The Analogy Strategy

97

Directions: Children in centers read the word family clue words on the muffin word guide, and use onset and rime cards to build word family words (Figure 4-7) Children write the words in the !muffins ! "f children build more words than fit in the blan# muffins on the muffin word guide, as# them to write the e$tra words underneath the muffins

Fishing for Words

Children fish for words in a buc#et !%ond ! &ather than sim%ly reading words, as is the %rocedure in the traditional 'ersion of the word fishing acti'ity, children substitute one beginning letter-sound for another to read words with familiar rimes This acti'ity is suitable for small grou%s of first graders and second graders who need e$tra hel% in learning how to read word family words by substituting beginning sounds Things You'll Need: A %lastic buc#et to ser'e as a %ond( a %ole (a ruler wor#s well)( string( %a%er cli%s( a magnet( fish made of laminated construction %a%er( a mar#er To ma#e the fishing %ole, tie a string to a ruler and fasten a small magnet to the end of the string To ma#e the fish, cut colored construction %a%er into fish sha%es )rite a word with a familiar rime on one side of each fish*the word band for instance +n the other side, write an onset that creates a word when substituted for the beginning letter in the word on the re'erse, such as the letter s ,ast, fasten a large %a%er cli% to each fish and dum% all the fish in the %ond (the %lastic buc#et) Directions: Children catch a fish, read the word on one side (band), substitute the beginning sound written on the re'erse side (s), and then read the new word (sand), as shown in Figure 4-- Correctly identified words are remo'ed from the %ond "f the word is not correctly identified, the fish is thrown bac# into the %ond for another try later in the game

Hink Pinks
.in# %in#s are two-word rhymes consisting of an ad/ecti'e and a noun that share a rime Things You'll Need: 0a%er( %encils( crayons or mar#ers Directions: 1egin by as#ing children to thin# of ad/ecti'es with the same rimes as the nouns they describe, such as dair fair or s!ell bell " )rite e$am%les on the chal#board to ser'e as illustrations Children create and illustrate their own hin# %in#s Figure 4-2 shows hin# %in#s and %ictures created by a multi-age grou% of second and third graders 3ou may want to as# children to write definitions for their hin# %in#s For e$am%le, !a dri%%y %et! or !a wet %et! are definitions for the hin# %in# sogg dogg " And you also may want to %ro% the definitions on the chal# tray, and ha'e children match the definitions with the hin# %in#s and %ictures

100

Cha%ter 4

Tongue T#isters
Tongu e twiste rs are senten ces in which all (or nearly all) the words begin with the same lettersound 4se this acti'it y with first, secon d, and third grader s who need %racti ce %ayin g attenti on to onsets and e$tra %racti ce in fluent ly readin g short senten ces Thing

s You'll Need: Tongue twisters remembe red from childhoo d or a good boo# with lots of twisters, such as World's Toughest Tongue T#isters (&osenbl oom, 52-6) or Charles 7eller8s Tongue T#isters (52-2) Directio ns: )rite a tongue twister on the board and ha'e children read and reread the twister in chorus for fluency As# a 'olunteer to underline the words with the same beginnin g lettersound (onset) .a'e the whole grou%

/oin togeth er to write a tongu e twiste r Childr en are now ready to write their own tongu e twiste rs 3ou may desig nate the onset each child is to use in writin g the tongu e twiste r, or childr en may decid e for thems el'es which begin ning sound they would li#e to use Share the alliter ati'e tongu

e twisters children write (Figure 4-59)( read

Figure 4-10 )riting and illustrati ng tongue twisters gi'es children o%%ortun ities to identify the onsets in words and to creati'el y use this #nowled ge

The Analogy Strategy

101 twisters aloud in chorus( %ut them on wall charts To de'elo% fluency, ha'e children ta%erecord tongue twisters Follow the e$am%le of &osenblo om and fasten together children8 s alliterati 'e sentence s and illustrati ons to ma#e a boo# of %layful, alliterati 'e language created by the readers and writers in your classroo m

Word Fa!il $gg Words"

Children

wo r#i ng in cen ters bui ld wo rds by %ut tin g tog eth er tw o hal 'es of col orful %la stic egg s* one hal f wit h an ons et wri tte n on it and the oth er wit ha rim e Things You'll Need: A %ermane nt mar#er(

%lastic eggs( a bas#et (o%tional ) Direction s: )rite an onset on one half of a %lastic egg and a rime on the other half 0ut the eggs in a bas#et, se%arate them into hal'es, scramble the hal'es .a'e children fasten together two hal'es of colored %lastic eggs that ha'e a rime and an onset (Figure 4-55) .a'e children write the words they build

Word Fa!il %hains

Children ma#e brightly colored %a%er

cha ins of wo rd fa mil y wo rds +r chi ldr en ma y ma #e cha ins of wo rds tha t be gin wit h the sa me lett ersou nd, de %e ndi ng on wh ich as% ect of %ri nt (on set s or rim es) yo u

wish to em%hasi: e

Figure 4-11 Children

build words by %utting the hal'es of %lastic eggs with onsets on them together with the hal'es that ha'e rimes written on them

102

Cha%ter 4 Thing s You'll Need: Colorf ul constr uction %a%er cut into stri%s about 5 inch wide Direc tions: Child ren loo# for word famil y words (or words with the same begin ning lettersound ) on the word wall, on charts , and on bullet in board s Child ren write word famil y words or

words with the same beginnin g lettersound on construct ion %a%er stri%s Ta%e or sta%le the ends of stri%s into a circle, lin#ing the circles with one another to form a giant chain 1efore hanging the chain, count the number of words children chained together ;ra%e chains o'er bulletin boards( hang them from one corner of the room to the other( ta%e them to des#s, windows , and walls

&i!e Pick' ()

"n this gamel i#e acti'it y, childr en %ic# u% stic#s * either the #ind found in %o%sicles or used as tongu e de%re ssors * with word famil y rimes (or onsets ) on them (Figur e 45<) This acti'it y wor#s best when two or three childr en %lay togeth er, and fits nicely into center

s Things You'll Need: 0o%sicle stic#s, craft stic#s or tongue de%resso rs with rimes on them (or onsets if beginnin g lettersounds are the focus) Directio ns: Scatter stic#s on a table or floor Ta#ing turns, children %ic# u% a stic#, read the rime or say the beginnin g letter, and thin# of a word family word or a word with the same beginnin g lettersound "f the child says a real word, the child %uts the stic# in his or her own %ersonal

%ile =ach stic# is worth one %oint The %layer who gets the most stic#s (the most %oints ) wins

The Analogy Strategy

103

Word Fa!il Tic' Tac'Toe

This old standby fits nicely in learning centers, and is %layed much li#e the origi-nal 'ersion of the game, e$ce%t word family words are written in tictac-toe s>uares instead of ?s and +s +r, to focus on onsets, children write words that begin with s%ecified lettersounds Things You'll Need: +a# tag( mar#ers @a#e tic-tactoe cards

by dra win g the trad itio nal nin ebo$ des ign and wri ting two wor d fam ily clu e wor ds wit h diff ere nt rim es abo 'e the bo$ es 4n derl ine the rim e in eac h wor d fam ily clu e wor d (ca t, ran )" "f

you would rather em%hasi: e onsets, write words with onsets the children are learning and then underline the onsets ,aminate tic-tactoe cards and ha'e %layers use erasable mar#ers when they %lay Directio ns: Two children %lay( each writes a word with the same rime (or onset) as that at the to% of the %laying card (Figure 4-5A) "n this e$am%le, one %layer writes at family words, while the other %layer

wri tes an fam ily wor ds The trad itio nal rule s hol d* any thre e wor ds /oin ed in a hor i:o ntal , 'ert ical , or dia gon al dire ctio n win Bot eC Thi s ga me can be use d for lett ersou nd %att ern s (ch

a%ter D), %refi$es (cha%ter 6), or suffi$es (cha%ter 6) by writing two words with different lettersound %atterns (such as boat and tail for long o and long a), %refi$es (unha)) and re)la ), or suffi$es ()la ing and looked) at the to% of the tic-tactoe cards

Children ma#e their own train tic#ets by writing word family words on cards and then %utting them inside train

cars that ha'e the same word family rime on them Alternati'ely, children can write words with beginning lettersounds that match the letters written on train cars Things You'll Need: An engine and train cars made of colorful construction %a%er( large en'elo%es Sta%le a large en'elo%e with a word family rime (or a beginning F i g u r e 4 1 3 T i c t a c t o e c h a l l e n g e s c h i l d r e

n t o t h i n # o f w o r d s t h a t s h a r e t h e s a m e r i m e T h i s a c t i ' i t y c

winner!

a n a l s o b e a d a % t e d f o r o f t e n u s e d % r e f i $ e s a n d s u f f i $ e s , o r f

o r w o r d s t h a t h a ' e s % e c i f i c l e t t e r s o u n d % a t t e r n s , s u c h a s l o

n g ' o w e l s o r r c o n t r o l l e d ' o w e l s

Cha%ter 4

Figure 4-14 Eetting on board this train calls for writing word family words (or words with the same beginning letter-sounds) and %utting them inside the %ro%er car )hen the train lea'es the station, all the cards are read and returned to the children, who then ta#e them home for additional %ractice letter-sound), fla% side out, to each car Fasten e'erything to a bulletin board (Figure 4-54) Directions: Children ma#e their own !tic#ets! by writing word family words (or words with beginning letter-sounds) on inde$ cards Children then %ut the !tic#ets! inside the car with the word family clue word on it )hen the train is ready to lea'e the station, ta#e out the tic#ets, read and discuss the words, and return tic#ets to their ma#ers so children can ta#e them home to share

*ill *entences and *tories

Children write sentences or stories that ha'e many word family words or words that begin ali#e 4sing many words that share the same rime or beginning letter-sound results is silly, often humorous, sentences and stories This acti'ity is a%%ro%riate for children wor#ing in small grou%s and in learning centers Things You'll Need: Bothing s%ecial Directions: &e'iew onsets or rimes, as a%%ro%riate for the focus of the acti'ity Children write silly sentences or stories that %redominantly feature either the same rimes or the same onsets For instance, using the @innie @oo boo#s (Ca:et, <999) as an ins%iration, children might write a silly story that features the ! onset Children might write, +ne !orning ,r" ,oo and ,r" ,oo's !ooing #ife (,rs" ,oo) !ooed, -,oo.e o.er- to their little son ,innie ,oo /r" ,innie ,oo /r" elled, -,ooo! , 0 #ant so!e !'!'!'ilk and coookie cris)s"- -0 ha.e so!e cookie cris)s, but ou #ill ha.e to !ake our o#n !'!'!' ilk,- said ,rs" ,oo" +r children might write silly sentences with the same rime, such as *a.e bra.e Da.e fro! the dee), dark ca.e" or The fat cat sat on a hat and s1uashed it flat"

Three 2inds of Word 3ists

Children ma#e long lists of words that begin with the same onset or end with the same rime =ncourage children to acti'ely %artici%ate in list ma#ing, to hel% write the words, and, additionally, ha'e children read and reread the lists to de'elo% word fluency

The Analogy Strategy

59D Things You'll Need: Bothing s%ecial A The!e' 4ased Word Fa!il 3ists Directio ns: Challeng e children to thin# of words that share rimes with food names, holidays, animals, commun ity %laces, games, and toys For e$am%le, word family words for an animal, say a cat, might include hat, bat, gnat, fat, sat, rat, and !at5 a list of word family words for an outdoor toy, say a s#ing,

mig ht be rin g, kin g, bri ng, sin g, and thi ng" Fas ten list s to wal ls, bull etin boa rds, and doo rs Co m% are and con tras t wor ds( use wor ds for wri ting %oe try, for stu dyi ng wor d s%e llin g, and in ga me s

1 %elebrate +nsets Directio ns: =$%lore onsets with an oldfashione d celebrati on, an alliterati 'e feast with all sorts of things that begin ali#e, such as )o)corn, )i66a, )otatoes , )inea))l e, )ret6els, and )ie" @a#e a list of these words )rite %oems and stories about the e$%erience, using lots of words from the alliterati 'e list C 7lliterati .e *ho))ing 3ists Directio ns: @a#e a game of

cre atin g ima gin ary sho %%i ng list s, say ing, !" we nt to the stor e and " fou nd a ban ana to buy ! The n as# eac h chil d to add so met hin g to the list that beg ins wit h the sa me lett er and sou nd

as banana * basket, bread, book, balloon, bean" @a#e a list on the chal#boa rd ;iscuss onsets and the sounds they re%resent , and then in'ite children to create their own imaginat i'e sho%%ing lists

Word Fa!il *lides

Children %ull a stri% of oa# tag through a de'ice to re'eal one word family word at a time, as shown in Figure 45D This acti'ity fits nicely into learning

cen ters Thi ngs You 'll Ne ed: )h ile slid es can be %ur cha sed, the y are e$tr em ely eas y to ma #e fro m oa# tag To ma #e a slid e, writ e ons ets on a stri % of oa# tag The n cut a me diu msi:e

d sha%e out of oa# tag to ser'e as the body of the slide )rite a rime on the slide and cut a window (two hori:ont al slits) beside the rime @a#e the window large enough so that the stri% with onsets can be threaded through it Directio ns: As children %ull the stri% through the slide, different words are formed As# children to write down the words they ma#e, and then later include these words in the word family word

buil din g acti 'ity des crib ed earl ier

W o r d F a ! i l W o r d 4 i n d e r s
Chi ldre n sa' e im%

ortant word family words in binders, and then consult the words either when writing or when %artici%a ting in other word family acti'ities

Cha%ter 4
Figure 4-15 )ord family slides gi'e children %ractice identifying word family words that are formed when different onsets are combined with the same rime Things You'll Need: +ne binder for each child( %a%er for the binders Directions: As a grou%, children ma#e a list of words in the same family, the at family, for e$am%le Children then %ut the at family list in their %ersonal word family word binders Children add to their binders other word family words they meet in reading or need for writing The words children %ut in their binders may come from the word family lists in your classroom, from the word wall, from %oems, and from writing acti'ities 0ut lists in binders al%habetically according to the 'owel in the rime, a!, an, at, et, ig, i!, i), it, and so forth

Word Fa!il Word To#ers

Children build towers of word family words by reading words written on bloc#s +r, alternati'ely, children ma#e towers of bloc#s with words that ha'e the same be-ginning letter-sound Things You'll Need: 1loc#s with word family words or words with some of the same beginning letter-sounds To ma#e bloc#s, you need s>uare tissue bo$es( ta%e( stic#y shelf or drawer liner %a%er( a %ermanent mar#er Co'er the bo$es with drawer liner %a%er, write words on the bloc#s "t is easier to ma#e towers when bloc#s ha'e words on only four sides, more difficult when words are on all si$ sides Directions: Children read the words on each bloc#, decide which word belongs to the family (or has the same beginning letter-sound), and then stac# the bloc#s

The Analogy Strategy

107

children ma#e word towers, they ha'e o%%ortu nities to read and reread the same words, which hel%s familiari :e children with onsets and rimes and, addition ally, hel%s to de'elo% fluency reading oftenused words

Figure 4-56 )hen

one on to% of the other (Figure 4-56) "n reading different words on the bloc#s, children get re%eated %ractice reading the same words, which hel%s to build word fluency Count the number of bloc#s children stac# u%( as# children to suggest other words that share the same rime or beginning letter-sound( add some of the words to your classroom word wall

Word Fa!il Hunts

Children search for word family words (or words with the same onsets) "n the %rocess, children learn to loo# for, recogni:e, and read words with the rimes or on-sets you are teaching Things You'll Need: Bothing s%ecial Directions: Children scour the room and familiar boo#s for word family words or words that begin with the same letter-sound Children write the words they find and share them with the class "f children are #ee%ing their own word family binders, as# them to add the word family words to the binders Count the words children find @a#e a sim%le bar gra%h showing how many words belong to the same word family or begin with the same letter-sound

,oo#ing 1eyond the Analogy StrategyC

The number of words children can identify with the analogy strategy de%ends on three factorsC (a) the onsets and rimes readers remember in words, (b) the fre>uency with which rimes occur in often-read words, and (c) the si:e of