonant blends, final consonants, or
filling in the missing
short vowels, for example). Students can letters in the words to
practice writing the word by tracing over reinforce spelling.
the dotted lines of the grouping’s letter(s).
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Activities to ixtend Learning

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Do You Hear What | Hear?

Pictures of animal ears help make this simple phonemic awareness game fun and
engaging. Find a variety of animal pictures in magazines and calendars. Then,
use the enlargement feature on a photocopier to make each animal’s ears about
4 inches long. Cut out the ears and glue each one to a 5-inch square of tagboard
for durability. Give an ear card to each student. Explain that you will read a list of
words aloud slowly and you will ask children to listen for specific sounds within
those words, such as final consonant d. (mud, dad, maid, fan, bed, net, food) Each
time students hear that target sound, they are to hold up their individual ear
card to let you know they heard it. If children hold up their ear cards at the
wrong sound, ask them to listen for the sound again as you repeat the word.

Classroom Phonics Books

Take students on a vowel hunt in the classroom or another designated area. Tell
children which vowel you are hunting for, such as long a. Then invite students
to look for objects or pictures of items whose names contain that vowel sound.
(crate, gate, playground, raisins, staple, tape) After every child finds a word, have
each student write the word he or she found and draw a picture of it on a large
index card. Collect the index cards and turn them into a class book. Label the
cover page with the corresponding vowel sound. For each new sound introduced
to students, embark on a new hunt and make a new class book. Make these
phonics books available for browsing during free time and at Open House.

In Grandma’s Suitcase
Imagine Grandma’s coming! What will she bring in her suitcase? Bring to school
a small suitcase filled with items or pictures of objects that contain the target
sound, such as initial consonant blend cl-. (clam, clock, cloud, clover, claw, cliff,
clown, cloth, clip, clothes) Review the items with students. When finished,
pack up the suitcase and play a simple game. Begin the game by saying, “In her
suitcase, Grandma brought a clock.” Ask volunteers to repeat the name of the
item and add another item with the same target sound. The first volunteer may
say, “In her suitcase, Grandma brought a clock and a clown.” Continue the game
until the class has an extensive list of words containing the target sound.

Short-Vowel Game
Divide a 3-foot sheet of butcher paper into five equal sections. Write one vowel
on each section, setting up a grid of letters. Invite students to take turns tossing
a cotton ball onto the paper. Ask, “Where did your cotton ball land?” Have
children name the letter and then say a word that contains the short-vowel
sound. For more phonics fun, vary the game using different target sounds ?

such as final consonants or initial consonant blends.

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Phonics Activity Cards

Make multiple copies of the word cards on pages 8 through 14. (These are the 100 words
introduced in the mini-books.) Cut them apart and use them for a variety of activities.
Here are some suggestions.
»x Spin the Wheel Make a wheel-shaped spinner by drawing a large circle ona 6-inch
piece of tagboard. Divide the circle into five sections. Label each section with a
different initial consonant blend, such as cl-, dr-, fl, sn-, and sw-. Then cut out an arrow
shape from tagboard and mount it with a brass fastener to the center, creating a
spinner. To make sturdy word cards, glue each card containing an initial consonant
blend to a small index card and laminate for durability. (You can play this game with
any of the five sets of word cards—simply make a spinner for each phonics skill.)
Here’s how to play the game:
of a
e Select four sets of initial consonant words cards. (You can make four copies
set from one story. Or, you can use sets from four different stories.) Shuffle and
.)
distribute the cards to players. (This activity works best with a group of four children
e Have players lay their cards faceup in front of them.
where
° The first player takes a turn spinning the wheel and announces to the group
the arrow landed. (“The arrow landed on sn-.”)
she
° If the first player has a word card with that initial consonant blend, he or
ed cards).
places the word card next to the spinner (creating a stack of discard
continues
If the player does not have a card with that initial consonant blend, play
with the next child.
e The game ends when all players have discarded every card.
r paper, as you
x Our Phonics Box Wrap an empty shoe box and its lid with butche
slot. Glue a set of
would a present. Cut a 1- by 6-inch opening in the lid for a mail
r paper
word cards that match the phonics skills you are teaching to the butche
might use the word cards
wrapping. If students are working on initial consonant b, you
“Initial Consonant B” on the
from the story The Bear. (bear, bike, baby, ball) Then write
with pencils and index
shoe box’s lid. When the phonics box is ready, put a basket
that have that initial consonant
cards beside it. All week, invite children to write words
open the shoe box and
on index cards and slip them through the mail slot. On Friday,
and examine the words
review the words with students. Encourage children to read
nt phonics skill.
during free time. Use the box again to focus on a differe
on paper, draw five different types of
% Short Vowels Classroom Banner On constructi
s, and hats). Cut out four copies
clothing (for example: shirts, pants, boots, mitten
. Give the first group four
of each type of clothing. Divide the class into five groups
d group four paper pants
paper shirts and four short-a word cards. Give the secon each
children glue one word card on
and four short-e word cards, and so on. Have
use spring-type clothespins
piece of paper clothing and write the target letter. Then,
a length of clothesline. Invite
to create a banner. Clip each piece of clothing onto
sets of word cards to the clothesline.
groups of students to take turns adding different
a word wall, to strengthen
Encourage children to use the banner as they would
t.
spelling skills and support vocabulary developmen
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% Our Garden of Final Consonants Grow a phonics garden! Cover a bulletin board with
craft paper. On the board, write the title “Our Garden of Final Consonants” in large,
colorful letters. Mount five tall sunflowers with green stems and yellow flowers. On
each flower, write one final consonant. Then cut out green paper leaves, one for each
student. Give each child a leaf, a word card containing a final consonant, and a red
crayon. As a class, discuss and identify the final consonant. Have children trace the
final consonants on their word card with the red crayon, and glue the word card on
the leaf. Invite students to tape their leaves to the corresponding sunflower, giving each
flower stem four leaves. As you introduce other phonics skills, modify the flowers or
scene to suit your needs.

Initial Consonants Pocket Chart Write “Initial Consonants” on a sentence strip and put
it in the top of a pocket chart. To make labeled categories for the chart, write the
following consonants on separate sentence strips: b-, f-, l-, m-, t-. Put each label in a
separate row of the pocket chart. Explain that students will match each word card to
one of the initial consonants in the pocket chart. Then, distribute the initial consonant
word cards randomly to children. Invite one volunteer at a time to place his or her
word card in the correct row of the chart. To extend this activity, consider inviting each
volunteer to say another word with the same beginning sound.

* Reading Journals Use file folders to create reading journals. Begin by writing the
following headings on separate sheets of white paper: b-, f-, /-, m-, t-, cl-, dr, fl, sn-, sw-,
-d, -l, -t, -mp, -nt, long a, long e, long 2, long o, long u, short a, short ¢, short i, short 0, and
short u. Use a photocopier to make a phonetic-grouping set for each student. To make
the journals, staple each set to the inside of an open file folder. Distribute the folders to
children. Then, give each student a copy of any one of the pages from 8 through 14.
Have children cut apart the words and sort them into separate phonetic groups. As a
class, discuss the strategies students used to sort the words. When ready, have children
glue the word cards to the corresponding journal pages. Encourage students to pair off
and practice reading their journals aloud to each other. When the journals contain all
of the 100 word cards, have children take their journals home to share with families.

Word Cards

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 That Teach Phonics
d writing go hand in hand with interactive mini-books
e young readers the support they need to develop
nfidence and key phonics skills. The twenty-five stories
ion feature a consistent format, predictable text, and
engaging illustrations —giving children lots of practice reading and
writing consonants, vowels, blends, and more! Comes complete
with reproducible mini-books and word cards, plus skill-building
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