I 3: Quick Pick
Make a game of identifying the “special sound” (digraph) in each of a variety of words.
2. Materials & Preparation
- word list (same as for the previous two activities)
- sound cards for the digraphs — with dotted lines (same as for the previous two activities)
- sound cards for the digraphs — without dotted lines
Print the sound cards onto sturdy card-stock paper, and cut them apart. The word list is for the adult’s reference only.
Now that your child is familiar with what all the “special sounds” look like, it is time to transition away from the sound cards with dotted lines connecting the letters and toward new sound cards showing just the letters.
Prop up each new digraph card (without dotted lines) with a block directly in front of the child, and put the corresponding card with a dotted line one at a 90-degree angle beneath it. Explain to the child that these best friends don’t really touch each other, but you will keep the dotted-line cards around for a while to remind you that they make a special sound when they are together.
Put out all the digraph sound cards in front of the child. (Put the cards without dotted lines in a propped-up row, with the dotted-line cards in a row beneath them.) Using the provided word list, give the child one word at a time. He will repeat the word, make the sound and do the appropriate gesture for that digraph, and point to the correct sound card. He should then say the word one more time.
Adult: I’m going to say a word, and I want you
to tell me which special sound you hear in that word.
Get ready: shoe. Say that.
Adult: That’s right. What special sound do you hear? Listen: shoe.
Adult: Yes. What motion do we do for that sound?
Child: [Makes “shh” gesture] /sh/
Adult: Now point to the sound card and say the word.
Child: [Points to /sh/ card] Shoe.
Adult: Good job! Let’s try another word. Listen: fang.
Go through the words on the word list in random order. Give him a point for each correct answer. Make note of any words or digraphs the child struggles with, and revisit those words at the end.
4. Small Groups (2-5 children)
Lesson Objective: Using digraph sound cards, children will hear and repeat the digraph phoneme in a spoken word and match the digraph phoneme to its corresponding letter card.
GELDS (Georgia Early Learning & Development Standards): CLL6.4f
Georgia Standards of Excellence: ELAGSEKRF3.a
Common Core State Standards: CCSS.ELA-LITERACY.RF.K.3.A
- optional: pocket chart or magnetic board with magnets, tape, whiteboard
Adaptation: Read the main activity, watch the video, and follow the instructions above, with the following changes:
This activity may be done on the rug. Put the pocket chart where everyone can see it. Place the sound cards with just the letters on the top row of the pocket chart. Place the sound cards with the dotted lines on the row beneath. [Alternately, tape the sound cards to a board in two rows.] Explain that these “best friends” don’t really touch each other, but we’ll keep them around for awhile. Review all the sounds with the gesture associated with each. Use the word list to randomly call a word. Ask one child at a time to come up to the chart and point to the correct sound card that begins or ends the word. All the children can say the sound together, make its gesture, and repeat the word.
Reinforcement: Divide the group into teams or partners. Repeat the activity, giving a point for each correct answer.
Use this Reinforcement at Home form to tell parents and guardians how they can reinforce lessons outside the classroom.
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One Response to “I 3: Quick Pick”
These are extremely helpful activities! I love them all!