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Activity Index Category Name of Activity
Visual (V), Auditory (A),
Kinesthetic (K), Tactile (T)
Page
Number
Phonemic Awareness Activities (PA)
Sound Matching Rhyme Time A 1
Friend’s Favorites A 1
Secret Sound AV 2
Singing Sounds AK 2
Oddball Out A 3
Sound Mirrors KV 3
Noisy Rhymes AK 4
Mad Libs® A 5
Phoneme Blending Secret Name A 6 Guess the Word A 6
Snail Talk AK 7
Knock ‘n Slide AK 7
Phoneme Isolation Smiley Thumbs Up AK 8
Phoneme Segmentation Sound Stretches AK 8
Phoneme Deletion Hidden Words A 9
Phonics Activities (Ph)
Sound Bingo AV 9
Find the Sounds AK 10
Chain ‘em Up A 10
Alphabet Soup AVK 11
Visualize This! V 11
People Letters K 12
Sand Letters T 12
Mind Find AVT 13
Syllabication Activities (S)
Scissor-bles VK 13
The Door to REVLOC VT 14
Morpheme Activities (M)
WoRDS V 15
General Review Activities (GRA)
Auditory Drill A 16
Dictation AT 16
Sound Tapping ATK 17
Hot Lava AVK 17
Beach Ball Pass VK 18
Criminal Sight Word Dot and Jot AVT 19
Fluency (F) Fluency Drills AV 20
Consonant Drill AV 21
Vowel Drill AV 22
Activity Books SMART Search 23
SMART Squares 24
Criminal Sight Word Search 24
Card Decks Code Quest: Consonants & Vowels 25
Cops & Criminals: Sight Words 31
Tiger Trek: R-controlled Vowels 33
Unlock REVLOC: Syllable Types 37
Strawberry SMASH: Consonant Blends 40
Magic Bridge: Bridge ‘e’ 43
Boat Trip: Vowel Teams 47
Giant vs Cyclops: Hard & Soft C and G 51
Vocabulary SUMMIT Clip and Flip 55
Oral Language Picture It with Me Postcards 59
© Kendore Learning, SMART Teacher Training
Rhyme Time
PA Task: sound matching
Materials:
A
Rhyming stories or poems
Directions: 1. Read aloud a rhyming story or poem.
2. Reread the selection, omitting the matching rhyme, and have
students fill in the blank. For example: See the frog jump over the
_______. (log)
3. Invite students to think of new rhyming words to fit each sentence.
For example: See the frog jump over the ________. (hog, dog)
Friend’s Favorites
PA Task: sound matching Materials:
A
None
Directions: 1. Use this activity at the beginning of the year to help students learn
classmates’ names. Have students practice phoneme matching by
asking a partner to name his or her favorite hobby or treat. Explain
that “favorites” must begin with the same sound as the student’s
name (e.g. Patty and peanut butter).
2. Invite students to introduce partners to the class, telling what he or
she likes. For example, Sam likes soccer and salamanders.
3. Extend learning by having students draw pictures of their classmates
on connected paper dolls. Write each student’s “favorite” on the
bottom of his or her doll.
© Kendore Learning, SMART Teacher Training1
Secret Sound
PA Task: sound matching
Materials:
AV
Picture cards
Yarn Directions:
1. Punch holes in picture cards and string a piece of yarn through
each picture to create necklaces. Give a picture necklace to each
student.
2. Mentally choose a target phoneme such as the sound /p/ at the
beginning of words. Choose students wearing pictures with the
target phoneme to stand in front of the class.
3. Have classmates guess the target phoneme, and then start again
with a new “secret” sound.
4. Extend the activity by making new necklaces using magazine or
newspaper photos or invite students to draw their own illustrations.
Singing Sounds
PA Task: sound matching Materials:
AK
None
Directions: 1. Have students sing the following song to the tune of “If You’re
Happy and You Know It.” If your name begins with /m/, stand up,
If your name begins with /m/, stand up,
If your name begins with /m/, stand up and take a bow,
If your name begins with /m/, stand up.
2. Repeat with different phonemes and movements such as clapping
your hands, turning around, touching your toes, or jumping up and
down.
3. As a variation, have students use picture cards with the song. For
example, If your picture begins with /s/, stand up.
© Kendore Learning, SMART Teacher Training 2
Oddball Out
PA Task: sound matching Materials:
A
None
Directions: 1. Ask students to listen carefully as you say three words. Explain that
only two of the three words belong together (ex: share a beginning
sound, rhyme, etc.). Have students identify the word that does not
belong.
2. Say the words one at a time; then have students hold up one, two,
or three fingers to indicate whether the first, second, or third word is
the “oddball.” Ask a volunteer to repeat the oddball word aloud.
3. As a variation, use pictures instead of words. Identify each picture
aloud, and have a volunteer choose the oddball picture.
Sound Mirrors
PA Task: sound matching Materials:
KV
Hand-held mirrors
Directions: 1. Distribute mirrors. Say sounds and have students repeat them as
they look in the mirror. Point out teeth, tongue, and mouth positions
as they say different consonant and/or vowel sounds.
2. Divide the class into pairs. Have students hold mirrors for partners
and say letter sounds again. Ask students to place their hands in
front of their mouths as they speak to feel their air expel.
3. Have students repeat the process a third time, saying the sounds
and placing their hands on their chins to feel the mouth positions.
© Kendore Learning, SMART Teacher Training3
Noisy Rhymes
PA Task: sound matching Materials:
AK
Nursery rhymes
Noisemakers (1 per student) Directions:
1. Review and discuss rhyming words. Say three words, two which
rhyme, and have students identify the rhyming pair.
2. Give students rhyming pairs in a nursery rhyme (e.g. Jill, hill);
challenge them to listen for the rhyming pairs and identify them as
you read a nursery rhyme aloud.
3. Distribute noisemakers. Read the nursery rhyme again, and invite
students to use their noisemakers each time they hear the second
half of a rhyming pair.
© Kendore Learning, SMART Teacher Training 4
Mad Libs™
PA Task: phoneme identification This activity helps students retrieve words with the target
criteria. It also helps to develop grammar concepts. Materials:
A
Mad Libs™
Directions: 1. Ask students to provide a word that starts with a target sound. They
will be challenged to think of nouns, verbs and adjectives that start
with that sound.
2. For younger students use the definition of the part of speech in the
request. For example:
“Tell me a noun, a person, place or thing, which starts with the
/p/ sound.”
“Tell me a verb, an action word, which starts with the /p/
sound.”
“Tell me an adjective, a describing word, which starts with the
/p/ sound.”
Variations:
Ask for a word that:
has 2,3 or 4 syllables.
ends with a target sound.
has a target sound in the middle.
© Kendore Learning, SMART Teacher Training5
Secret Name
PA Task: phoneme blending Materials:
A
Class roster
Directions: 1. Say the following chant to students: It begins with /t/,
And it ends with /im/.
Put them together,
And they say ____. (Tim)
2. Have students blend the sounds together and chorus the correct
answer.
3. Repeat the chant, using each student’s name. Invite students to
stand and bow when their names are spoken.
Guess the Word
PA Task: phoneme blending Materials:
A
Phonemic word list of known sounds
Directions: 1. Using words with two or three phonemes, have students sing the
following verse to the tune of “The Wheels on the Bus.”
The sounds in the word go /h/ /a/ /t/; /h/ /a/ /t/; /h/ /a/ /t/.
The sounds in the word go /h/ /a/ /t/,
Can you guess the word?
2. Repeat with other two- and three-phoneme words. Move into
written language by writing words on the whiteboard and having
volunteers circle those words used in the verse.
© Kendore Learning, SMART Teacher Training 6
Snail Talk
PA Task: phoneme segmentation Materials:
AK
Snail picture (You will need to make these from a clip art picture.)
Craft sticks
Crayons or markers
Glue
Phonemic word list of known sounds Directions:
1. This activity helps students “stretch out” (segment) words to hear
how the phonemes blend together. Give a snail picture to each
student. Have him or her color and glue the snail picture to a craft
stick.
2. Explain to students that since snails move very slowly, they must also
talk very slowly. Declare “Snail Time” and say words slowly, one at a
time, articulating each sound. Have students slowly move their
“snail sticks” from left to right as they repeat and “stretch out” each
word.
Knock ‘n Slide
PA Task: phoneme counting, phoneme blending Materials:
AK
Phonemic word list of known sounds
Directions: 1. Say a one-syllable word. Have students knock on tabletops as they
say each phoneme, moving their hands from left to right to show
whether the sound comes at the beginning, middle, or end of the
word.
2. Have students go back to the first knock position and slide their fists
on the table from left to right, blending the sounds together. Ask
students to say the word as they show the hand motion.
© Kendore Learning, SMART Teacher Training7
Sound Stretches
PA Task: phoneme segmentation, phoneme isolation, phoneme blending Materials:
AK
Phonemic word list of known sounds
Directions: 1. Have students stand as they listen to you say a three-phoneme word.
2. Have students say each phoneme of the word separately while placing
their hands on their heads for the first sound, shoulders for the second,
and tummies for the third. Have students repeat the sounds as they take
positions.
3. Repeat with additional three-phoneme words. For variation, say
phonemes faster and faster as the game progresses. Extend the activity
to four-phoneme words using head, shoulder, tummy, and knees and
then five-phoneme words using head, shoulder, tummy, knees, and toes.
4. Send the word lists home, and invite the students to play the game with
their parents.
Smiley Thumbs Up
PA Task: phoneme isolation Materials:
AK
Phonemic word list of known sounds
Smiley stickers Directions:
1. Give a smiley sticker to each student to stick on his or her thumb.
2. Select a target sound such as /s/. Instruct students to give a
“smiley thumbs up” signal each time they hear the target sound at
the beginning of a word.
3. Read words from the word list, inviting students to indicate which
ones contain the target sound.
4. Change the target sound, and repeat the activity with other
words. After practice with beginning sounds, have students signal
middle or ending sounds.
© Kendore Learning, SMART Teacher Training 8
Hidden Words
PA Task: phoneme deletion, phoneme substitution
Materials:
A Phonemic word list of known sounds containing another word
(ex. boat contains the word oat) Directions:
1. Read words from the list one at a time. Ask students what sound
needs to be dropped to uncover the “hidden word.” For
example: What sound do you drop to change meat to eat?
2. Vary the activity by having students add sounds to given words For
example: Add /k/ to the beginning of row to make ___ (crow).
Note: Increase the difficulty by using words with consonant blends only if students have
already learned blends in reading instruction.
Sound Bingo
Ph Task: phoneme isolation, sound matching Materials:
AV
Bingo Game Card and Code Quest decks
Place markers
Scissors
Glue Directions:
1. Have students make their own bingo game boards by dictating
sounds Sound Cards to the Bingo Card in random order.
2. Begin each game by telling the class whether to listen for single
sounds at the beginning, middle, or end of words. Explain how to
play Sound Bing: Students are to listen to each word then use a
place marker to cover the bingo space with the matching sound.
3. Keep track of words you say for each sound. Tell the students to
call out “Bingo!” when they have covered a row; then have them
read the sounds while you check your sheet.
© Kendore Learning, SMART Teacher Training9
Find the Sounds
Ph Task: sound matching, sound-symbol awareness Materials:
AK
Code Quest deck(s)
Directions: 1. In advance, pull out known sounds from the deck and hide them
around the room.
2. Invite the class to find a card and sit down in a circle.
3. Have each student identify the sound that matches his or her letter.
Then say a word with that sound, such as ball for ‘b.’
4. Invite students to hide their cards around the room and repeat the
activity.
Chain ‘em Up
Ph Task: phoneme isolation Materials:
AV
None
Directions: 1. Explain to students that they will create a word chain by listening to
the beginning and ending sounds of words.
2. Say a word (ex. cat) and have students repeat it slowly,
emphasizing the ending sound.
3. Ask students to think of another word that begins with the ending
sound of the first word (ex. top).
4. Continue adding more words to the chain (ex. cat—top—pin—
nice—city—eat); have students repeat each word aloud.
Note: This is an oral, not a written, task. Make sure students know they
should identify sounds and that spellings may be different (ex. tiger-earth).
© Kendore Learning, SMART Teacher Training 10
Alphabet Soup
Ph Task: sound matching, sound-symbol awareness Materials:
AVK
Cup or bowl
Printed sheet of sounds that students have studied
Spoon Directions:
1. Give an empty cup or bowl to each student. Have students cut out
sounds from the sheet.
2. Instruct the class to add “ingredients” to the soup by calling out
sounds and asking students to place them inside the cup or bowl.
For example, Put in the /p/ sound. Add an /a/.
3. Once all the “ingredients” have been added, have students say the
sounds as they spoon them out.
Visualize This!
Ph Task: sound matching, sound-symbol awareness Materials:
V
Paper
Crayons Directions:
1. Ask students to close their eyes. Have them visualize a specific letter
in their mind and say the sound.
2. Have the students write the letter in the air while keeping their eyes
closed.
3. Instruct them to imagine the letter with a specific color; then
change the color several times (e.g. red, polka dots, stripes, yellow).
4. Have the students open their eyes and transfer their favorite image
onto a sheet of paper.
© Kendore Learning, SMART Teacher Training11
People Letters
Ph Task: sound-symbol awareness Materials:
K
None
Directions: 1. Review known sounds.
2. Have the students form the sound-symbols (letters) with their bodies.
Some letters require two or more students.
3. Monitor and encourage the students.
4. Choose a few students to show their shapes to the class. Have the
others say the sound that is associated with that letter.
Sand Letters
Ph Task: sound-symbol awareness Materials:
T
Pencils
Construction paper
Glue
Sand Directions:
1. Instruct the students to neatly write a letter with their pencils on the
paper.
2. Trace all written letters with school glue and sprinkle with sand.
3. When the glue is dry, shake the excess sand from the paper. Have
students trace their fingers over each letter while saying its sound.
© Kendore Learning, SMART Teacher Training 12
Mind Find
Ph Task: sound matching, sound-symbol awareness
Materials:
AVT
Brain Freeze Crystals
Tactile Letters
Opaque Watertight Container ‘head’ Directions:
1. Mix Brain Freeze Crystals and place in container.
2. Place a few of the target Tactile Letters in the ‘head’ (container).
3. Ask the student to find the ‘letter’ in the ‘brain’ (Brain Freeze
Crystals) by either name or sound.
4. Have them feel the tactile letters to identify the correct one.
Note: Students should be certain they have the correct letter before
pulling it out of the container. Do not let them look at the letters and drop
them back in since this is a tactile visualization exercise.
Scissor-bles
S Task: syllable division, syllable type identification Materials:
VK
Multisyllabic words on strips of white paper
Strips of construction paper wider than the strips of white paper
Pencils
Scissors Directions:
1. Distribute strips of paper with multisyllabic words to the class.
2. Instruct the students to determine the number of syllables in each
word and identify the types. Write the letter of the syllable type (R,
E, V, L, O, or C) under the corresponding syllable.
3. Have the students divide the words by cutting in the appropriate
places.
4. Paste the syllables next to each other on a sheet of construction
paper.
© Kendore Learning, SMART Teacher Training13
The Door to REVLOC
S Task: syllable type identification
Materials:
VT Sentence strips
Markers Directions:
1. Fold a quarter of the right side of the sentence strip over to the left. (Figure 1)
2. Write an open syllable word on the left side of the sentence strip. (Figure 2)
3. On the folded flap, write a consonant that makes the word a closed syllable.
(Figure 3)
4. Students can practice seeing and saying an open and closed syllable by
opening and closing the flap.
5. Enhance understanding by taping an open syllable to a door frame (Figure 4).
Tape a consonant sound on the door that corresponds to the open syllable.
6. When the door is closed, the word is a closed syllable (Figure 5). When the door is
open, the word is an open syllable. Have students practice reading each aloud.
1 2 3
4 5
hi hi t
REAL WORD LIST:
at, beg, bet, got, him, hit, in, bed, met, nod, not, shed, sod, wed, wet
be be
pi pi
t
n
© Kendore Learning, SMART Teacher Training 14
WoRDS
M Task: vocabulary building WoRDS is used to build vocabulary skills. This strategy
aides in the learning of vocabulary, prefixes, suffixes, root
words, and their meanings.
Materials:
V
Blank index cards
Pencil
Book ring
Hole punch Directions: WoRDS stands for:
Word (or prefix, suffix, root)
O
Reminding Word(s)
Definition
Sentence
mono
one mono
monologue
one
The monk gave a monotonous monologue.
( Front ) ( Front )
( Front )
( B ack)
( Back )
Fold an index card in half lengthwise.
On the top half, write the Word or affix.
On the bottom, write a Reminding word.
Student’s reminding words will vary.
Flip the card over and write the Definition on the
top half.
Below the definition write a Sentence using the
word.
© Kendore Learning, SMART Teacher Training15
Auditory Drill
GRA Task: auditory sequential memory development
Materials:
A
List of sounds or numbers
Paper and pencil Directions:
1. Say a string of sounds or digits.
2. Have the student repeat and/or write the letter or number
sequences. Over time, extend the quantity of numbers or letters.
Numbers: 458 589 247 2568 1469 12687
Letters: kje drq mqk lpfb gtrd spmzf
Note: Auditory drills are used primarily to reinforce short-term memory and to train young minds
to be able to hold sequential information in their memories. This activity is not used to
recognize patterns in words but to strengthen a student’s ability to retain long strings of
information. When reading, students will need a strong short-term memory in order to retain
the details and main idea of a passage.
Dictation GRA Task: short-term memory, writing, and auditory processing
Materials:
AT
Lesson Plan lists of real and nonsense words
Paper/pencil, dry erase marker and board, or tactile medium (ex.
shaving cream, sand paper, carpet square, etc.) Directions:
1. Dictate real and nonsense words from the dictation lists (denoted
by the pencil icon in each Lesson Plan).
2. Have students write on the window or a piece of paper. Students
can also write in sand, finger paint, shaving cream, pudding, hair
gel, or any other tactile medium.
© Kendore Learning, SMART Teacher Training 16
Sound Tapping
GRA Task: phonemic awareness
Materials:
ATK
List of real and nonsense words
Directions: 1. Students tap a finger for every sound they hear in a word.
2. Have students use their non-dominant hand to tap so they can
write at the same time without losing count.
3. They should tap from left to right with the finger on that hand, the
same direction as a word is spelled. For example, h-a-t. If he is left
handed, his pointer, middle, and ring finger should be on the table;
if he is right handed, his pinky, ring and middle finger should be on
the table. Other examples: sh-i-p, 3 fingers, s-l-i-p, 4 fingers.
4. Students should write the word on paper as they tap.
Hot Lava GRA Task: sound matching, visual recognition, auditory processing, concept review
Materials:
AVK
List of real or nonsense words or lists of sounds in isolation
Cards with the words or sounds you want to review
Stopwatch (optional) Directions:
1. Place the words or sounds you want to review on the floor,
scattered in any order (face up), making a path across the room.
2. Explain to the students that they are going to make their way across
the “hot lava” by safely jumping to the words or sounds you call.
They must jump on the correct sound or word. If they do not step
on the correct sound or word, they have fallen in the hot lava and
must go to the end of the line.
NOTE: You can make this an expressive timed activity by asking
students to read the cards as fast as they can while crossing the
lava. The student with the fastest time wins!
© Kendore Learning, SMART Teacher Training17
Beach Ball Pass GRA Task: review sounds, Criminal sight words or syllables types (Just about anything can be reviewed this way.)
Materials:
VK
Beach ball with review terms written all over it.
Directions: Toss the ball around the classroom. Each student who catches the ball
reads the sound, real or nonsense word his or her thumb touches.
Review Sounds: The student who catches the ball says the sound his
thumb touches, along with the label and/or key word.
Review Criminal Sight Words: Add Criminal words to the ball as your
class learns them. Students practice reading the word and/or using it in
a sentence.
Review Syllables: Write one-syllable real or nonsense words
representing the syllable types. When the student catches the ball, she
reads the syllable under her left thumb and then the one under her
right thumb, then blends them together to make a two-syllable word.
The student should also identify the syllable types.
Note: Make sure students read from left to right during reinforcement
activities.
© Kendore Learning, SMART Teacher Training 18
Criminal Sight
Word Dot and Jot
GRA Task: review of sounds or Criminal sight words Materials:
AVT Criminal Sight Word list from Lesson Plan page
Red Crayon
Red Grid
Index cards
Pen or pencil
Dot and Jot page from Activity Book Directions:
1. Review previous Criminal sight words (Cops & Criminals Sight Word Card Games
Deck available for purchase).
2. Introduce a new Criminal word (non-phonetic sight word); write the new word on
the board. Brainstorm sentences orally. See if students can use the word in
context. Do not write these sentences.
3. Write the new Criminal word using the red grid and red crayon. Say the letters as
you write the word (w-a-s). Underline the word from left to right as you say “spells
was.”
4. Map the new word on the Dot and Jot page. Point out the reason(s) this word is
not phonetic (mapping symbols are included for each word in each Lesson Plan).
w a ~
s ~
5. Arm tap three times. Start at the shoulder and tap once for each letter as you
move down your arm spelling the word.
6. Write the word in the air three times while spelling it out loud. Make sure the
students are writing in the air with big, bold strokes. Give extra points for
volunteers who can spell the word in the air forward and backward (ex. again,
niaga). This exercise will help students to develop their short-term memory and
visualization of the word which will improve spelling, recall and sight word
recognition. Or you can ask questions, “Who can tell me the second letter, the
third to last letter, etc.?”
7. Turn the paper over; write the word three times.
8. Write the word in red on a card; add it to their folders or sight word rings.
© Kendore Learning, SMART Teacher Training19
Fluency Drills
F Task: fluency development
A fluency drill should be read three or more times in order for a
student to experience fluent (fast and accurate) reading.
Fluency must be built from the ground up, and the first step is to
develop efficient and accurate retrieval of sounds, then words
and finally passages. Repeated readings of the same text are
necessary to increase the total amount of text read while
decreasing errors.
Materials:
AV
Timer
Fluency Drill Book (consonant, vowel, phonetic sight word, Criminal sight word or
story page)
Directions: Class: Sets a timer for 1 minute and have students read the page quietly aloud to
themselves (or silently as the situation permits). At the end of one minute, the student
marks where he stopped on the page with either a 1, 2 or 3. Repeat the activity for one
minute at least three times. If time permits, continue until time and errors plateau. The
total number of items read should be recorded at the bottom along with the date.
Pair: Student pairs take turns reading. One student reads aloud while the other student
keeps time. Both students should have a copy of the page. At the end of one minute,
the student marks where she stopped on the page with either a 1, 2 or 3. Repeat the
activity for one minute at least three times. If time permits, continue until time and errors
plateau. The total number of items read should be recorded at the bottom along with
the date.
Remember to tell students to:
read the text from left to right.
use a guide if needed. (ex. finger, pointer, EZ Reader, etc.)
keep sounds short and clear. (ex. /p/ not “puh”)
say the sounds as quickly and accurately as they can.
Task: visual discrimination development The fluency drills are also designed to build visual perceptual skills such as visual
discrimination and scanning.
Directions: Visual Letter Recognition: Have students circle the letter(s) at the top of the drill sheet
that you would like them to find and circle. Example: “At the top of the page circle the
letter ‘p’, now find every ‘p’ on the page and put a circle around it.”
Following Directions: Have students practice following directions. Example: “At the top
of the page, circle the letter ‘f’ with an orange crayon. Draw a green square around
the ‘v’, draw a purple triangle around the ‘s’, and draw a blue diamond around the ‘z’.
Now put the same shape around the same letter on the page.”
Speed Drill: Have the students circle the letter(s) within a given time limit. Example:
“Circle as many ‘p’s as you can in 10 seconds.”
© Kendore Learning, SMART Teacher Training 20
Consonant Drill
F Task: practice quick and automatic retrieval of previously introduced consonant sounds
Materials:
AV
Timer
Code Quest Consonant Party Cards Super Sized Sounds
Directions: Class: Use the Super Sized Sounds binder to pull consonant sounds to which the class has
been introduced. For example, if the class has learned the Poppers and Leakers, pull
sounds /p/-/th/ in random order. Stand at a place in which you are visible to the entire
class. Start the timer. Show students one sound at a time and have them say it in chorus.
Cards can either be held in your hand or held by the lip at the base of a whiteboard.
Once students have said each of the sounds in the stack stop the timer. The class can
also be split in half; ask the non-speaking team to write down the errors of the team
doing the drill, then switch. The half with the fastest time and least errors wins!
Pair: Student pairs take turns flipping cards from the Consonant Deck, timing each other
and separating mispronounced sounds. Walk around the room and review the most
frequently missed sounds as a class (include articulation and quiet/loud label).
One-on-One: Separate out sounds to which the student has been introduced; if the
student has learned all poppers, leaker and neighbors, leave out the “borrowers”. Hand
the appropriate cards to the student and time him as he flips through the deck one
sound at a time. Write down any mispronounced sounds (ex. Student says /b/ for /d/,
write b/d). Review correct articulation of the missed sound(s) and reinforce with a
different activity if several sounds were missed.
Remember to:
Correct any errors after completing the drill.
See the GRA section for activity ideas if a student consistently misses certain
sounds.
Reinforce if a student fails to keep sounds short and clear (ex. /p/ not “puh”).
© Kendore Learning, SMART Teacher Training21
Vowel Drill
F Task: practice quick and automatic retrieval of previously introduced vowel sounds
Materials:
AV
Timer
Code Quest Vowel Adventure Cards
Super Sized Sounds
Directions:
Class: Use the Super Sized Sounds binder to pull vowel sounds to which the class has been
introduced. For example, if the class has learned the Smileys and Opens, pull sounds /ee/-/aw/
in random order. Stand at a place in which you are visible to the entire class. Start the timer.
Show students one sound at a time and have them say it in chorus. Cards can either be held in
your hand or held by the lip at the base of a whiteboard. Once students have said each of the
sounds in the stack stop the timer. The class can also be split in half; ask the non-speaking team
to write down the errors of the team doing the drill, then switch. The half with the fastest time
and least errors wins!
Pair: Student pairs take turns flipping cards from the Vowel Deck, timing each other and
separating mispronounced sounds. Walk around the room and review the most frequently
missed sounds as a class (include articulation, label and key word).
One-on-One: Separate out sounds to which the student has been introduced; if the student has
learned all Smileys and Opens, leave out the Rounds and Sliders. Hand the appropriate cards
to the student and time him as she flips through the deck one sound at a time. Write down any
mispronounced sounds (ex. Student says /ee/ for /e/, write ee/e). Review correct pronunciation
of the missed sound(s) and reinforce with a different activity if several sounds were missed.
Remember to:
Correct any errors after completing the drill.
See the GRA section for activity ideas if a student consistently misses certain sounds.
© Kendore Learning, SMART Teacher Training 22
Activity Books
SMART Searches
Task: sound matching, directionality and short-term memory development
Materials: • SMART Search worksheets found in Level A Activity Books
Directions: 1. Introduce target sounds and review picture names.
2. Hand out the selected SMART Search worksheet.
3. Explain to students that they should match the circled picture patterns
(containing the same target sound) to the same combinations in the
search above.
4. Starting at the top left corner, have students follow the pictures from left to
right and repeat at the beginning of the next line.
5. Explain to students they will find the pattern from left to right ONLY.
Students may use a guide if needed (finger, EZ Reader, etc.)
How SMART Searches develop skills:
Directionality: Students name each picture while moving from left to right.
Directionality allows a student to read a line of text from left to right and then
easily continue to the next line. When students have difficulty keeping their
place while reading, their fluency is affected. Fluency is a student’s ability to
read quickly and accurately.
Phonological Awareness: Searches also develop phonological awareness.
Students must determine the initial sound of each picture or find rhyming
patterns. Students match the target sound with the pictures. Phonological
awareness is the understanding that language consists of sounds combining to
form words and sentences to create meaning.
Short-term Memory: The SMART Searches also work on memory as the student
must hold the combinations in their short term memory while looking for the
patterns. Students circle the pattern in the SMART Search with the pattern given
in the boxes below.
Each SMART Search practices one to two target sounds. While working on the
consonant sounds, students must begin by determining the name of each
picture while keeping in mind that the picture must start with the target sound(s).
While working on vowels, vowel teams, and r-controlled vowels, students will look
for rhyming pairs, and then circle them in the box above.
© Kendore Learning, SMART Teacher Training23
Activity Books
SMART Squares
Task: sound-symbol awareness, vocabulary development
Materials: • SMART Squares Crossword Puzzle page
Directions: 1. Introduce target sounds and review previously introduced sounds.
2. Hand out the selected SMART Squares worksheet.
3. Explain to students that they will match the picture with the correct word
then write the word in the squares either across or down. Remind students
that one sound goes in each box. For example, ‘th’ is written in one box.
Criminal Sight Word Searches Task: directionality, Criminal word identification and spelling
Materials: • Criminal Sight Word Search page
Directions: 1. Introduce new Criminal words and review previously introduced words.
2. Hand out the selected Criminal sight word search.
3. Starting at the top left corner, have students follow the letters from left to
right and repeat at the beginning of the next line.
4. Explain to students they will find the Criminal word from left to right ONLY
(or diagonally from left to right). Students may use a guide if needed
(finger, EZ Reader, etc.)
© Kendore Learning, SMART Teacher Training 24
Card Games
Consonant Party WAR Object: The player with the most cards at the end wins the game.
Set Up: Deal out the entire deck. All players should have the same number of
cards.
Play: Players keep their cards face-down in a pile in front of them.
Simultaneously, each player flips a card face-up, and they take turns saying the
sound on their card. The player with the higher number on his or her card wins
that pair and takes both cards. If the numbers are the same, it’s WAR! Each
player then turns over another card, and the player with the higher number wins
all cards. When all cards are played, the player with the most cards wins.
Alternatively, players can set a time limit. The player with the most cards at the
end of the set time wins.
Consonant Party GO FISH
Object: The player with the most pairs* at the end wins the game.
Set Up: Deal each player 5 cards. Place the remaining cards face-down in a GO
FISH pile.
Play: Players begin by identifying any pairs in their hands and placing the pairs
face-up in front of them. The first player tells the next player which sound he or
she is holding and asks for a match. For example, “I have /v/. Do you have /f/?”
The player being asked gives up the requested card or says “Go Fish” if he or she
does not have it. If a match is made, the first player takes a second turn. If a
match is not made, the first player must then take a card from the GO FISH pile,
and it is the next player’s turn. Each time players make a match, the pairs should
be placed face-up in front of them. Play continues until someone runs out of
cards and wins the game.
Alternatively, players can set a time limit. The player with the most cards at the
end of the set time wins.
Special Cards:
Wild Cards should be removed from the deck for these games.
*See Consonant Key Cards for examples.
© Kendore Learning, SMART Teacher Training25
Card Games
Consonant Party MEMORY
Object: The player with the most pairs* at the end wins the game.
Set Up: Sort the deck into pairs of target sounds, shuffle those cards, and spread
out up to 9 pairs in rows and columns.
Play: Players take turns turning over 2 cards, one at a time. Players should say the
next card they are looking for after turning over the first. For example, if a player
turns over ‘ch’ he or she should read the sound then say, “I’m looking for /j/”
before choosing another card. If the second card does not reveal a match,
both cards are placed face-down in their original spots, and the next player
takes a turn. The game continues until all matches have been found. The player
with the most pairs at the end of the game wins.
Special Cards:
Wild Cards should be removed from the deck for this game.
*See “What is the Consonant Party?” Explanation Card and Consonant Key
Cards for examples.
Consonant Party GRAB
Object: The player with the GRAB pile at the end wins the game.
Set Up: Place the deck face-down in the middle of the table. Turn over the top
card to begin a DISCARD pile. If the top card is a Wild card, return it to the pile
and turn over a different card.
Play: Players take turns flipping over one card at a time from the pile and
reading the sound on that card. If a Wild card is turned over, that player takes
the DISCARD pile and any other player’s winnings. Play continues until all cards
have been turned over; the player with the GRAB pile wins.
If using the full curriculum, players can also name the label and/or brainstorm a
word containing that sound. For example, if /th/ is turned over, the player would
say “loud tongue leaker” and might say “those.”
© Kendore Learning, SMART Teacher Training 26
Card Games
Consonant Party CRAZY SOUNDS (similar to
Crazy Eights)
Object: The first player to run out of cards wins the game.
Set Up: Deal each player 7 cards. Place the remaining cards face-down in a
DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile. If
the top card is a Wild card, return it to the pile and turn over a different card.
Play: Match the top card on the DISCARD pile either by shape or sound type.
For example, if the top card is ‘■ b,’ the next player may play another square,
another Popper*, or a Wild card. The player must also read and name the sound
type correctly. If the player does not have anything that matches, he or she
chooses a card from the DRAW pile, and the turn ends. When a player is down to
just one card, he or she should say “Last one!” If the player forgets to say “Last
one” and another player catches it and calls “Last one,” the first player must
draw a card from the DRAW pile. The first person to play all of his or her cards
wins.
Special Cards:
Wild Card = When a Wild card is played, the player can choose a new sound
type. For example, Nosey Neighbors can be changed to Poppers.
Consonant Party SORT
Object: Sort the deck into sound types or pairs* as quickly as possible.
Set Up: Pull out the Wild cards and place them face-up in a line on the table.
Shuffle the deck.
Play: Start the timer. Sort the deck by category into 4 piles – Poppers, Leakers,
Neighbors, and Borrowers – as fast as possible. On the second attempt, have the
player try to beat his or her previous time. When finished, check answers using
the Consonant Key cards.
If using the full curriculum, sort Poppers and Leakers into pairs by label.
*See “What is the Consonant Party?” Explanation Card and Consonant Key
Cards for examples.
© Kendore Learning, SMART Teacher Training27
Card Games
Vowel Adventure WAR
Object: The player with the most cards at the end wins the game.
Set Up: Deal out the entire deck. All players should have the same number of
cards.
Play: Players keep their cards face-down in a pile in front of them.
Simultaneously, each player flips a card face-up, and they take turns saying the
sound on their card. The player with the higher number card wins that pair and
takes both cards. If the numbers are the same, it’s WAR! Each player then turns
over another card, and the player with the higher number wins all cards. When
all cards are played, the player with the most cards wins.
Alternatively, players can set a time limit. The player with the most cards at the
end of the set time wins.
Consonant/Vowel/Consonant WAR
For use with both the consonant and vowel decks:
Object: The player with the most cards at the end wins the game.
Set Up: Deal out both decks (consonant and vowel) to both players. Each player
should have the same number of cards. Then, each player splits his or her
consonant deck in half and places the stack of vowels between the 2 half stacks
of consonants.
Play: Players keep their cards face-down in 3 stacks. Simultaneously, each player
reveals 1 card from each stack, and they take turns reading their consonant-
vowel-consonant nonsense word. The borders around the cards must be
complete for the word to be read. This keeps the nonsense words within the
guidelines of the English language. Players then play on each of the 3 pairs. The
player with the higher number on his or her card wins that pair and takes both
cards. If the numbers are the same, it’s WAR! Each player then turns over another
card and reads the new nonsense word. The player with the higher number on
his or her card wins all cards. If a player’s consonant-vowel-consonant
combination makes a real word, he or she wins all the cards in that hand. When
all cards are played, the player with the most cards wins.
Special Cards:
Wild Cards should be removed from the deck for these games.
© Kendore Learning, SMART Teacher Training 28
Card Games
Vowel Adventure MEMORY
Object: The player with the most pairs* at the end wins the game.
Set Up: Sort the deck into pairs of target sounds, shuffle those cards, and spread
out up to 9 pairs in rows and columns.
Play: Players take turns flipping over 2 cards, one at a time. Players should read
the sound aloud and name the sound type. For example, if a player turns over
‘ie’ he or she should say “/ie/ is a slider” and look for the other ‘ie’ card. If the
second card does not reveal a match, both cards are placed face-down in their
original spots, and the next player takes a turn. The game continues until all
matches have been found. The player with the most pairs at the end of the
game wins.
Special Cards:
Wild Cards should be removed from the deck for this game.
*A pair is made up of any two cards with the same vowel – ‘ay’ and ‘ay’ for
example. See “What is the Vowel Adventure?” Explanation Card and Vowel Key
Cards for examples.
Vowel Adventure GRAB
Object: The player with the GRAB pile at the end wins the game.
Set Up: Place the deck face-down in the middle of the table. Turn over the top
card to begin a DISCARD pile. If the top card is a Wild card, return it to the pile
and turn over a different card.
Play: Players take turns flipping over one card at a time from the pile and
reading the sound on that card. If a Wild card is turned over, that player takes
the DISCARD pile and any other player’s winnings. Play continues until all cards
have been turned over; the player with the GRAB pile wins.
If using the full curriculum, players can name the sound type, keyword, and/or
brainstorm a word containing that sound. For example, if /oo/ is turned over, the
player would say “round sound, foot” and might say “shook.”
© Kendore Learning, SMART Teacher Training29
Card Games
Vowel Adventure CRAZY SOUNDS (similar to
Crazy Eights)
Object: The first player to run out of cards wins the game.
Set Up: Deal each player 7 cards. Place the remaining cards face-down in a
DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile. If
the top card is a Wild card, return it to the pile and turn over a different card.
Play: Match the top card on the DISCARD pile either by shape or sound type.
For example, if the top card is ‘■ a,’ the next player may play another square,
another Smiley*, or a Wild card. The player must also read and name the sound
type correctly. If the player does not have anything that matches, he or she
chooses a card from the DRAW pile, and the turn ends. When a player is down to
just one card, he or she should say “Last one!” If the player forgets to say “Last
one” and another player catches it and calls “Last one,” the first player must
draw a card from the DRAW pile. The first person to play all of his or her cards
wins.
Special Cards:
Wild Card = When a Wild card is played, the player can choose a new sound
type. For example, Sliders can be changed to Opens.
Vowel Adventure SORT
Object: Sort the deck into sound types* as quickly as possible.
Set Up: Pull out the Wild cards and place them face-up in a line on the table.
Shuffle the deck.
Play: Start the timer. Sort the deck by category into 7 piles – Smileys, Opens,
Rounds, Sliders, Growling ‘r,’ Boat Trip, and Borrower ‘y’ – as fast as possible. On
the second attempt, have the player try to beat his or her previous time. When
finished, check answers using the Vowel Key cards.
If using the full curriculum, sort the vowel sounds into story order.
*See “What is the Vowel Adventure?” Explanation Card and Vowel Key Cards for
examples.
© Kendore Learning, SMART Teacher Training 30
Card Games
Cops and Criminals Sight Word WAR
Object: The player with the most cards at the end wins the game.
Set Up: Deal out the entire deck. All players should have the same number of
cards.
Play: Players keep their cards face-down in a pile in front of them.
Simultaneously, each player flips a card face-up, and they take turns saying the
word on their card. The “cop” card (black, phonetic word) wins over the
“criminal” card (red, non-phonetic word) *. If both cards are the same word
type, it’s WAR! Each player then turns over another card, and the player with the
“cop” card wins all cards. When all cards are played, the player with the most
cards wins.
Alternatively, players can set a time limit. The player with the most cards at the
end of the set time wins.
Special Cards:
Cop Wild Card = This card wins over a regular “cop” card.
Criminal Wild Card = This card wins over a regular “criminal” word card.
Jailbreak Wild Card = When this card is played, the opponent must give one
card from his or her winnings to the player.
Cops and Criminals GRAB
Object: The player with the GRAB pile at the end wins the game.
Set Up: Place the deck face-down in the middle of the table. Turn over the top
card to begin a DISCARD pile. If the top card is a Special card, return it to the
pile and turn over a different card.
Play: Players take turns flipping a card from the pile and reading the word on
that card. If a Special card is turned over, that player gets to take the DISCARD
pile and any other player’s winning cards. Play continues until all cards have
been turned over; the player with the GRAB pile at the end wins.
Additionally, players can be required to use their words orally in a sentence.
* See “What are Cop and Criminal Words?” Explanation Card
© Kendore Learning, SMART Teacher Training31
Card Games
Cops and Criminals LINE UP
Object: The player with the most cards in his or her LINE UP wins the game.
Set Up: Deal each player 5 cards. Place the remaining cards face-down in a
DRAW pile. You may want to limit the number of word cards in the DRAW pile.
Play: The first player reads a word* from his or her hand and uses it in a sentence;
the next player attempts to spell it. If the word is spelled correctly, the speller
takes the card and places it face-up in front of him or her, creating a LINE UP. If
the word is spelled incorrectly, the card is placed face-up in the DISCARD pile.
Each time a card is given up, players must take another card from the DRAW
pile, keeping 5 cards in hand at all times. Play continues until the last card in the
DRAW pile is played.
Special Cards:
Cop Wild Card = When this card is played, the player takes all the “cops” (black,
phonetic words) in his or her opponent’s hand without having to spell them.
Criminal Wild Card = When this card is played, the player takes all the “criminals”
(red, non-phonetic words) in his or her opponent’s hand without having to spell
them.
Jailbreak Wild Card = This card gives the player a chance to spell 2 cards in his or
her opponent’s hand.
* See “What are Cop and Criminal Words?” Explanation Card
BLANK CARDS
Use the blank cards to add Cop or Criminal words of your own to the deck.
© Kendore Learning, SMART Teacher Training 32
Card Games
Tiger Trek R-controlled Vowel WAR
Object: The player with the most cards at the end wins the game.
Set Up: Deal out the entire deck. All players should have the same number of
cards.
Play: Players can choose from three WAR game options:
1). R-controlled vs. Closed = A word containing an R-controlled vowel* beats a
closed syllable. For example, “terk” beats “tron.”
2). Real vs. Nonsense = A real word beats a nonsense word. For example, “scarf”
beats “fram.”
3). Number of Sounds = The word with the highest number of sounds wins. For
example, “thirst” has 4 sounds and beats “arm” which has 2. For this version,
players should say each sound aloud and count the sounds on their fingers. For
example, a player reads “thirst” then says, “/th/ - /ir/ - /s/ - /t/. Four,” and the
opponent reads “arm” and says, “/ar/ - /m/. Two.”
Players keep the cards face-down in a pile. Simultaneously, each player flips a
card face-up, and they take turns saying the word on their card. If the cards are
a tie, it’s WAR! Each player turns over another card, and the winner takes all
cards. When all cards are played, the player with the most cards wins.
Alternatively, players can set a time limit. The player with the most cards at the
end of the set time wins.
Special Cards:
Wild Cards should be removed from the deck for this game.
* See “What are Tiger Trek Words?” Explanation Card
© Kendore Learning, SMART Teacher Training33
Card Games
Tiger Trek GO FISH
Object: The player with the most pairs* at the end wins the game.
Set Up: Deal each player 5 cards. Place the remaining cards face-down in a GO
FISH pile.
Play: Players begin by identifying any pairs in their hands and placing the pairs
face-up in front of them. The first player tells the next player a card he or she is
holding and asks for a match. For example, “I have ‘start.’ Do you have ‘strat’?”
The player being asked gives up the requested card or says “Go Fish” if he or she
does not have it. If a match is made, the first player takes a second turn. If a
match is not made, the first player must then take a card from the GO FISH pile,
and it is the next player’s turn. Each time players get a match, the pair should be
placed face-up in front of them. Play continues until someone runs out of cards
and wins the game.
Alternatively, players can set a time limit. The player with the most cards at the
end of the set time wins.
Special Cards:
Wild Cards should be removed from the deck for this game.
* A pair is comprised of a word with an R-controlled vowel and its closed syllable
counterpart. See R-controlled Vowel Pair Key Card for examples and “What are
Tiger Trek Words?” Explanation Card.
BLANK CARDS
Use the blank cards to replace lost cards or to create a game of your own.
© Kendore Learning, SMART Teacher Training 34
Card Games
Tiger Trek MEMORY
Object: The player with the most pairs* at the end wins the game.
Set Up: Choose 11 pairs (22 total cards) from the deck, shuffle them, and place
them face-down on a table in rows and columns.
Play: Players take turns turning over 2 cards, one at a time. Players should say the
next card they are looking for after turning over the first. For example, if a player
turns over “sport,” he or she should read the word then say, “I’m looking for
‘sprot’” before choosing another card. If the second card does not reveal a
match, both cards are placed face-down in their original spots, and the next
player takes a turn. The game continues until all matches have been found. The
player with the most pairs at the end of the game wins.
Special Cards:
Wild Cards should be removed from the deck for this game.
Tiger Trek SORT
Object: Sort the deck by R-controlled vowel as quickly as possible.
Set Up: Pull out the Wild Cards and place them face-up in a line on the table.
Shuffle the deck.
Play: Start the timer. Sort the deck into 5 piles, one for each R-controlled vowel
sound, as quickly as possible. Place the words that do not contain an R-
controlled vowel in a DISCARD pile. On the second attempt, have the player try
to beat his or her previous time.
* A pair is comprised of a word with an R-controlled vowel and its closed syllable
counterpart. See R-controlled Vowel Pair Key Card for examples and “What are
Tiger Trek Words?” Explanation Card.
© Kendore Learning, SMART Teacher Training35
Card Games
Tiger Trek RUMMY
Object: The first player with a complete hand* wins the game.
Set Up: Deal each player 7 cards. Place the remaining cards face-down in a
DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile.
Play: The first player chooses to pick up a card from either the DISCARD or the
DRAW pile and decides whether to keep or discard it. If the card is kept, the
player must choose another card from his or her hand to place face-up in the
DISCARD pile. Each time a card is discarded the player must read the word
aloud and correctly identify the vowel sound. One card must be discarded on
every turn, and players will always have 7 cards in hand. Play continues until
someone has 4 cards with one vowel and 3 with another. When a player has a
complete hand, he or she calls out, “Rummy!” and places the cards face-up on
the table. The other players then read each word, and, if the sets are complete,
declare the winner.
Special Cards:
Wild Cards can be used to complete a set.
*A complete hand is 4 cards with the same vowel sound and 3 cards with
another. For example, “sport,” “tort,” “stork,” and “torn” – all words with the /or/
sound, and “prep,” “trek,” and “breg” – all words with the /e/ sound. See “What
are Tiger Trek Words?” Explanation Card
© Kendore Learning, SMART Teacher Training 36
Card Games
Unlock REVLOC Syllable Type WAR
Object: The player with the most cards at the end wins the game.
Set Up: Deal out the entire deck. All players should have the same number of
cards.
Play: Players keep their cards face-down in a pile in front of them.
Simultaneously, each player flips a card face-up, and they take turns reading the
syllable aloud. Cards are valued from highest to lowest in the following order:*
R = R-controlled
E = Bridge ‘e’
V = Vowel Team
L = Consonant ‘le’
O = Open
C = Closed
The higher card wins. If the syllable types are the same, it’s WAR! Each player
then turns over another card, and the player with the most valuable syllable type
wins all cards. When all cards are played, the player with the most cards wins.
Alternatively, players can set a time limit. The player with the most cards at the
end of the set time wins.
Variation: This game can be played with multisyllabic words by turning over 2 or
more syllable cards at a time. This way, students can read the multisyllabic
nonsense word, then play WAR with each card separately.
Special Cards:
Wild Card = A REVLOC Wild card automatically wins the hand.
* See “What is REVLOC?” Syllabication Explanation Card and Syllable Type Key
Card for examples.
© Kendore Learning, SMART Teacher Training37
Card Games
Unlock REVLOC (similar to Crazy Eights)
Object: The first player to run out of cards wins the game.
Set Up: Deal each player 7 cards. Place the remaining cards face-down in a
DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile. If
the top card is a Wild, return it to the pile and turn over a different card.
Play: Match the top card on the DISCARD pile either by shape or syllable type*.
For example, if the top card is ‘ dir,’ the next player may play another starfish,
another R-controlled syllable, or a REVLOC Wild card. The player must also read
the syllable and name the syllable type correctly. If the player does not have
anything that matches, he or she chooses a card from the DRAW pile, and the
turn ends. When a player is down to just one card, he or she should say
“REVLOC!” If the player forgets to say “REVLOC” and another player catches it
and calls “REVLOC,” the first player must draw a card from the DRAW pile. The
first person to play all of his or her cards wins.
Special Cards:
Wild Card = When a REVLOC Wild card is played, the syllable type is changed to
the type on the card.
Unlock REVLOC Syllable SORT
Object: Sort the deck by syllable type in the shortest amount of time possible.
Set Up: Pull out the Wild cards and place them face-up on the table in order.
Shuffle the deck.
Play: Start the timer. Sort the deck by category into 6 piles, one for each syllable
type *, as fast as possible. On the second attempt, have the player try to beat
his or her previous time.
* See “What is REVLOC?” Syllabication Explanation Card and Syllable Type Key
Card
© Kendore Learning, SMART Teacher Training 38
Card Games
Multisyllabic Unlock REVLOC (similar to Crazy
Eights)
Object: The first player to run out of cards wins the game.
Set Up: Deal each player 7 cards. Place the remaining cards face-down in a
DRAW pile. Turn over 2 cards from the DRAW pile and place them side by side on
the table. These will be the DISCARD piles. If one of the cards is a Wild, return it to
the pile and turn over a different card. Consonant ‘le’ syllable types are played
only at the end of a nonsense word.
Play: Match cards on the DISCARD piles by shape or syllable type*. For example,
if the cards are ‘ dir’ and ‘● libe,’ the player may play a starfish, another R-
controlled syllable, or a REVLOC Wild card on ‘ dir’ and a coin, another Bridge
‘e’ syllable, or a REVLOC Wild card on ‘● libe.’ The goal is to play 2 cards per turn
– one on each DISCARD pile. If the player has only one card that matches, he or
she may play that card. If the player does not have anything that matches, he or
she chooses a card from the DRAW pile, and the turn ends. Each time a card is
discarded, the player must identify the syllable type(s) and read the whole
nonsense word aloud. The word should be seamlessly blended even if it is not a
real word. For example, the player must say “dirlibe” instead of “dir” pause
“libe.” When a player is down to just one card, he or she should say “REVLOC!” If
the player forgets to say “REVLOC” and another player catches it and calls
“REVLOC,” the first player must draw a card from the DRAW pile. The first person
to play all of his or her cards wins.
Variation: This game can be played with 3 or more cards to practice blending
longer words. Begin the game by dealing the cards and creating 3 or more
DISCARD piles. The goal is to play as many cards as possible on each turn.
Players must identify the syllable types and read the whole nonsense word aloud
each time a new word is made.
Special Cards:
Wild Card = When a REVLOC Wild card is played, the syllable type is changed to
the type on the card.
* See “What is REVLOC?” Syllabication Explanation Card and Syllable Type Key
Card
© Kendore Learning, SMART Teacher Training39
Card Games
Strawberry SMASH
Object: The player with the SMASH pile at the end wins the game.
Set Up: Place the deck face-down in the middle of the table. Turn over the top
card to begin a DISCARD pile. If the top card is a SMASH card, return it to the
pile and turn over a different card.
Play: Players take turns flipping over one card at a time from the pile and
reading the word on that card. If a SMASH card is turned over, that player takes
the DISCARD pile and any other player’s winnings. Play continues until all cards
have been turned over; the player with the most cards wins.
Strawberry SMASH Small Group Object: The player with the most cards at the end wins the game.
Set Up: Separate the deck by words containing beginning blends, ending
blends, and beginning and ending blends. Use only those concepts the student
has learned. Review the words with the students; place the cards in a bag.
Play: The first player pulls a card from the bag and reads the word aloud. The
player gets to keep that card if the word and the blend are identified correctly. If
a SMASH card is pulled from the bag, the player loses his turn and must pass the
bag to the next person. The player at the end with the most word cards wins the
game.
Strawberry SMASH SORT
Object: Sort the deck by blend type* in the shortest amount of time possible.
Play: Start the timer. Sort the deck into 3 piles – beginning blends, ending blends
and beginning and ending blends – as fast as possible. On the second attempt,
have the player try to beat his or her previous time.
Special Cards:
SMASH Cards should be removed from the deck for this game.
* See “What are Consonant Blends?” Explanation Card and Blend Type Key
Cards for examples.
© Kendore Learning, SMART Teacher Training 40
Card Games
Strawberry SMASH WAR
Object: The player with the most cards at the end wins the game.
Set Up: Deal out the entire deck. All players should have the same number of
cards.
Play: Players can choose from three WAR game options:
1). Blend Type * = Cards are valued from highest to lowest in the following order,
and the higher card wins:
- Words with beginning and ending consonant blends
- Words with an ending blend only
- Words with a beginning blend only
2). Real vs. Nonsense * = A real word card beats a nonsense word. For example,
“plum” beats “gresp.”
3). Number of Sounds = The word with the highest number of sounds wins. For
example, “blaft” has 5 sounds and beats “shelf” which has 4. For this version,
players should say each sound aloud and count the sounds on their fingers. For
example, a player reads “blaft” then says, “/b/ - /l/ - /a/ - /f/ - /t/. Five,” and the
opponent reads “shelf” and says, “/sh/ - /e/ - /l/ - /f/. Four.”
Players keep the cards face-down in a pile. Simultaneously, each player flips a
card face-up, and they take turns saying the word on their card. If the cards are
a tie, it’s WAR! Each player turns over another card, and the winner takes all
cards. When all cards are played, the player with the most cards wins.
Alternatively, players can set a time limit. The player with the most cards at the
end of the set time wins.
Special Cards:
SMASH Cards should be removed from the deck for this game.
* See “What are Consonant Blends?” Explanation Card and Blend Type Key
Cards for examples.
© Kendore Learning, SMART Teacher Training41
Card Games
Strawberry SMASH Crazy Blends (similar to
Crazy Eights)
Object: The first player to run out of cards wins the game.
Set Up: Deal each player 7 cards. Place the remaining cards face-down in a
DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile. If
the top card is a SMASH card, return it to the pile and turn over a different card.
Play: Match the top card on the DISCARD pile by either blend type* or real vs.
nonsense. For example, if the top card is ‘baft,’ the next player may play
another word with an ending blend, another nonsense word, or a SMASH card.
The player must also read the word and name the blend type correctly. If the
player does not have anything that matches, he or she chooses a card from the
DRAW pile, and the turn ends. When a player is down to just one card, he or she
should say “Last one!” If the player forgets to say “Last one” and another player
catches it and calls “Last one,” the first player must draw a card from the DRAW
pile. The first person to play all of his or her cards wins.
Special Cards:
SMASH Card = When a SMASH card is played, the player can choose a new
blend type. For example, Beginning Blends can be changed to Beginning and
Ending Blends.
* See “What are Consonant Blends?” Explanation Card and Blend Type Key
Cards for examples.
BLANK CARDS
Use the blank cards to add
words of your own to the deck.
© Kendore Learning, SMART Teacher Training 42
Card Games
Bridge 'e' WAR
Object: The player with the most cards at the end wins the game.
Set Up: Deal out the entire deck. All players should have the same number of
cards.
Play: Players can choose from two WAR game options:
Option 1 - Bridge ‘e’ vs. Closed = A word containing Bridge ‘e’* beats a closed
syllable. For example, “cape” beats “cap.”
Option 2 - Number of Sounds = The word with the highest number of sounds wins.
For example, “plan” has 4 sounds and beats “dote” which has 3. For this version,
players should say each sound aloud and count the sounds on their fingers. For
example, a player reads “plan” then says, “/p/ - /l/ - /a/ - /n/. Four,” and the
opponent reads “dote” and says, “/d/ - /oe/ - /t/. Three.”
Players keep the cards face-down in a pile. Simultaneously, each player flips a
card face-up, and they take turns saying the word on their card. If the cards are
a tie, it’s WAR! Each player turns over another card, and the winner takes all
cards. When all cards are played, the player with the most cards wins.
Alternatively, players can set a time limit. The player with the most cards at the
end of the set time wins.
Special Cards:
GRAB Cards should be removed from the deck for this game.
* See “What is Bridge 'e'?” Explanation Card and Answer Key Card.
© Kendore Learning, SMART Teacher Training43
Card Games
Bridge 'e' MEMORY
Object: The player with the most pairs* at the end wins the game.
Set Up: Choose 11 pairs (22 total cards) from the deck, shuffle them, and place
them face-down on a table in rows and columns.
Play: Players take turns flipping over 2 cards, one at a time. Players should say the
next card they are looking for after turning over the first. For example, if a player
turns over “kit,” he or she should read the word then say, “I’m looking for ‘kite’ ”
before choosing another card. If the second card does not reveal a match,
both cards are placed face-down in their original spots, and the next player
takes a turn. The game continues until all matches have been found. The player
with the most pairs at the end of the game wins.
Alternatively, players can set a time limit. The player with the most cards at the
end of the set time wins.
Special Cards:
GRAB Cards should be removed from the deck for this game.
Bridge 'e' SORT
Object: Sort the deck by type as quickly as possible.
Set Up: Shuffle the deck. Leave space for two piles.
Play: Start the timer. Sort the deck into 2 piles, one for Bridge ‘e’ words and one
for closed syllables,* as quickly as possible. On the second attempt, have the
player try to beat his or her previous time.
Special Cards:
GRAB Cards should be removed from the deck for this game.
* See “What is Bridge 'e'?” Explanation Card and Answer Key Card.
© Kendore Learning, SMART Teacher Training 44
Card Games
Bridge 'e' GRAB
Object: The player with the GRAB pile at the end wins the game.
Set Up: Place the deck face-down in the middle of the table. Turn over the top
card to begin a DISCARD pile. If the top card is a GRAB card, return it to the pile
and turn over a different card.
Play: Players take turns flipping over one card at a time from the pile and
reading the word on that card. If a GRAB card is turned over, that player takes
the DISCARD pile and any other player’s winnings. Play continues until all cards
have been turned over; the player with the most cards wins.
If using the full curriculum, players can name the sound, identify the keyword,
name the category, and/or brainstorm a word containing that sound. For
example, if “twin” is turned over, the player would say “/i/, igloo, Smiley” and
might think of “swim.”
BLANK CARDS
Use the blank cards to replace lost cards or to create
a game of your own.
© Kendore Learning, SMART Teacher Training45
Card Games
Bridge 'e' GO FISH
Object: The player with the most pairs* at the end wins the game.
Set Up: Deal each player 5 cards. Place the remaining cards face-down in a GO
FISH pile.
Play: Players begin by identifying any pairs in their hands and placing the pairs
face-up in front of them. The first player tells the next player a card he or she is
holding and asks for a match. For example, “I have ‘cub.’ Do you have ‘cube’?”
The player being asked gives up the requested card or says “Go Fish” if he or she
does not have it. If a match is made, the first player takes a second turn. If a
match is not made, the first player must then take a card from the GO FISH pile,
and it is the next player’s turn. Each time players get a match, the pair should be
placed face-up in front of them. Play continues until someone runs out of cards
and wins the game.
Alternatively, players can set a time limit. The player with the most pairs at the
end of the set time wins.
Special Cards:
GRAB Cards should be removed from the deck for this game.
* A pair is comprised of a Bridge ‘e’ word and its closed syllable counterpart. See
“What is Bridge ‘e’?” Explanation Card and Answer Key Card.
© Kendore Learning, SMART Teacher Training 46
Card Games
Boat Trip WAR
Object: The player with the most cards at the end wins the game.
Set Up: Deal out the entire deck. All players should have the same number of
cards.
Play: Players can choose from two WAR game options:
1). Vowel Team vs. Closed = A word containing a vowel team* beats a closed
syllable. For example, “claim” beats “clam.”
2). Number of Sounds = The word with the highest number of sounds wins. For
example, “cloud” has 4 sounds and beats “met” which has 3. For this version,
players should say each sound aloud and count the sounds on their fingers. For
example, a player reads “cloud” then says, “/c/ - /l/ - /ou/ - /d/. Four,” and the
opponent reads “met” and says, “/m/ - /e/ - /t/. Three.”
Players keep the cards face-down in a pile. Simultaneously, each player flips a
card face-up, and they take turns saying the word on their card. If the cards are
a tie, it’s WAR! Each player turns over another card, and the winner takes all
cards. When all cards are played, the player with the most cards wins.
Alternatively, players can set a time limit. The player with the most cards at the
end of the set time wins.
Special Cards:
Wild Cards should be removed from the deck for this game.
Reel ’em In Cards should be removed from the deck for this game.
* See “What is The Boat Trip?” Explanation Card and Answer Key Cards
© Kendore Learning, SMART Teacher Training47
Card Games
Boat Trip MEMORY
Object: The player with the most pairs* at the end wins the game.
Set Up: Choose 11 pairs (22 total cards) from the deck, shuffle them, and place
them face-down on a table in rows and columns.
Play: Players take turns turning over 2 cards, one at a time. Players should read
the word on the card face before choosing another card. They are looking to
match a vowel team with its Closed syllable counterpart: “rain” with “ran” or
“plain” with “plan.” If the second card does not reveal a match, both cards are
placed face-down in their original spots, and the next player takes a turn. The
game continues until all matches have been found. The player with the most
pairs at the end of the game wins.
Special Cards:
Wild Cards should be removed from the deck for this game.
Reel ’em In Cards should be removed from the deck for this game.
Boat Trip SORT
Object: Sort the deck by vowel type as quickly as possible.
Set Up: Pull out the Wild Cards and place them face-up in a line on the table.
Shuffle the deck.
Play: Start the timer. Sort the deck into 6 piles, one for each vowel team,* as
quickly as possible. Place the words that do not contain a vowel team in a
DISCARD pile. On the second attempt, have the player try to beat his or her
previous time.
Special Cards:
Reel ’em In Cards should be removed from the deck for this game.
* See “What is The Boat Trip?” Explanation Card and Answer Key Cards
© Kendore Learning, SMART Teacher Training 48
Card Games
Boat Trip Reel ’em In
Object: The player with the most cards wins the game.
Set Up: Deal each player 5 cards. Place the remaining cards face-down in a
DRAW pile.
Play: The first player reads a word from his or her hand and uses it in a sentence;
the next player attempts to spell it. If the word is spelled correctly, the speller
“reels it in” by placing it face-up in front of him or her. If the word is spelled
incorrectly, the card is placed face-up in the DISCARD pile. Each time a card is
given up, players must take another card from the DRAW pile, keeping 5 cards in
hand at all times. Play continues until the last card in the DRAW pile is played.
Special Cards:
Reel ’em In Card = This card gives the player a chance to spell 2 cards in his or
her opponent’s hand.
Wild Cards = When this card is played, the player takes all the cards with that
vowel team from his or her opponent’s hand without having to spell them.
Boat Trip GRAB
Object: The player with the GRAB pile at the end wins the game.
Set Up: Place the deck face-down in the middle of the table. Turn over the top
card to begin a DISCARD pile. If the top card is a Special card, return it to the
pile and turn over a different card.
Play: Players take turns flipping over one card at a time from the pile and
reading the word on that card. If a Special card is turned over, that player takes
the DISCARD pile and any other player’s winnings. Play continues until all cards
have been turned over; the player with the GRAB pile wins.
If using the full curriculum, players can name the sound type, keyword, and/or
brainstorm a word containing that sound. For example, if “seat” is turned over,
the player would say “Boat Trip vowel, sea” and might think of “please.”
© Kendore Learning, SMART Teacher Training49
Card Games
Boat Trip Crazy Vowel Teams (Similar to
Crazy Eights)
Object: The first player to run out of cards wins the game.
Set Up: Deal each player 7 cards. Place the remaining cards face-down in a
DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile. If
the top card is a Wild card, return it to the pile and turn over a different card.
Play: Match the top card on the DISCARD pile either by shape or vowel type*.
For example, if the top card is ‘ proud,’ the next player may play another
starfish, another /ou/ word, or a Special card. The player must also read the
word and say the sound/vowel team correctly. If the player does not have
anything that matches, he or she chooses a card from the DRAW pile, and the
turn ends. When a player is down to just one card, he or she should say “Boat
Trip!” If the player forgets to say “Boat Trip” and another player catches it and
calls “Boat Trip,” the first player must draw a card from the DRAW pile. The first
person to play all of his or her cards wins.
Special Cards:
Wild Card = When a Wild card is played, the vowel type is changed to the type
on the card.
Reel ’em In = When this card is played, the next player must draw two cards and
forfeit his or her turn.
* See “What is the Boat Trip?” Explanation Card and Answer Key Cards
BLANK CARDS
Use the blank cards to replace lost cards or to create a
game of your own.
© Kendore Learning, SMART Teacher Training 50
Card Games
C’s and G’s WAR
Object: The player with the most cards at the end wins the game.
Set Up: Deal out the entire deck. All players should have the same number of
cards.
Play: Players keep the cards face-down in a pile. Simultaneously, each player
flips a card face-up, and they take turns saying the word on their card. Players
can choose from two WAR game options:
1). Hard vs. Soft = A word beginning with a hard sound like “gum” or “clee” beats
a word beginning with a soft sound like “geem” or “cent.” If both cards have
hard sounds or both have soft sounds, the word containing a ‘g’ wins.
2). Nonsense vs. Real = A real word beats a nonsense word. For example “forgot”
beats “cym.” If both are real or both are nonsense, the word containing a ‘g’
wins.
If there is a tie (examples: 2 words with the soft ‘g’ sound or 2 real words with the
‘c’ sound), it’s WAR! Each player turns over another card, and the winner takes
all 4 cards. When all cards are played, the player with the most cards wins.
Alternatively, players can set a time limit. The player with the most cards at the
end of the set time wins.
Special Cards:
Giant Card = This is a trump card. If a Giant card is played, that player
automatically wins the turn.
Cyclops Card = When a Cyclops card is played, the player automatically loses
the turn.
© Kendore Learning, SMART Teacher Training51
Card Games
C’s and G’s CRAZY SOUNDS (similar to Crazy
Eights)
Object: The first player to run out of cards wins the game.
Set Up: Deal each player 7 cards. Place the remaining cards face-down in a
DRAW pile. Turn over the top card of the DRAW pile to create a DISCARD pile. If
the card is a Wild, return it to the pile and turn over a different card.
Play: Match card on the DISCARD pile by shape or sound. For example, if the
card is ‘■ city,’ the player may play either a square or another word with the soft
‘c’ sound like “cent.” If the player does not have anything that matches, he or
she chooses a card from the DRAW pile, and the turn ends. Each time a card is
discarded, the player must read the word aloud and identify the whether the ‘c’
or ‘g’ is hard or soft. When a player is down to just one card, he or she should say
“Last one!” If the player forgets to say “Last one” and another player catches
him and calls “Last one,” the first player must draw a card from the DRAW pile.
The first person to play all of his or her cards wins.
Special Cards:
Giant Card = This is a Wild card and can be played at any time to change the
category to either hard or soft ‘g’.
Cyclops Card = This is a Wild card and can be played at any time to change the
category to either hard or soft ‘c’.
C’s and G’s SORT
Object: Sort the deck by hard and soft C’s and G’s as quickly as possible.
Set Up: Pull out the Wild cards and place them face-up in a line on the table.
Shuffle the deck.
Play: Start the timer. Sort the deck into 4 piles, one for hard ‘c’, soft ‘c’, hard ‘g’
and soft ‘g’, as quickly as possible. On the second attempt, have the player try
to beat his or her previous time.
Additionally, players can further divide the deck into real and nonsense words.
© Kendore Learning, SMART Teacher Training 52
Card Games
C’s and G’s RUMMY
Object: The first player with a complete hand* wins the game.
Set Up: Deal each player 7 cards. Place the remaining cards face-down in a
DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile.
Play: The first player chooses to pick up a card from either the DISCARD or the
DRAW pile and decides whether to keep or discard it. If the card is kept, the
player must choose another card from his or her hand to place face-up in the
DISCARD pile. Each time a card is discarded, the player must read the word
aloud and correctly identify whether the ‘c’ or ‘g’ is hard or soft. One card must
be discarded on every turn, and players will always have 7 cards in hand. Play
continues until someone has 4 cards with one sound type and 3 with another.
When a player has a complete hand, he or she calls out, “Rummy!” and places
the cards face-up on the table. The other players then read each word, and, if
the sets are complete, declare the winner.
Special Cards:
Giant Card = This card can be used to complete a set of words with either the
hard or soft ‘g’ sound.
Cyclops Card = This card can be used to complete a set of words with either the
hard or soft ‘c’ sound.
*A complete hand is 4 cards containing the same sound type and 3 cards
containing another. For example, “cym,” “cell,” “cep” and “cish” – all cards with
the soft ‘c’ sound, and “program,” “gash” and “goit” – all cards with the hard ‘g’
sound.
C’s and G’s GRAB
Object: The player with the GRAB pile at the end wins the game.
Set Up: Place the deck face-down in the middle of the table. Turn over the top
card to begin a DISCARD pile. If the top card is a Wild card, return it to the pile
and turn over a different card.
Play: Players take turns flipping a card from the pile and reading the word on
that card. If a Wild card is turned over, that player gets to take the DISCARD pile
and any other player’s winning cards. Play continues until all cards have been
turned over; the player with the GRAB pile at the end wins.
Additionally, players can be required to use the real words in the deck
orally in a sentence.
© Kendore Learning, SMART Teacher Training53
Card Games
C’s and G’s SLAP
Object: Quickly and correctly identify the sound made by the C’s and G’s. The
player with the most cards wins.
Set Up: Pull out the Wild cards and place them face-up in a line on the table.
Shuffle the deck. Select one player to be the “reader” and one or two
“slappers.”
Play: The reader flips one card at a time from the pile, reads the word on that
card aloud and places it face-up on the table. The slappers should race to hit
the Wild card representing the correct sound of ‘c’ or ‘g’ found on the card the
reader flipped over. For example, if “center” is flipped over, players should slap
the Cyclops card representing the soft ‘c’ sound. The first player to slap the
correct Wild card gets to keep the word card that was read.
Alternatively, classrooms can be split into two teams. Each student has the
opportunity to earn one point for his/her team. The team with the most points
wins.
© Kendore Learning, SMART Teacher Training 54
SUMMIT Vocabulary Task: Vocabulary Building
SUMMIT is used to build vocabulary skills. It can be found in the lesson plans next to the
closed book icon. This strategy aids in the learning of vocabulary words, prefixes, suffixes
or root words, and their meanings.
Materials:
SUMMIT Clip and Flip Sheet (see materials CD; student book available)
Pencil
Crayons or colored pencils
Scissors
SUMMIT Clip and Flip Sheet Instructions: Say and spell the word (prefix, suffix or root)
Fill in the word on the front of the Clip and Flip sheet.
Understand the word?
Circle how you feel you understand the word.
Smiley Face = You know this word and can use it in your writing
and in conversation.
Straight Face = You know this word, but don’t use it in
conversation or writing.
Sad Face = You don’t know this word well.
Meaning Fill in the definition on the back of the Clip and Flip sheet. You
may use a definition provided by the teacher, a dictionary, or a
textbook.
Match with the part of speech
Circle the part of speech.
Illustrate the word
Draw a picture to remind you of the word’s meaning.
Think of a sentence
Write a sentence using the word correctly.
Think of a sentence
Illustrate the word
Match the part of speech
Meaning
Understand the word?
Say and spell the word
© Kendore Learning, SMART Teacher Training55
SUMMIT Vocabulary
When choosing words from the Kendore Kingdom Curriculum, please note that the sight
words and vocabulary are broken down into groups based on frequency. Each list
begins with words that are more common and progresses to more difficult words. The
language experiences will vary by child; therefore, the word groups are relative to
individual experience. Each group has then been assigned a mountain peak for
reference. The /u/ lesson list is used below as an example.
Mt. Everest Words:
Highest mountain
in the world.
The least frequent words.
Mt. Kilimanjaro
Words: Highest peak
in Africa.
These words are even less
frequent.
Mt. McKinley Words:
Highest peak in North America.
These words are less frequent than Base Camp
words.
Base Camp Words: These words are the climbing
essentials.
Mt. Everest
Words
Base
Camp
Words
Mt.
Everest Words
Mt.
Kilimanjaro Words
Mt.
McKinley Words
© Kendore Learning, SMART Teacher Training 56
SUMMIT Vocabulary
There are different ways of selecting words from the Vocabulary lists in your lesson plans.
Several options are listed below.
Option 1: Teacher Selects Words
Have students gather their mountain climbing tools: Clip and Flip Book,
pencil, crayons or colored pencils, scissors.
Select 5-10 words you would like students to learn from the Vocabulary
List.
Write the words on the board.
Ask the students to read the words.
Discuss the meanings of the words and orally use them in a sentence.
Have students reach for the SUMMIT! (See instructions on page 42.)
Option 2: Group Decision
Teacher selects 15 – 20 words from the Vocabulary List.
Write the words on the board.
Ask students to read the words.
Discuss the meanings of the words and orally use them in a sentence.
Ask students to rank the words they feel they need to know.
o Have them hold up 1-5 fingers rating how well they know each
word.
Eliminate the easier words from the list.
Have students reach for the SUMMIT! (See instructions on page 42.)
Option 3: Vocabulary Differentiation
Assign students to an appropriate group (Mt. McKinley, Mt. Kilimanjaro, Mt.
Everest).
Assign different words to the students based on vocabulary knowledge.
Select words and write them on the board in different categories.
o For example:
Mt. McKinley Mt. Kilimanjaro Mt. Everest
Have students reach for the SUMMIT!
fun
gum
hug
dug
hut
rush
lug
pun
rut
© Kendore Learning, SMART Teacher Training57
SUMMIT Vocabulary
Extension Activities:
Use the CLIP and FLIP sheets to learn content area vocabulary, affixes and roots.
Provide pairs of words and have students use the ‘Relationship Flowchart’ in your
Training Manual to figure out the literary relationship.
Additional Literary Terms:
Homophones are words that sound the same but have different meanings and
different spellings. Example: to, two and too.
Homographs are words that are spelled the same but have different meanings.
Example: lie (untruth) and lie (prone). Heteronyms are homographs that are
spelled the same and have different meanings, but also sound different.
Example: tear (in the eye) and tear (rip).
Homonyms are words that sound the same but have different meanings. Since
homonym can be used to describe either a homophone (same sound) or a
homograph (same spelling, same sound), it is best avoided as an individual label.
* Heteronyms are not homonyms.
Synonyms are words that have the same or almost the same meaning. Example:
happy, glad, joyful.
Antonyms are words with opposite meanings. Examples: happy and sad; fast
and slow.
Alliteration is a meaningful phrase of words that begin with the same sound.
Example: big brown bear.
Rhyme refers to words that have the same vowel and ending sounds. Examples:
mind and find, write and light, monkey and chunky.
© Kendore Learning, SMART Teacher Training 58
Picture It with Me Postcards Task: Oral Language and Vocabulary Development
Materials:
Postcard Book
Language Prompt (Sentence)
Glue Stick
Crayons or Colored Pencils
Scissors (If students cut out their own prompts as a center activity)
Teacher Directions:
Have students write their names on the cover. Inside the front cover, they should enter
their personal information and the month and year they start the Picture It with Me
Postcard Journal. They may paste a picture or draw a picture of themselves.
Provide the Oral Language Prompt for the student.
o Option 1: Print the Oral Language prompts from the Materials CD. Students
use the cut out prompts. This is appropriate when they cannot yet form letters
or compose their own sentences. Have students paste the prompt over the
lines on the postcard.
o Option 2: Students copy the prompt from the board. Read the prompt to the
students.
Discuss the meaning of the prompt and brainstorm possibilities. Initially, you will
want to draw a few pictures on the board as examples.
Students should follow the prompt and draw a picture in the blank space
provided.
Encourage students to include details in order to ensure understanding on the
part of the observer. For example: size, shape, color, number, mood,
background, movement, etc.
Have students share what they have created with the class. Ask questions that
elicit quality responses.
For example, if a student drew a shark as his “dream pet” ask:
o Where would you keep a shark?
o Where would you get a shark?
o Why would you want a shark?
o How would you feed it?
o How would your family feel about having a pet shark?
Extension Activities:
20 Questions: (Whole Class, Small Group or Pairs)
Choose a student drawing. Do not show the picture to the class. Have the students ask
questions trying to guess the picture.
Example: If I could have any pet, it would be……
Students ask: Does it have hair? Does it live in the water? Does it have legs?
Picture It with Me: (Whole Class, Small Group or Pairs)
Choose a student drawing, and then describe the picture without showing it to the
students. Have them try to draw the picture based on your description of the picture.
Compare drawings to see who came closest to the picture you described. Discuss the
details some missed by some yet drawn by others. Discuss the uses and interpretation of
language, such as synonyms, antonyms, misinterpretation, need for clarity and correct
usage of words.
© Kendore Learning, SMART Teacher Training59