25 Fun Phonics Plays for Beginning Readers

67 Pages·2016·11.49 MB·English

by  Clanko Pamela.

MSCHOLASTIC

Sh un Phonics Plays
a for Beginning Readers

Engaging, Reproducible Plays That Target and Teach

Key Phonics Skills—and Get Kids Eager to re Yr
a

(R— Pamela Chanko
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25 Fun Phonics Plays

for Beginning Readers

Engaging, Reproducible Plays That Target and Teach
Key Phonics Skills—and Get Kids Eager to Read!

Pamela Chanko

New York * Toronto * London * Auckond + sycney Teaching
Mexico City + New Delhi + Hong Kong * Buenos Aires Pezeureed
‘Acknowledgements

Many thanks to Mackie Rhodes, who rescued Six Drake,
‘and to Deborah Schectar, who gave Stan and Stella their staring roles

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Contents

CConnectons t9 fe Language Arts Seandars
Using th Plays
Fun Phonics Acris.

Phonics Plays

Snort Vowris

Sam and Camis Snack (sar a

The Best Pet het.

Pigays Pienie (shot.

“The Hopping Frng Contest (shor 0
Hush, Pappy! ter.

Lone Vowets
Blue Jays bet aday longa).
Flea Tea Fant ong)
Mike Rides Bike (org
Is ea Snow Day? (ong
Huge’ Unicorn (ong

‘Ornen Vowsrs

Sue Loose Tooth (.

The Greuchy Groundhog (2a)
tutes Fst Circus assy A
Petes Pancake Horse (sen! e

Consonant Dicearas
Chocolate Cip Surprise ()
Sharks Wish (3)

‘The Taunderster: (i.
ADDay at Whz-Bang Park

‘Consonant BLENDS
Cf: Clee (th

Sir Crake and the Dragon id)
Inthe Flower Gatder (.
Sail Hasse Stiles (0,
“The Spiders Speak Up Gp
Starring Sian aed Stella (9)
“Trash for Treasure

é
5
6
8

30
ing beginning wader ican exciting time i children lives, The mysteries of the
Drined word ore just kegsing to revel themselves. ane shldcen are getting a

© ‘ose of de audepenence dey eave: the aot re say, "T can eal ll by ea sell~
Thisstage of culdrens development 's also a erucil ane for teachers, because is
‘fen a ts me that a ehilsatctude towards reading begins te se. As ealy reads
fencer a larger variety of word in the materials they use, the. excterent about
reading maybe tempered wits fustraton. Tre pra clues, ils ight words, and
predictable tt patterns chat children once velied om are olen replied with mone
sophtcae text, aking reading a grexcer challenge forthe, So, will children come to
‘lew reading asa daunting chore eran. exhilarating aventuee?

Reset has shown *hat diect honics instruction isan essential component in
teaching Heracy. As children encounter ineteasigly uve dilcul ex they mest go
beycnd using content clus to igure ox onfamiae wouds and rely mone om ther ability
ta decoe, or “sound ou,” the words, Building decad ny sls requires readers to know
commen sound-spelingrelarionships—in other words, phonies, Given solid phonies
instruction, chi dren can develop the sls need to sind oe lange peroemage of

the words chay encounter m thelr retin, With practice, thir abilgy a veonglee those
svonds becomes heies—and fase, The uuu? Lacreased comprehension, The less
lume children need to fens on decoding words, th ciore mental energy they can apply
tothe mesning of the text, Repeated peace with common scund-spelng telatonhps
helps chien develop automaticity Ja word eengpiton so that they Beene wove Muent
readers, which in mur conreibies to minimizing their ust and maximising eit
enjoyment of reading

So, sve now that giving children direct homes instruct.on is essentials but making
iterroyable is another bal game allogether Rote practice in learning ssend-speling
lotionships is far hom engaging snd studying Hts of words often umproduetiv
‘Without conte, phonetic rules ae unlikely tatick with cient oc loa, and the
ccatext provided by leveled readers with controle texts sometites question,

‘The ‘anguage can seem silted, an plot is often sacrificed inthe seavioe el word std
Anathe™ way to provide context is >y taking advantage of “teahuble raments le
children av engaged in non-instructional es, pong out speciis sound. selling
poctems as they necur raturlly ‘This ic «helpfl practice, but thoce tepckable moments
‘may not occur as frecuemly as resded to benef young watts, Dre way te save dis
problem? 23 Fun Phones Pays for gion Render’ Fach engaging, pot- aud charscter
driven drame in this book focuses on spar icalar sound, lpg mers chien fn
fits sound-spellingrelniorships and gving them ll che benelis ef repested sxpomure—
‘without seenficing the story!

Fads Pye ge yma Ck se ag
tn adon reading plays cam boost chien heey ils, race m eding loud
tepu chidien bal enaence, aecaac, and comprehension wl posing teachers
thie accom gpponunity or spemtanrous aesament, Ard reaatod practce Works
fester wen heres eon behind ne acy While on onde yr wich
tach di wads. pris et has some beni the gene may nt be» rural
Stile, elders ssjned pars cn seem tsi, In conte, pis te esgned 1
“Padua and eack cis ger a prt that nor sh cn eal owe. Pye te Pat af
eharacer ges reading purpose chat ay engages ile. Pas, you ea asign pars
Secondng wo childen kl eel hig hem ust te challenge they oe.

Ta pla in thishook do uo eqn backdcops, costes, Props, oa wh
other eabuste setup, Ayu ned isa cope and you've ead ogo! Wi ese
shape hlden ge the enmbined benefits of phonics irstucion and feney pacsce
fs they engage in rich, motivating reac-aloud experiences, For example, children will {

+ lear the shor sound while reading about aog-topping contest

1 practice long ! a they diseowe: hw Mie learns to tide a bike we

“lear about the “bossy ras they share Tle ana Squires experiences a the eres

“ practice the comsorane Blend p a they meet some very special side 7”)
sand much more!

(On the following pages, yl ind suggestions on how 10 sake the mest of childzens
play reading experience, ination to hands-on phocies activites ar gimes te reinforce the
Sls theyre learning, So if you thought she words "fon" and “phonics” made ax edd par, Ove
again: with 25 Fun Phones ays for Benning Readers, they go wet i

sters and sods

Connections to the Language Arts Standards

icone Rese for Eventos and Leareng + Uadarsns ee'spptopnne gh wale nd sosary
(Qe) analy eon, popes oremeice, + Reds at Sars and pays uh nen ae
‘hs exile ual sae nal and sate sso aa

{ol popora wha eee note proce
Sr lois anna ut, anoeg oder | Uses feeding lls and satgies to understand and

> cymes Tae actsern iba sept hee errata tes
Singin le gif? te along ar 1 am tigated srg ended ay
Usesthe general sls ad sategis of the reading tla: ton ness te
i pecs + noe hs ele caret ami: ges
‘nsbeceleneso! ponte ais aha 1 owe cing, it nae in ews gs
‘Soman tnd ators, eponingand tilpetlenm aos
Sag ea yorelsoms bemic eer” Use Ieeing od spating sree fr sleet

ters ase enw nes rire

+ Uss sc eee ana ata Cdl woe le, psig, nd moran for
‘plies snd paling pater) ode koe Ana creer diate

ae ‘ Reces mid spnt ists

5 me: Sn rn) Cen ey mg on nd mts

28h tye gin 259 ah Chm, Se tg Rs 5
Use the following tps and ideas to get the mast out of vine plays in your
classroom,

Before Reading _

4 Male opies athe phy Jor exch cll who wll be readinga pry, whether he
participants ane reading in small gps or asa whale cess. The ly eee
‘urner of pans from eva 10 enaugh forthe entire cles,

‘You migh: copy the play onto @temnspareney for use on an overhead pens, oF
‘writs the xt chare pape. This way, you can rake the print when you Sst ec
te tee wath che group. (You can also use the ext on the chat a a phonics mnie
Tessou ith de ass}
Before reading the play introduce che targeted phonics sit cildrea. Say the
sound aloud ard point ua (or writs) te spelling or spellings. Tel chldeen the
sound will appear many times 65 you teed the py, so they should get read for
‘ Assign parts to cldren according to thie sil vel You wil ind that some roles
require abit more reading than others. You wil also fin that many ofthe toes in
the plays ar flexible you! ean have inlscuas eed them, of you mig asigr a
troup of children to exch vole an have therm read the part chotlly. For nsurce
te Blue Jay’ Binhday Surprise (page 22), ivadval elem can teal te roles of
Snake, Age, and Sal or small groups raght read the pars fo the animals

(Once callten have thei assigned roles, prvi rhere wth highlighter pens so they
‘on mark their ines, This wil make i easier for children to find thee casters
parts as the group rene the play

During Reading

4 When iszoducng the ply, you may want to read al of he eat aod to cider,
you would any other sory This wl fairize chien wih he lace
charters, nd po. Fis, rele pay sgh trogh for enjoyment. tthe
seco reading, you sa focus on the phonic element by ining chien signal
‘when they hear the tang soune (Er insanee, by rising their haa), You can a>
pus to foint out dierent soelings a he phonei elemery, if appropri

» You ca fellow any formar you'd keto “aave ele rea ‘he pays, You might
‘conduct a infra reading, in which every ebuld has x seript and seads his or her
[pain urn. Or asrall grow might sit in a conser ofthe mor to ead te ply in
a lleratue irl. A cast of characters could sind up aefone the clas ane veal she

fn rig ad yd he se et
play aud in a reader theater performance, "The class zucience might
fienply watch the performance, or chey might fallow along using the:
own copes of the play.

+ Another option iste bret the class up ito small reading groups. ASSN
‘ach group a pay (or a ptonetc element). Have Ce groups practice their
plays stmulaneosly Then, wher everyone steady the class can put on 2
"reita wth ons group reading after another, Foe a fun ext cellenge
members of he eis uence can ty 19 count how many times the
target sound occurs each groups perfomance!

“There may be some merabers of your group wea are sell-conscious o feel
‘uncomiferable when performing in ont of oes, Using simple stile
pupgetsad a makes stage might help ease the perforraance annetes
Df these children and ade we te fn for erenyone. Skzly ewver x tle
‘vite long tablecloth for chilésen to feel ehind as they use ther puppets
to act ut the toes oftheir characters. This wil! help children fel more
sscare—and [ss expored—as they perfor the play

After Reading _

4 You might consider recording children as they read the plays and chen pat
the recondingin she Istening ener, along with a copy ofthe play Children will
‘hail to hearing their ow voices they fallow along with the text!

“= Have children use highlighter pens nar all Che words with the wget
sound on ther copies ofthe play Wren inished, init them to ead the play
‘gain During this ending, ask children wo eraphasize eac Fgiightsd word
a they come to it, You tmealzo highlight words withthe arget sound ena
tiaasparency 3 the ply: Display the transparenes on an overhead projector
and se to help elven denny he spelling uf be target sound in cach
hight ghted word

4 Mele copies of the plays for children to take home an ead with fatty
riembers, You cat even include Iter iting families to do a quick
‘elated acuity wt thetr child. For esto, f you send home a copy of The
“Thunderstorm page 45), you might inte ther to write down the name:
‘words sting ith 2 hat they hear en a hal-houe telewsica program

+4 Woy not par oma prodvtion at school and invite firmly and fends? There
no tee! for Broadway <libe sets and costumes afew simple props will do
For example, a small lankex and throw pilow for snigg ing, phos pot aud
| spoon tostir up some pretend snow-pea soup, areal you need to peor,
‘Sail Hes the Sfles (age 56). An some play fond and dishes are more that
‘pough to put om a fllescoe aeaucrian af Fea Te Pary (page 25). Children

‘wll hve thee eva dens as well, let cei ereatvty blossom, Then send out
flyers ant show fies hoor suet fun phonies zam be

ShottnsFan Ratner 0% y DC ies
Use these fun, hands-on activites and games to get kes
excited azo.r ahonies and make target sound-spelings stick!

Follow That Sound!

Scavenger hunts are great f4r—in print orn the slassrocm.

9 lo reinforce the spellings af targeted sounds setup a learning center wath a slack of
ld magazines, sassor, glue, and shoes of lage construction paper Invite chile to
Took throug rae mogazines for wns tha: begin with the spelling (or spellings fora
‘Faricular sound, Have them cut out the words and glue them te conetmction paper t3
smal «colorful cllage.

+ Fora more kinesthetic activity, children can search the classroom ot school busing to
find objets that contain dei assigned sound. For instance, if children ste learn the
lend, they might frd a doc, clasts, clip, clothes, and, oF came, essa!

‘lave chikren write the umes of thei indir on index aed ar post therm oh a
lotigs word wal

Silly Sentences _

Studying inal sounds is perfect for tongue twister fun!

‘ rcurag children to look an ten for examples ofaliteration as they ead she plas
“Then take advange of leaing words with common sounds by challenging iren 0
‘make up their 2m silly aliterave sentences—in other words, tongue twisters!

» Wot words that begin with your tage: consonant, Bend, or digraph (for example
1p) on separate index cards, Then place the index cds on table and have iden
‘work wgether wo arrange ther int a sentence, adding words as needed for sense. Vor
example: Prey priweses oy rate prancing with pretzels oe pra

Swat-a-Sound _

“his game, which lets you Lse your regular dassroorn word wal requres fast reeves

plus sound spel revogriton!

1 Divide the cass nto two toms have che teams lineup a hon are rm your
sword wal

2 Give the fist child in each in a fly sweater and ave hci ste> up ta the wall
Then callout a sound to swat, That The instruction can be as sme or as detaee
46 you lke, depending on the ange hls you teachirg. Here ae scene examples
*

Sata short word; Sata wor tha ends withthe sound Ch Swat c word dat has the
“avd a! inh ee

93. The fire child ro swat a cries word (ee nny be moce than one) earns a poine for
his or her tears. You can play unl each child has had tern, o> as time permits

What's My Sound?

soeeeceteoseess®}

‘This mix'n’ mingle party gare is sure to keep cidren guessing!

rise tanget sounds on sey notes, ore lor each cal. Use a different soumeé-speling
fm each sad, for instance, dg ao, th, and so en. Then place a sticky note or exch
lids back, maleing sae children caret soe their ewn sound

Let chldzen mall about the classmom, asking one another questions 0 ny to figure out
sxbat sournd-spelling is on thei bac! “he one ule that culdten may ory ask yes o°
‘ao questions. For example, a child might ask: Dos my sora help yu say balloon? or Is
te it let ir gorilla? Rut childven may no ase cussions suchas: What words can
you Say wit my ound?

3, Encourage children to keep playing even after hey have guessed heir own sou
‘They can remain in the gare to provide other children wth clues.

Make-a-Word _

Wh shi game, cildren practice ital consonants, digraphs, and blends,

long and stort vowels, and worébuiding sls!

1. Get two empty tse 06, cube-shaped, and caver them in plain construction paper
‘Om one cube, wnte target inva consonants, cgapls an blends, suchas spb st,
ht. On the other cube, wre common word endings, featuring botk locg ane shore
‘owels. Include endings that wil form several words when combine withthe wii
sods you chose, for example: eto, ok, un a

Gather chiki iu a vue to play he game, Lach player takes tum tossingthe |S
cubes like dice the player can form 2 word with the nil sound and word ealing
that the two cubes lad on tbe player gets ene pont. 1 not, but snether payer

‘ean form a word, that player earns the point. (Paye:s may also challenge he
legitimacy of a word children should have a diesorary neaboy)

3. Children continue unc specified numberof pons i ated, oF 3

Dropcloth Phonics

Use an old sheet of 8 shower aurtain for los of phonics funt
4 Use a pertaazent marker te das rows ol large eiteles on your sath, Ins each

cirle, weit the spelling fora targersourd. Repeat some of the sate sourds that
re spelled diferent ways For instance, you might use a. a. and ae for she

Jong. coun ez, ¢-¢, and ea for long & ane 3g, and {efor long i. You can

15a ims Rs gs © 208 Fe hl aa

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