1Intervention & Enrichment Strategies & Activities Kindergarten Unit 9: Animals Around Us Key SkillsInterventionsEnrichmentPhonemic Awareness1. Oddity Tasks – Medial Vowel SoundsWho’s Out? AnimalsWho’s Out? Animals extension2. Oral Segmentation/Blending – Phoneme by PhonemeEchoes“I /S/ /p/ /y/”Oral Language1. Speaking in Complete SentencesConversation StationPhonics/Word Study1. Difference between similarly spelled words by identifying different soundsPicture the WordSay It Now2. Exposure to simple sight wordsSandpaper WordsSandpaper Words ExtensionComprehension1. Distinguish shades of meaning between action wordsLet’s Move!Writing for Composing1. Expression of opinion or preference on paperChoose Your Favorite AnimalAnimal Opinions2. Spell Simple Words PhoneticallySay It, Spell ItSay It, Spell It ExtensionSubmitted by Erinn Eifler
2Phonemic Awareness: Who’s Out? Oddity Tasks – Medial Vowel Sounds Intervention: Who’s Out? (Whole Group, Small Group)Enrichment: Who’s Out? Extension (Independent Center)Topic: Oddity Tasks – Medial Vowel SoundsObjective: Students will be able to identify medial vowel sounds by identifying the word that does not belong.Materials: Option 1: Word List*Option 2: Pictures**Teachers can do this activity using just the words OR may present pictures to help students remember words.Teacher preparation: Glue pictures onto construction paper and laminateProcedure:Teacher will present students with 4 words/pictures (3 with the same vowel sound, 1 with a different vowel sound)Students will identify the word that is “out” (The word that does not belong).Ex: Teacher presents the words: ‘bat’, ‘fat’, ‘pig’, and ‘fan’. The word who is out would be “pig” because it does not have the short /a/ sound.Topic: Oddity Tasks – Medial Vowel Sounds Objective: Students will be able to identify medial vowel sounds by identifying the word that does not belong. Materials: Student worksheet Teacher preparation: Create copies of the student worksheets Procedure: Students complete the worksheet by crossing out the picture that does not belong.
3Word List – Medial Short Vowel Sounds (Animal Theme) Choose 3 words with the same medial vowel sound, then choose one with a different vowel sound (ex: cub, duck, pig, bug)Short /a/Short /e/Short /i/Short /o/Short /u/catpetpighogcubbathenchickcowpuplambfishfoxduck
4Word List – Medial Long Vowel Sounds (Animal Theme) Choose 3 words with the same medial vowel sound, then choose one with a different vowel sound (ex: bat, pan, fan, fish)Long /a/Long /e/Long /i/Long /o/Long /u/snakecheetahliondoemulesnailsealspidercrowpumacranesheepmicegoat
5Short /a/ and short /i/: cat, bat, lamb, fish, chick, pig
7Short /u/ and long /a/: cub, pup, duck, snake, snail, crane
8Long /e/ and long /i/: cheetah, seal, sheep, lion, spider, mice
9Long /o/ and long /u/: doe, crow, goat, puma, mule
10Phonemic Awareness: Phoneme Segmentation/Blending “Echoes”Intervention (small group)“I /S/ /P/ /Y/”Enrichment (small group activity)Objective: Students will be able to segment and blend words by using echoes.Materials : N/ATeacher Preparation: N/AActivity Procedure:Explain to children what echoes are and how they work.Practice: Say a segmented word aloud and have children echo the blended word in response. For example, say “/c/ /a/ /t/” and children respond by echoing “cat”Divide the group into 2 smaller groups and have them sit at opposite sides of the classroom. Ask children to sit under their table/desks and tell them to imagine they are in a cave where they will be the echo.One group of children will say a segmented word and the other group will echo the blended word in response.Objective: Students will be able to segment phonemes by identifying classroom objects and segmenting the word for their partners to blend.Materials: optional: magnifying glass, giant sunglasses, or old glasses with no lensesTeacher Preparation: N/AProcedure:Teach children how to play “I Spy”The child/teacher leading the game will wear the glasses and use the names of things in the classroom, but will segment the name of the object they found. For example, tell the children “I spy a /p/ /e/ /n/” and see if they can guess what it is (a pen). When the children are able to segment words, have them take turns choosing things to spy.
11Oral Language: Conversation Starters InterventionEnrichmentSkill Focus:Oral Language: Speaking: use of vocabulary specific to book reading experience (unit vocabulary)Materials:Conversation starter cards (below)Empty shoe box or tissue boxTeacher Preparation:Conversation starter cards: Cut out, glue onto thick paper, and laminateCover empty box with winter-themed paperPlace conversation starters into the boxProcedure: (conducted with teacher leading activity)Students take turns picking a conversation starter out of the boxUsing the conversation starter, students take turns discussing the promptThe next student picks a conversation starter and repeats step 2. Students continue the process until each child has had a turn picking a card.(See intervention materials and teacher’spreparation)Enrichment Procedures: (conducted as a center activity)After students have been introduced to the cards, allow 2-3 students to work together in a center.Students take turns picking a conversation starter out of the boxUsing the conversation starter, students take turns discussing the promptThe next student picks a conversation starter and repeats step 2. Students continue the process until each child has had a turn picking a card
12Conversation Station cards p.1 What is your favorite animal? Why is it your favorite?What is an animal that lives in an ocean habitat? What characteristics help this animal survive there?Talk about an animal that would NOT be a good pet. Why wouldn’t this be a good pet?How do wild animals get their food? What do they eat?
13Conversation Station cards p.2 How do frogs grow and change? What is the life cycle of a frog?How can humans observe animals that live in the ocean or under the sea?Talk about animals that can live in a freezing habitat. What characteristics help them live in that environment?Talk about animals that have wings. What can these animals do? What are some things these animals cannot do?
14Conversation Station cards p.3 Can an animal with wings live in an underwater environment? Why or why not?Use your imagination to create a make-believe animal. What characteristics does it have? What type of environment does it live in?How do you know the difference between something that is living and something that is non-living?Do animal offspring always look like their parents? Can you think of an animal who changes to look more like their parent when they get older?
15Phonics/Word Study: Difference between similarly spelled words Intervention (use in small group or individual setting)Objective: Students will blend onsets and rimes to make words Materials: Onset and rime work boards (Activity Master P.027.AM1a - P.027.AM1e); Student sheet (Activity Master P.027.SS) ; Small plastic letters; Pencil Teacher Preparation: Copy on card stock and laminate onset and rime work boards Activity: Students select onsets to complete words using pictures as clues. Procedure: 1. Place the onset and rime work boards face up in a stack at the center. Place the plastic letters beside the boards. Provide the student with a student sheet. 2. The student selects the top work board from the stack, names the picture, and reads the rime (e.g., "jug, /ug/"). Says the initial sound of the word and its corresponding letter (i.e., "/j/, j"). 3. Looks for and places the matching plastic letter in the onset position on the work board. 4. Records word on student sheet. 5. Continue until all boards and student sheet are complete.Activity taken from
16Phonics/Word Study: Difference between similarly spelled words Enrichment: Say It NowObjective: Students will blend onsets and rimes to make words Materials: Rime cards (Activity Master P.028.AM1) Onset cards (Activity Master P.028.AM2) Whiteboards; dry-erase markers Teacher Preparation: copy and laminate onset and rime cards Activity: Students select onsets to complete words. Procedure: 1. Place the rime cards face up in a stack at the center. Place the onset cards face up in rows. Provide each student with a whiteboard and Vis-à-Vis® marker. 2. Taking turns, student one selects the top rime card from the stack and reads the rime (e.g., “/ag/”). 3. Student two selects an onset card, names the letter, says its sound (e.g., “b, /b/”), and places it to the left of the rime. 4. Student one blends the onset and rime and reads the word (i.e., “/b//ag/, bag”). 5. Determine if the word is real, and if so, each student writes it on the whiteboard. 6. Make more words with same rime and different onsets. 7. Continue until all rimes are used.Activity taken from
17Phonics/Word Study: Sandpaper Words Exposure to Sight Words Intervention (center activity)Objective: Students will read high frequency sight words Materials: Tactile word patterns (Activity Master P.041.AM1a - P.041.AM1d) ; Student sheet (Activity Master P.041.SS) ; Print resources (e.g., family magazines and catalogs- Review the print resources to ensure the information is appropriate for young children) ; Scissors ; Glue ; Pencil Teacher Preparation: Make word cards using sandpaper, corrugated cardboard, salt, rice, or textured fabric. Activity : Students practice reading high frequency words made from tactile letters, then find them in print. Procedure: 1. Place the tactile words, print resources, scissors, and glue on a flat surface. Provide the student with a student sheet. 2. The student selects a tactile word and reads it. Says each letter while tracing it with "lead finger." 3. Student writes the word on the student sheet. 4. Student finds the target word in the print resource, cuts it out, and glues it beside the matching word on the student sheet. 5. Continues until all target words are found and glued on student sheet.Activity taken from
18Phonics/Word Study: Sandpaper Words Exposure to Sight Words Enrichment (center activity with adult supervision)Objective: Students will read high frequency sight words and create new sandpaper word cards Materials: salt, rice, glitter, or textured fabric; index cards or cardstock; print resources (e.g., family magazines and catalogs- Review the print resources to ensure the information is appropriate for young children) ; Scissors ; Glue ; Pencils Teacher Preparation: Model with students how to create a tactile word card Activity : Students practice reading high frequency words made from tactile letters, then find them in print. Procedure: 1. Students identify and read a word from the classroom word wall 2. The student writes the word on index card, and writes their name on the back of the card 3. Student traces the word with glue, then chooses tactile material to use and places it on the glue 4. Student writes the word on the student sheet. 5. Student finds the target word in the print resource, cuts it out, and glues it beside the matching word on the student sheet. 5. After the new card dries, the student leaves this card in the center to use for the intervention activityActivity taken from
19Comprehension: Distinguish shades of meaning between action words Let’s Move! Intervention (whole group)Enrichment (independent activity)Objective: Students will be able to distinguish shades of meaning between action words by acting out the wordsMaterials: Action word listTeacher Preparation: review word list and be sure that you can explain the difference between each word (ex: when you leap, you move forward, when you jump, you go straight up)Activity Procedure:Teacher will introduce the concept of shades of meaning in action words by explaining the difference between walk, jog, and runTeacher will say the first word (ex. Walk), and allow the students to complete the actionTeacher will say the second word (ex. Jog) and allow the students to complete the actionTeacher will ask students to identify the difference between the two words (ex: “Jogging is faster than walking, but slower than running”)Repeat the process with other wordswalk, march jog, run hop, jump leap, jump spin, twirl shout, yell throw, toss stretch, reach laugh, giggle
20Writing for Composing: Expression of opinion or preference on paper Intervention (small group with adult support): My Favorite AnimalEnrichment (independent center activity): Animal OpinionsObjective : The students will be able to express their opinions on paper by choosing between three animals and listing 3 reasons why it is their favorite animal.Materials : Pictures of animals OR animal word cards; plastic baggie or envelope; student worksheetTeacher Preparation: In an envelope or plastic bag, place three different animal picturesActivity: Students choose their favorite animal and write 3 reasons why it is their favoriteProcedure:Working in a small group, students will each receive an envelope/baggie with animal picture cardsEach student looks at their 3 animals and chooses their favorite.Students illustrate their favorite animal and list (or dictate) 3 reasons for choosing this animal as their favorite.Objective : Students will be able to express their opinions on paper by listing 3 reasons why they like (or do not like) an animal.Materials : Pictures of animals OR animal word cards; paper bag OR small box, student worksheet*Teacher Preparation: copy and laminate animal pictures and place them in the paper bag or boxActivity: Students express their opinions about a particular animalProcedure:Without looking, students reach into the bag/box and choose an animal cardStudent looks at the animal and lists 3 reasons why they do or do not like the animal they chose*Instead of using the student worksheet, students may write in a journal or on handwriting paper.
21Name: _______________________________________ Expressing Written Opinion – Intervention Worksheet My favorite animal is _____________________________________.The reason I like this animal the most is:1. ___________________________________________________2.___________________________________________________3.____________________________________________________
22Name: _______________________________________ Expressing Written Opinion – Enrichment Worksheet The animal I chose is _____________________________________.I ______________________ (like, do not like) this animal because:1. ___________________________________________________2.___________________________________________________3.____________________________________________________
23Writing for Composing: Say It, Spell It Writing for Composing: Say It, Spell It! Spelling Simple Word PhoneticallyIntervention (small group with adult support)Enrichment (independent center activity)Objective: Students will be able to spell simple words phonetically by identifying and writing the sounds in CVC words.Materials: Who’s Out? Short Vowel Cards; dry-erase markers, dry erase boards (one per student)Teacher Preparation: Print, Cut, and Laminate Who’s Out? Short Vowel CardsProcedure:Teacher holds up a CVC picture card, students say the name of the card (ex. “Pig”)Students say the word slowly and count the sounds in the word. Students draw a dash line (_) for each sound (ex. For pig, the would hear 3 sounds, so they would write “ ___ ___ ___”Students say the word again and write the letters for each sound they hear on top of the lines (“ p i g”)Teacher checks word, corrects as necessary, and repeats steps 1-3.Objective: Students will be able to spell simple words phonetically by identifying and writing the sounds in CVC words.Materials: Who’s Out? Short Vowel Cards; Say It, Spell It worksheet, paper, pencils, crayonsTeacher Preparation: Print, Cut, and Laminate Who’s Out? Short Vowel Cards, place cards in a plastic bag or envelopeProcedure:Student chooses a picture card from the bag/envelope(See intervention procedure steps 2-3)Students write the sounds they hear on their worksheet. Students also illustrate a picture of the word they wrote.