reading success mini-books word familiesimages.pcmac.org/sisfiles/schools/ct/naugatuckschools... ·...

WORDFAMILIES

Twenty Interactive Mini-Books That Help EveryChild Get a Great Start in Reading

by Mary Beth Spann

New York • Toronto • London • Auckland • Sydney • Mexico City • New Delhi • Hong Kong

S C H O L A S T I C

BPROFESSIONAL OOKS

Reading Success Mini-Books

Reading Success Mini-Books Word Families © Mary Beth Spann, Scholastic Teaching Resources

Scholastic Inc. grants teachers permission to photocopy the mini-books from this book forclassroom use. No other part of this publication may be reproduced in whole or in part, orstored in a retrieval system, or transmitted in any form or by any means, electronic, mechan-ical, photocopying, recording, or otherwise, without written permission of the publisher. Forinformation, write to Scholastic Inc., 555 Broadway, New York, NY 10012.

Cover design by Jaime Lucero

Interior design by Ellen Matlach Hassell for Boultinghouse & Boultinghouse, Inc.

Illustrations by James Graham Hale

ISBN: 0-439-10439-4

Copyright © 1999 by Mary Beth Spann. All rights reserved.


Contents Introduction

Assembling the Mini-Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Introducing the Mini-Books in Class . . . . . . . . . . . . . . . . . . . . . 7

Mini-Book Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Generating Family Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

The Mini-BooksMy Book of Words Ending in ack . . . . . . . . . . . . . . . . . . . . . . . . 9

My Book of Words Ending in ag . . . . . . . . . . . . . . . . . . . . . . . . 11

My Book of Words Ending in ail . . . . . . . . . . . . . . . . . . . . . . . . 13

My Book of Words Ending in ain . . . . . . . . . . . . . . . . . . . . . . . 15

My Book of Words Ending in ake . . . . . . . . . . . . . . . . . . . . . . . 17

My Book of Words Ending in am . . . . . . . . . . . . . . . . . . . . . . . 19

My Book of Words Ending in an . . . . . . . . . . . . . . . . . . . . . . . . 21

My Book of Words Ending in ane . . . . . . . . . . . . . . . . . . . . . . . 23

My Book of Words Ending in ape . . . . . . . . . . . . . . . . . . . . . . . 25

My Book of Words Ending in ay . . . . . . . . . . . . . . . . . . . . . . . . 27

My Book of Words Ending in ell . . . . . . . . . . . . . . . . . . . . . . . . 29

My Book of Words Ending in ill . . . . . . . . . . . . . . . . . . . . . . . . 31

My Book of Words Ending in ing . . . . . . . . . . . . . . . . . . . . . . . 33

My Book of Words Ending in ink . . . . . . . . . . . . . . . . . . . . . . . 35

My Book of Words Ending in ip . . . . . . . . . . . . . . . . . . . . . . . . 37

My Book of Words Ending in ock . . . . . . . . . . . . . . . . . . . . . . . 39

My Book of Words Ending in op . . . . . . . . . . . . . . . . . . . . . . . . 41

My Book of Words Ending in own . . . . . . . . . . . . . . . . . . . . . . 43

My Book of Words Ending in ug . . . . . . . . . . . . . . . . . . . . . . . . 45

My Book of Words Ending in ump . . . . . . . . . . . . . . . . . . . . . . 47


IntroductionWelcome to Reading Success Mini-Books: Word Families. This book providesa fun and easy way for young children to experience simple rhyming words.Beginning readers will really benefit from completing and collecting all 20 ofthese little books. When used as a regular part of a balanced approach to lit-eracy—one that includes reading, writing, speaking, and listening—thebooks will provide children with an easy-to-understand, concrete foundationfor rhyming word family mastery.

Research tells us that children learn letter sounds best when they’re pre-sented in a meaningful context. Each rhyming word family mini-book, intro-duces a group of simple, illustrated words that feature the same-soundingword ending. Each mini-book offers children the chance to practice writingand reading these rhyming words, and provides a simple review activity sochildren can test themselves on what they’ve learned.

The books’ small size means they are a breeze for young students to com-plete, store, collect, and keep. They help give children a sense of mastery andownership over the letter sounds and words they are learning. In a way, thesemini-books serve as children’s own print-awareness progressreports. As children successfully work through the books, it’seasy for them to see how each one represents an importantstep on the road to reading.

Assembling the Mini-Books 1. Make a double-sided

copy of the mini-bookpages.

2. Cut the page in halfalong the solid line.

3. Place pages 4/5 on topof pages 2/7 as shown.

4. Fold the pages in halfalong the dotted line.

5. Check to be sure that the pages are in the proper order andthen staple them together along the book’s spine.

5

10´

2

back

7

track

4

tack

5

quack

2

back

7

track

✄

My Book of Words Ending in

ack

1

Name

4

tack

5

quack


How to Use This BookThis book contains 20 rhyming mini-books representing 20 different com-mon rhyming word endings. How you introduce and share these books withchildren will largely depend on how you introduce rhyming sounds and wordendings in general. But no matter how you choose to use them, you’ll findthese mini-books to be small but powerful page-turners. Here are some ideasfor putting them to work in your classroom:

Pre-assemble Mini-Books as NeededInstead of asking children to assemble these books in class, you may want toassemble a complete class set ahead of time. This prep-step allows studentsto focus their attention on the mini-books’ content, rather than on construc-tion. Remember: Parents who are unable to volunteer in the classroom maywelcome this task as something they can work on at home.

Let the Books Serve YouHere are some quick tips for making the mini-books a successful part of yourreading routine:

• If you prefer whole-class instruction—at least for your introductorylessons—you may choose to have each student, or small groups of students, work on the same word-family mini-book simultaneously.

• For a more individualized approach, in which each child exploresrhymes at his or her own rate, you may make the books available tochildren on an “as-needed” basis. Perhaps you can set up a rhyme-timelearning center, stocked with a supply of mini-books in numberedenvelopes. When individualizing, keep a mini-book checklist showingwhich ones each child has completed. Be certain to schedulestudent/teacher conferences so you can assess and celebrate children’sprogress.

• As children learn how to read and spell the words in the books, consid-er transferring the words to word wall lists. Invite children to writeand illustrate additional words for each list. Encourage children torefer to their mini-books and/or word walls when writing stories andbooks of their own.

6Reading Success Mini-Books Word Families © Mary Beth Spann, Scholastic Teaching Resources

Introducing the Mini-Books in Class1. Show children how a book is constructed and what they are expected to

do on each page.

2. Work through one mini-book together.

a. Read the cover together. Demonstrate how to use the “Name” line.Call attention to the configuration of the letters printed there.

b. Call attention to the picture and word on each page. When childrencorrectly identify a picture by reading the word, invite them toexplain their reading strategies. In doing so, you are asking childrento pay attention to the print features of the word below the picture.

c. Demonstrate how to copy the word on the line provided. Suggest tochildren that if they think they already know how to spell the word,they can try and cover the word below the picture and write the wordwithout peeking.

d. Show how the back-cover activity serves as a self-checking reviewpage. (Tip: The back cover can also serve as a screening page. If yoususpect a child already knows how to read, spell, and write all thewords in a mini-book, you can ask him or her to complete this pagebefore completing the whole book. That way you’ll know if the childneeds to move on to a mini-book that is at a more appropriateinstructional level.)

7

Recommended ReadIn his comprehensive resource book, Phonics From A to Z: A PracticalGuide (Scholastic Professional Books, 1998), reading expert WileyBlevins recommends a phonics sequence for introducing letters andsounds. Because this must-have book offers explanations and rationalesfor all aspects of phonics instruction, it is very helpful in guiding theuse of phonics mini-books.


Mini-Book Extensions • Meet periodically with each student to review mini-books together. To

organize their mini-book collections, give each child a large metalloose-leaf ring. Punch a hole in the upper left-hand corner of eachcompleted mini-book and slip each one onto the ring. Store collectionsin a multi-pocketed shoe bag (hanging on the wall or from a door-knob), or hung on wall hooks.

• A tree trunk and branches decorated with a few paper leaves makes anice bulletin board backdrop for displaying new books (before addingthem to the rings). Just tack individual books to the branches so theyresemble leaves. Title your display “Leaf Through a Mini-Book!”

• Set aside class time for children to take turns sharing one book of theirchoice.

• Designate one day a week as “Mini-Book Take-Home Day” so childrencan share their growing library with family members.

• Provide blank mini-books so children can write and illustrate theirown rhyming-word collections. Have children compile books of realand/or silly rhyming words.

Generating Family Support1. When familiarizing families with instructional materials and strategies

you plan on using to teach reading and writing, introduce phonics mini-books as part of your overall approach.

2. Emphasize that a well-balanced program includes phonics plus manyother strategies for reading, speaking, listening, and writing with chil-dren. Share specific examples of how you include these components inyour program.

3. Invite families to extend learning at home by reading aloud togetherevery day, by calling attention to any written material that fills their days,and by reviewing school work—including mini-books—with theirchildren.

8Reading Success Mini-Books Word Families © Mary Beth Spann, Scholastic Teaching Resources

9™

8


ack

1

Name

6

stack

3

pack

Add a letter or letters to makea real or silly rhyming word. Draw a picture to go with it.

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ag

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12´

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bag

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snag

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ail

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14´

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hail

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tail

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ain

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stain

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brain


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16´

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chain

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train

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18´

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cake

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am

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20´

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jam

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man

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can

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24´

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cane

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26´

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ape

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bell

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ill

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king

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36´

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ink

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38´

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reading success mini-books word familiesimages.pcmac.org/sisfiles/schools/ct/naugatuckschools... ·...

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