Learning Through Poetry: Consonants [1 ed.] 9781433384738, 9781425809720

Citation preview

A Level

Audio Included

Mary Jo Fresch David L. Harrison

A Level

Mary Jo Fresch, Ph.D. David L. Harrison, Litt.D.

Publishing Credits Dona Herweck Rice, Editor-in-Chief; Robin Erickson, Production Director; Lee Aucoin, Creative Director; Timothy J. Bradley, Illustration Manager; Sara Johnson, M.S.Ed., Editorial Director; Jamey Acosta, Senior Editor; Maribel Rendón, M.A.Ed., Associate Education Editor; Evelyn Garcia, Associate Education Editor; Grace Alba, Designer; Corinne Burton, M.A.Ed., Publisher

Image Credits p. 27, p. 29, Chad Thompson; p. 36, pringletta/iStockphoto; p. 104, magaliB/iStockphoto; all other images Shutterstock

Standards © 2004 Mid-continent Research for Education and Learning (McREL) © 2007 Teachers of English to Speakers of Other Languages, Inc. (TESOL) © 2007 Board of Regents of the University of Wisconsin System.  World-Class Instructional Design and Assessment (WIDA).  For more information on using the WIDA ELP Standards, please visit the WIDA website at www.wida.us. © 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers (CCSS)

Shell Education

5301 Oceanus Drive Huntington Beach, CA 92649-1030 http://www.shelleducation.com

ISBN 978-1-4258-0972-0 © 2013 Shell Education Publishing, Inc.

The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.

2

#50972—Learning through Poetry: Consonants

© Shell Education

Table of Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 How to Use This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Correlation to Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Poems and Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Consonant B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Consonant C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Consonant D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Consonant F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Consonant G. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Consonant H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Consonant J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Consonant K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Consonant L . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Consonant M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Consonant N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Consonant P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Consonant Q. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Consonant R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Consonant S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Consonant T . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Consonant V. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Consonant W . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Consonant X. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Consonant Y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Consonant Z. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 References Cited. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Content Connection Matrix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Contents of the CDs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Meet the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

© Shell Education

#50972— Learning through Poetry: Consonants

3

Introduction

Sound Beginnings Rhythm and sounds are born with syllables.

—Jean-Philippe Rameau

Becoming a reader is one of the greatest achievements of young learners. The complex process of reading begins long before children enter school or have any knowledge of print. Whether it’s with a click of a lightbulb or with a slow and steady pace, most children develop the skills needed to become independent readers. It may be independently or under the guidance of a parent, teacher, or mentor, but young literacy learners eventually begin to connect the sounds of language with printed words on their journeys to becoming fluent readers. Much can occur prior to the moment when children connect what they hear to what they see. Before children have the ability to understand that print represents particular sounds, they decipher the individual oral sounds of their language. Infants are born with the ability to hear all sounds from their mother tongue, filtering from all the possible sounds they are born to understand. Eventually, those sounds become part of the language they use to form words and sentences. This enables them to create meaning and communicate with others. For example, when children develop their understanding of the difference between “I can run” and “Can I run?,” they first learn about the meanings of the words I, can, and run. By this time in their developmental process, they have learned which sounds make words and how to use those words to Action Plan: Observing make meaning. Children’s Language Use Children can also discover how much fun it is to experiment and play with language. Closely listening to children playing with language may provide us with a better understanding of how they come to understand the use of language. Gleeful shouts of “You’re it!” during a game of tag, happy conversations about their favorite cartoon shows, caring comments to someone who fell off the slide, and playful rhymes for jumping rope all indicate that children are understanding the functions and the power of language.

4

#50972—Learning through Poetry: Consonants

Halliday (1975) suggested that in the developmental process of meaning making, children learn to navigate seven specific functions of language in their quest to communicate effectively. These functions are instrumental (I want), regulatory (Stop!), personal (I like), interactional (I’ll help), heuristic (Why?), imaginative (I can fly!), and informative (That dog is big). Observe a group of children playing. Listen to their conversation. What do you hear? Who seems to be utilizing all the functions? Think of ways to encourage play with these language functions, such as using the content or art activities that accompany the poems in this book.

© Shell Education

Introduction

Sound Beginnings (cont.) Research continues to emphasize the importance of language development, especially in the years before formal schooling begins (Ehri et al. 2001). Specifically, hearing and playing with language will have important implications once reading instruction begins. Hart and Risley (2003) estimate that by age four, children of low socioeconomic status heard 30 million fewer words than their higher-income peers. When 29 children from the original study were longitudinally followed, Hart and Risley found that “children’s rate of vocabulary growth and vocabulary use at age 3 was strongly associated with the grade 3 standardized scores in receptive vocabulary, listening, speaking, semantics, syntax, and reading comprehension” (Padak and Kindervater 2008, 58). Furthermore, Hart and Risley noted the importance of preschool experiences that would help close this gap and prepare children for kindergarten. Ehri and Roberts (2006) argue that “studies show that children who enter kindergarten with the ability to segment words into sounds and identify the names or sounds of letters make faster progress in learning to read in the first two years of instruction than children who lack these capabilities” (114). Therefore, teachers play a critical role in developing and supporting young children’s language development (Wasik 2010). It wasn’t until the 1990s that researchers identified an important step in the meaningmaking process—the development of phonemic awareness. The importance of the ability to hear the sounds of our language was best stated by Keith Stanovich (1993) when he observed that phonemic awareness is one of the best predictors of reading acquisition, even more so than IQ. Phonemic awareness is an important precursor to becoming a reader; it is a skill that can help children develop as language users as well as readers (Adams 1990). The National Institute of Child Health and Human Development (2000) concurred, stating that “correlational studies have identified phonemic awareness and letter knowledge as the two best school-entry predictors of how well children will learn to read during their first two years of school” (2–1). In a study conducted by Connie Juel (2006), her findings indicated that “children who struggled with learning to read words had entered the first grade with little phonemic awareness and were slow to acquire it. Poor readers had, as a group, less phonemic awareness at the end of the first grade than average and good readers had at the beginning of first grade” (410). Additionally, Juel, Griffith, and Gough (1986) found that students who performed at lower-performance levels in terms of phonemic awareness remained at the bottom through fourth grade. It is important that children recognize letter shapes and sounds in order to successfully transfer this connection-forming material when reading words (Ehri and Roberts 2006). The research cited above demonstrates that instruction and experience in phoneme manipulation are crucial for young learners. So if phonemic awareness is so important to literacy development, what exactly is it, and what connection does it have with phonological awareness?

© Shell Education

#50972— Learning through Poetry: Consonants

5

Introduction

Sound Beginnings (cont.) What Is Phonemic Awareness? Phonemic awareness is the ability to hear and manipulate the sounds (or phonemes) of language. A phoneme is the smallest unit of sound in our language (e.g., /b/, /s/, /ch/); all words are composed of phonemes. Since phonemes are units of sound, phonemic awareness does not require knowledge of print.

Understanding Phonemic Awareness There are many skills related to phonemic awareness, and Marilyn Adams (1990) provided five levels necessary to maximize children’s potential for later success in reading: 1. Hearing rhymes and alliteration (rhymes: stop/hop/pop; alliteration: A peck of pickled peppers) 2. Doing oddity tasks (What does not rhyme with the word dog? log, shoe, fog, hog) 3. Blending and splitting syllables (blending: /in/ /side/ = inside; splitting: inside = /in/ /side/) 4. Performing phonemic segmentation (cat = /c/ /a/ /t/) 5. Performing phoneme manipulation tasks (change the /b/ in the word back to /s/, which makes the word sack) Providing practice for young learners to develop phonemic awareness is key to ensuring a successful start to their literacy journey. Juel (2006) notes that “We do have considerable longitudinal and experimental research to confirm that phonemic awareness is highly predictive to learning to read, that it can be promoted by instruction, and that this instruction seems to help children learn to read” (418). The National Institute of Child Health and Human Development (2000) also concluded that instruction in phonemic awareness advances children’s ability to control phonemes in speech. That skill then transfers over to assisting children with comprehending what they read. Therefore, developing phonemic awareness provides a “strong and direct relationship to success and ease of reading acquisition” (Adams 1990, 82).

6

#50972—Learning through Poetry: Consonants

Action Plan: Demonstrating Phonemic Awareness Have you ever heard children play with language by changing the sounds to make other words? For example, five‑year-old Lauren demonstrated her phonemic awareness by calling her cat “Kitty Sitty Litty Ditty.” Encourage this type of play by helping children manipulate the sounds of their own names.

© Shell Education

Introduction

Sound Beginnings (cont.) How Do Phonemic Awareness and Phonological Awareness Differ? Phonemic awareness is the beginning stage of phonological awareness (Armbruster, Lehr, and Osborn 2001). As aforementioned, phonemic awareness is the ability to hear and manipulate the separate phonemes of the language. Children can do this without understanding which letters or letter combinations represent the sound. Eventually, children will develop phonological awareness as they attempt to “map” the sounds they hear to the letters they see. Phonological awareness encompasses not only the manipulation of phonemes but also words, syllables, and onsets and rimes (2001). The development of phonemic awareness for beginning readers is important. Children who can hear the sounds of the language eventually move to reading the sounds of the language. Reading the sounds of the language puts them on the road to decoding and comprehending text.

Understanding Phonological Awareness Lane and Pullen’s (2004) synthesis of the research regarding phonological awareness pointed out several important generalizations: • A child’s reading ability is directly related to his or her phonological awareness. Findings indicate that children who have strong phonological awareness are often good readers because they can use the knowledge they have about letter-sound relationships to decode unfamiliar words. This is a useful skill in making children independent readers. • Phonological awareness is linked to proficiency in reading independently. Having the ability to hear the sounds across a word appears to transfer to being able to take apart the sounds as we read across a word. • Phonological awareness precedes skilled decoding. Therefore, opportunities to hear and play with the sounds of the language help students become aware of how sounds map onto print.

© Shell Education

#50972— Learning through Poetry: Consonants

7

Introduction

Sound Beginnings (cont.) Traditionally, teaching children to match sounds to letters is called phonics instruction. Matching distinct sounds to the letters they see in print is the foundation of decoding. As awareness of print develops, the sounds and letters in a child’s language begin to offer a young learner ways to read and gain meaning from text. While the term phonics instruction does not define a particular set of activities, children must understand the relationship of text and sound in order to become successful readers (Armbruster, Lehr, and Osborn 2001). Different educational resources may use different terms to describe the relationship between letters and sounds. Some common labels include graphophemic, letter-sound associations, letter-sound correspondences, sound-symbol correspondences, and sound spellings. These labels all mean the same thing: the teaching of the relationship between spoken sounds and written letters. Instruction in these relationships can be very structured or embedded in other literacy work as children ask questions about new words they see in print. Either way, it helps children understand how written text connects to the sounds and words they hear in spoken language.

Action Plan: Observing Children’s Development of Letter‑Sound Relationships Children’s spelling attempts give us another view of their developing knowledge of letter-sound correspondences. A child who spells cake as kak is working across the sounds of the word and trying to make a one-to-one match between the sounds he or she hears and the letter or letters that often make that sound. As children continue to have experiences with print, they begin to develop memories of how a word looks, how certain letter combinations represent particular sounds, and how they can use what they hear to help them write. Linking writing to the activities suggested with the poems in this book is a good way to continue to nurture phonological awareness.

8

#50972—Learning through Poetry: Consonants

© Shell Education

Introduction

Playing with Sounds Bringing children and poetry together can be one of the most exciting experiences in parenting or teaching. —Lee Bennett Hopkins There are many ways to help children develop knowledge in the sounds of their language. In this book, we present one of the ways: the use of poetry. But not just any poems will do! We provide entertaining and creative poems, specifically written to focus on the consonant sound element. Hearing the poems several times allows every child to join in and learn in a fun and engaging manner.

What Experiences Should Teachers Provide? Education is not the filling of a pail, but the lighting of a fire.

—William Butler Yeats

Playing with Phonemes How do we know what experiences children should have? Instruction that supports learning while manipulating language can provide students with the opportunity to hear phonemes. A phoneme is the smallest unit of speech. It represents a single sound. Because our learners are young or new to the English language, having a fun romp through language is sure to entice every child. Knowing how to begin that romp is important. Louisa Moats (2000) suggests integrating auditory awareness by focusing on activities that entail the manipulation of speech sounds in words.

Action Plan: Learning while Manipulating Language Rasinski and Padak (2008) suggest five types of phoneme manipulation to help young learners hear and play with language. If applied correctly, the following five types of manipulation can guide students toward learning the relationship between sounds and the letters that might represent them: 1. Matching: Which words sound the same at the beginning—jump, dog, jar? 2. Isolation: What is the first sound in the word jump? 3. Blending: What word is /d/ /o/ /g/? 4. Substitution: What word do I make if I change /d/ to /l/ in the word dog? 5. Segmentation: What sounds are in the word game? Instruction that supports learning while manipulating language gives children experiences in hearing phonemes. Here, they understand that words can rhyme, have one or more syllables, can begin and end with the same sounds, and are made up of phonemes (Heilman 2002). Children begin to see these features in words through examining print. Practice in hearing and analyzing words is important to literacy development. Poetry allows us to tap into children’s playfulness with language. © Shell Education

#50972— Learning through Poetry: Consonants

9

Introduction

Why Poetry? Griffith and Olson (1992) suggest that teachers should read rhyming texts to their students every day as a way to develop phonological awareness. Rhyming is one of the easier phonological tasks for children, and it appears to help them learn to decode text through analogy (Opitz 2000). For example, a student might think, “I know the word hat and I see the word cat—since they both end with the sound /at/, cat must sound like hat.” Inkelas’s (2003) longitudinal study found that playing with language develops knowledge not only of the sounds of the language but also of the meter and stress of poetry. Walton and Walton (2002) found that “prereading kindergartners can learn to begin reading by playing cooperative games that teach the rime analogy reading strategy and the implicated prereading skills of rhyming, initial phoneme identity, and letter-sound knowledge” (110). Children are active constructors of language from the time they hear the first words spoken to them as infants all the way to their attempts to become readers and writers. Instruction that considers the needs of young language learners should be active, fun, and playful. That is where poetry comes in! No other form of English expression provides as many opportunities to read, hear, and practice phonemes. The manipulation of meter and sound are core characteristics Action Plan: Discover Your of rhyming verse, and rhyming verse Favorite Poem is easier to remember than any other linguistic construction. One of the best ways to bring poetry Furthermore, children enjoy poetry. into the classroom is to share a Learning something and enjoying it is personal favorite. It can be as simple a hard combination to beat. Much like as a nursery rhyme (“Hickory Dickory a certain famous nanny’s spoonful of Dock”) or a poem that you learned sugar, poetry provides an exciting and in school and still remember. If you entertaining way to help children develop need ideas, many wonderful poets phonological awareness. While children provide us with fun poetry. Besides like poetry for a variety of reasons, one the poems provided in this book, thing they particularly love is anything explore David L. Harrison’s other poetry that taps into humor. Contemporary and other children’s favorites, such as poems for children offer a rich menu of Shel Silverstein, Lee Bennett Hopkins, giggles, snorts, and slap-your-leg guffaws. Douglas Florian, and Jack Prelutsky.

10

#50972—Learning through Poetry: Consonants

© Shell Education

Introduction

Why Poetry? (cont.) Rasinski, Rupley, and Nichols (2008) remind us that “the use of rhyming poetry on a regular basis…can have a significant and positive impact on students’ word recognition and reading fluency” (259). Additionally, teachers who read poems to their students demonstrate how intonation, expression, and timing play key roles in reading and understanding language. As Michael Opitz (2000) points out, “poetry can be used as a vehicle for helping children better understand the sound structure of their language. As they listen to poems, they develop a sense of how sounds are strung together to form words that convey intended meanings and images” (104). Finding good poems is key to engaging listeners. We must be selective, combing excellent literature for poems children will enjoy. Jim Trelease (1982) states, “Because good literature is precise, intelligent, colorful, sensitive, and rich in meaning, it offers the child his best hope of expressing what he feels” (19). Rhyming words, expressing feelings, and engaging in fun learning activities all help beginning readers feel successful. Why poetry? Poetry not only has the ability to engage and fascinate children, but it also offers creative outlets for self-expression and an excellent vehicle for teaching phonological awareness. Here we present specially written poems that allow children to explore the rhythm of poetry and connect print to the sounds of our language. Welcome! Let the fun begin!

© Shell Education

#50972— Learning through Poetry: Consonants

11

How to Use This Book

Teaching the Lessons To learn to read is to light a fire; every syllable that is spelled out is a spark.

—Victor Hugo

The poems and activities in this book provide lessons for students who are moving from phonemic awareness to phonological awareness. For children still developing phonemic awareness, the lessons will encourage them to hear and play with sounds. For children ready for phonological activities, the lessons will encourage them to point out which letters and letter combinations make the sounds they hear in words. Additionally, the student activity sheets can allow children the opportunity to utilize their knowledge of sounds and print. This book was designed with a foundation of integrating sound into the classroom. We hope you will find it helpful for students who are hearing and manipulating sounds to students ready to match sounds and print. Once you have selected a poem, you can decide which type of phoneme activity you want your students to engage in. There are five sound manipulation activities for every poem. These activities are a natural way to differentiate your instruction. You may have a small group of children who need additional practice with just sound matching. You may also create a small group of children ready to match sounds and print—phonics instruction. You can use the provided activity as well as the activity sheet to support these students. Your close observations of how the children participate in the sound manipulations will guide your decision to review the sound activities or expand their experiences into paper-and-pencil work. As an optional way to enhance each individual poetry lesson, copy the poems for each student to keep as a personal, year-long collection in a pocket folder or a three-ring binder. Once you have completed the poem together, you may want to display it at learning centers, or on the bulletin board, to encourage the children to revisit it often. The table on the following page provides an overview of the five sound manipulation activities that are provided with each poem in this book.

12

#50972—Learning through Poetry: Consonants

© Shell Education

How to Use This Book

Teaching the Lessons (cont.) Sound Manipulation Activities Overview Phoneme (Sound) Matching In a lesson of sound matching, the children listen for a specific beginning sound. For example, they might listen to “A Basket of Bs” (page 24) and hear the /b/ sound at the beginning of several words in the poem. You then ask the children which words from the poem do and do not begin with the /b/ sound. Phoneme (Sound) Isolation Isolation lessons ask the children to listen for a specific sound within a given word. For example, when reading “Gummy G” (page 44) you can choose any word and ask, “What is the first sound in…gum? What is the first sound in Gus? In gull?” Phoneme (Sound) Blending The next level of manipulation is blending. In this type of activity, we break a word into its separate phonemes and ask children to blend what they hear into the complete word. When saying words aloud to children, keep in mind that you want to slowly stretch the word to help them hear all the phonemes. For example, in “Muddy M” (page 69), you could stretch out the word mud in two different ways: /m/ /u/ /d/ or /m/ /ud/. You may also want to point to the word in the poem as you “stretch” it so that students who are reading can follow along with the print as you blend the sounds. Phoneme (Sound) Substitution Using a poem such as “Foxy F” (page 39), we ask children to listen to how the first letter(s), or onset, of the word changes in words like fat, that, and flat. Then, we ask them to change the onset to make new words not already in the poem. They might suggest sat, hat, or bat. These can be written on the board or chart paper to facilitate learning for children developing phonological awareness. Sound Segmentation In sound segmentation, ask children to do the opposite of what they did in blending. That is, ask them to take a word (stop) and tell us what sounds make up the word (/s/ /t/ /o/ /p/). You can do this by saying a word aloud for those children not yet reading print or by pointing to the word for your beginning readers. Ask children to stretch the sounds they hear. We often use the analogy of stretching a rubber band to help us slowly say the word.

© Shell Education

#50972— Learning through Poetry: Consonants

13

How to Use This Book

Teaching the Lessons (cont.) This book presents 21 consonant poems. The English alphabet has 21 letters that are called consonants. Most single consonants make one sound, a few make two (such as g which can sound like /g/ or /j/; c can sound like /k/ or /s/). Most are very consistent in the sounds they make and are typically easy for children to hear.

A Closer Look at Consonant Sounds Consonant(s) B C D, F, M, N, R, Z, T G H

J K L P Q S

V

W, Y

14

Sound Consistent /b/ sound at the beginning of words but can be silent at the end of words if followed by /t/ (debt) or follows /m/ (comb) Consistent with two sounds: /s/ when followed by e, i, or y; /k/ when followed by o or a All consistent sounds at the beginning of words (except in the rare case where /m/ is silent in a word such as mnemonic or when /t/ is combined with h to make /th/) Consistent with two sounds: /j/ when followed by e, i, or y; /g/ when followed by o or a Consistent /h/ sound at the beginning of words and is never a final phoneme in a word (can be the final letter, as in yeah, but it is silent) Consistent /j/ sound at the beginning of words and like h, is never a final phoneme in a word (if you hear /j/ at the end of a word, it is spelled -dge or -ge) Consistent /k/ sound at the beginning of words but silent five percent of the time (when followed by n such as in knight) Consistent /l/ sound at the beginning of words, but silent if combined with /k/ (talk) Consistent /p/ sound at the beginning of words, but if written with /h/ it becomes the phoneme /f/ (phone) Always followed by u; makes the /kw/ sound Consistent 84 percent of the time as /s/; few different sounds can be /sh/ (sugar) and /z/ (treasure, legs) Consistent /v/ sound at the beginning of words (no English word ends in the letter v—this explains why words such as love and have do not follow the e-marker rule; the letter e was added to any word that ended in the letter v, but the vowel sound remained short) Consistent at the beginning of words but can also act as a vowel (show, baby); w is consistently silent if followed by r (write)

#50972—Learning through Poetry: Consonants

© Shell Education

How to Use This Book

Teaching the Lessons (cont.) Building Phonemic Awareness Skills

Consonant

In the “Building Phonemic Awareness Skills” section, each sound manipulation activity suggests which words in the poem can be used for practice. Plan on spending about 10 minutes for each phonemic awareness activity and consider spreading the five manipulations over several days, reviewing the ones you already introduced.

Mm

Materials

• “Muddy M” (page 69; Audio CD: Track 10) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Muddy M” (page 69) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: mud, mouse, floor. Which have the same sound at the beginning? Listen to these three words from the poem: mess, floor, dress. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in Mabel? What is the first sound in move? In mop? What other words begin with /m/?” 3. Sound Blending—Ask students, “What word is /m/ /ess/? What word is /m/ /ouse/?” 4. Sound Substitution—Ask students, “What word would I make if I change /m/ to /l/ in mess? If I change /m/ to /h/ in house?” 5. Sound Segmentation—Ask students, “If you stretch the word man, what sounds do you hear? Stretch mud, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 69–70) • chart paper (optional)

Suggestions are made for those students ready to connect print and sound in the “Building Phonics Skills” section. These students can also be given the activity sheet to extend their experience working with consonant sounds in print.

Procedure Preparation Note: Distribute copies or display a large version of the poem “Muddy M” (page 69) and distribute Making New M Words (page 70) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word mess on the board. Ask, “What word would I make if I change m to l in mess?” Erase the m and write in l to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as mouse/house, mud/bud, and man/can. 3. Write the word man on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word mud. Have students complete the activity page for additional practice.

© Shell Education

67

#50972— Learning through Poetry: Consonants

Cross-curricular connections expand the use of a single poem into multiple contexts. The “Content Connections” section of the lesson helps relate the poems to other educational areas such as mathematics, social studies, or science, while the art section (located on the Digital Resource CD) provides connections in dance, music, arts and crafts, drama, and movement.

tions

Content Connec

Consonant

Mm

Math s,

ck, make 10 copie shoe onto cardsto otprint (trace your er them by twos) • outline of fo 1–10 or numb and number them (page 69) • “Muddy M”

Materials

Conso

nant into e tracked mud how Mabel Mous poem. Discuss 1. Reread the Name:ints _____ _______________ how many footpr _____ the house. they will count 1–10 or _____________ that as a class, nts count from Date: __________ 2. Tell students the footprints, helping stude ______ she left (lay out ing out . footprint, count 2–20, by twos) stepping on each turns take nts 3. Have stude they go. as ers numb Direction the

Procedure

Mm

Making New

M Words

s: Change the first letter in make new rce CD each word to wor Digital Resou ds. m to

Art

see the lesson, please y supporting this For an art activit df). (artconsonantm.p

bud

e Connection

ud

School and Hom Procedure

Materials

69) • “Muddy M” (page for Mm • Family Letter (page 71) rd or • bulletin boa other space to display the family footprints with • index cards 1 numbers from of to the number class students in the

letter. poem to the family less 1. Attach the the paper, help nts return with their 2. When stude the display with them to add to int. family’s footpr card with a small a can footprints, place 1 to however 3. Under the can count from number, so you Discuss what are returned. ints and footpr many the different looks they learned about ints. sizes of the footpr house

Write a sentenc e

ess

The “School and Home Connection” contains a letter for children’s families, explaining the lesson’s poem and suggesting an activity for completion at home. A copy of the poem should be sent home along with the letter. Each poem is provided within the lesson, ready for you to photocopy and enlarge as you see fit.

an ouse

with one of you r new words. ion

© Shell Educat

68

ing through Poetry:

#50972—Learn

Consonants

70

#50972—Learn

ing through Poetry:

Consonants © Shell Educat

ion

Consonant

Mm

yM Mudd L. Harrison By David

,

made mud pies Mabel Mouse a mess! Man, was she ears and hair, Mud got in her s and dress. Shoes and sock

Family Letter for

el met Miss Mab Mother Mouse door. Tracking in the . sy, move this mop She said, “Mis floor.” my sed mes Your mud has

Mm

Dear Families, This week, we read the poem “Muddy M.” Enjoy with your stude reading it toget nt! her We have also been learning abou t of many footp rints (Mabel Mous counting. Help us create a displa e got in trouble y behind on Mam for leaving hers a’s floor!). On the back of this the foot of some letter, please trace one in the family . Together, decor Please return it to school tomo ate the footprint. rrow. Sincerely,

Mabel moped. “Must I, Mama?” her said. mot ned, “You must,” her pies,” Mabel moa “No more mud cake instead.” “Next time, it’s

Consonants For use with either Macintosh® or Windows® or MP3-compatible CD players

SEP 51110

Audio CD—Level A

Consonants

This CD contains audio recordings of the poems in this book. © 2013 Shell Education

g through Poetry:

#50972— Learnin

For use with either Macintosh® or Windows®

69

Consonants

SEP 50973

ion

© Shell Educat

Digital Resource CD —Level A This CD contains reproducible teacher resource materials and student activity pages. © Shell Educat

© 2013 Shell Education

ion #50972— Learnin

g through Poetry:

© Shell Education

Consonants

71

#50972— Learning through Poetry: Consonants

15

How to Use This Book

Peeking into a Classroom Mrs. Motz knew that young children love poetry, so Learning through Poetry was a natural choice for her. She loved the poems with specific elements of language highlighted through David Harrison’s word choices. She also liked that she could extend the use of the poems across the curriculum. She could teach not only about language but also about content. The format of Learning through Poetry allowed her students to have multiple exposure to the words, rhyme, and content. Let’s peek into Mrs. Motz’s classroom to see how this worked. To begin, Mrs. Motz copied the poem “Leaping L” (page 64) onto large chart paper and hung it on an easel. The children gathered on the floor in front of the easel. Procedure: Day 1 Mrs. Motz read “Leaping L” (page 64) aloud to the children. During this first time through, she read the poem solely for the fun of it, using lots of expression. She made certain that the children could see the print on the chart paper and pointed to the words as she read aloud. After reading the poem, she invited the children to discuss it. Mrs. Motz then read the poem aloud a second time. She asked the children to listen for rhyming words. During this reading, she paused to emphasize the words beginning with the consonant l, pointing to each word as they discussed it (Lucy, Loller, lives, loves, legs, leap, lo, ling, lilly, lolly). Next, Mrs. Motz asked the children to listen to three words from the poem and identify which words began with the same initial sound: lives, loves, or most. She then asked which words ended with the same sound: prance, dance, or sing. She also pointed out the other words that rhyme: France, dance, and prance; sing, ding, and ling; hop, drop, and stop. Finally, Mrs. Motz read “Leaping L” aloud again and asked the children to join in.

Consonant

Ll

Leaping L By David L. Harrison

Lucy Loller Lives in France, Lucy Loller Loves to dance, Her legs leap, Her feet prance, Lilly lolly lo!

Lucy Loller Loves to hop, You and I Would probably drop, But Lucy says She’ll never stop! Lilly lolly lo!

Lucy Loller Loves to sing, She can sing Most anything, Ling a ding, Ding a ling, Lilly lolly lo!

64

#50972—Learning through Poetry: Consonants

© Shell Education

Procedure: Day 2 Mrs. Motz reviewed the lesson completed the previous day, identifying the rhyming words and the words beginning with the l sound. She then read the poem aloud, pointing to the words. She asked the children to join in if they could, especially when they heard the words starting with l. She paused before saying the words beginning with l to see if students remembered them. Mrs. Motz then asked the children to listen as she stretched the rhyming words from the poem. Could they tell her what word she was saying? For example, she said, “/s/ /ing/,” and the children responded, “Sing.” Mrs. Motz had the children practice blending several other words from the poem.

16

#50972—Learning through Poetry: Consonants

© Shell Education

How to Use This Book

Peeking into a Classroom (cont.) Procedure: Day 3 Mrs. Motz read “Leaping L” (page 64) aloud. She asked the children to listen as she stretched some of the l words from the poem (/l/ /e/ /g/). She then asked them to blend the sounds together to “discover” the word. Mrs. Motz repeated this for several other words. Next, Mrs. Motz asked the children to think of additional words that start with the /l/ sound. She wrote these on the board. Some words the children suggested were little, like, land, and leg. Mrs. Motz showed the children a large map of the world. She showed them where they lived and where France was located. She pointed out that France is quite a distance from their homes, so they would need to pack a suitcase. She asked the children what they might pack to go on such a long trip. She then recorded their ideas on the board. Mrs. Motz made copies of the poem and family letter for the children to take home to share with their families. She encouraged them to discuss with their families about places they have been or would like to travel to and to write those ideas down to bring it back the next day to share. Procedure: Day 4 Mrs. Motz recorded the family travel information on a large sheet of chart paper. She encouraged a discussion of what the children shared with their loved ones. Mrs. Motz then displayed the large map, and together they found some of the places the families had mentioned. Mrs. Motz suggested that they pretend that they are packing their suitcases and going on a long trip during center time! Later in the day, Mrs. Motz reread “Leaping L” (page 64) to the children. She then asked the children what words describe Lucy’s actions. She informed them that these words are called verbs. She then encouraged them to imitate Lucy as she reread the poem.

© Shell Education

#50972— Learning through Poetry: Consonants

17

Correlation to Standards Purpose and Intent of Standards Legislation mandates that all states adopt academic standards that identify the skills students will learn in kindergarten through grade 12. Many states also have standards for Pre-K. This same legislation sets requirements to ensure the standards are detailed and comprehensive. Standards are designed to focus instruction and guide adoption of curricula. Standards are statements that describe the criteria necessary for students to meet specific academic goals. They define the knowledge, skills, and content students should acquire at each level. Standards are also used to develop standardized tests to evaluate students’ academic progress. Teachers are required to demonstrate how their lessons meet state standards. State standards are used in the development of all of our products, so educators can be assured they meet the academic requirements of each state. Shell Education is committed to producing educational materials that are research- and standards-based. In this effort, all products are correlated to the academic standards of the 50 states, the District of Columbia, and the Department of Defense Dependent Schools.

How to Find Standards Correlations To print a customized correlation report of this product for your state, visit our website at http://www.shelleducation.com and follow the on-screen directions. If you require assistance in printing correlation reports, please contact Customer Service at 1-877‑777‑3450.

McREL Compendium Shell Education uses the Mid-continent Research for Education and Learning (McREL) Compendium to create standards correlations. Each year, McREL analyzes state standards and revises the compendium. The McREL standards correlation can be found on the Digital Resourece CD (standards.pdf ).

Common Core State Standards The texts in this book are aligned to the Common Core State Standards (CCSS) for English Language Arts. The standards correlation can be found on pages 19–21 and on the Digital Resource CD (standards.pdf ).

TESOL and WIDA Standards The texts in this book promote English language development for English language learners. The standards correlation can be found on the Digital Resource CD (standards.pdf).

18

#50972—Learning through Poetry: Consonants

© Shell Education

Correlation to Standards (cont.) Common Core State Standards The following chart helps organize the poems according to the Common Core State Standards. Common Core State Standards Grade

Phonological Awareness

Standard

Poem(s)

RF.K.2a—Recognize and produce rhyming words

All poems

RF.K.2b—Count, pronounce, blend, and segment syllables in spoken words

All poems

RF.K.2c—Blend and segment onsets and rimes of single-syllable spoken words

All poems

Kindergarten

RF.K.2d—Isolate and pronounce the “A Basket of Bs” (page 24); “I Can C” (page 29); “Hooray initial, medial vowel, and final sounds for D” (page 34); “Gummy G” (page 44); “Hungry H” (phonemes) in three-phoneme words (page 49); “Jiggly J” (page 54); “King K” (page 59); “Leaping L” (page 64); “Muddy M” (page 69); “Nutty N” (page 74); “Pollywog P” (page 79); “Running R” (page 89); “Soggy S” (page 94); “Veggie V” (page 104); “Wet W” (page 109); “Expert X” (page 114) RF.K.2e—Add or substitute individual All poems sounds (phonemes) in simple, one‑syllable words to make new words Phonics and Word Recognition RF.K.3a—Demonstrate basic knowledge of one-to-one letter‑sound correspondences by producing the primary or many of the most frequent sounds for each consonant

All poems

RF.K.3b—Associate the long and short sounds with common spellings (graphemes) for the five major vowels

All poems

RF.K.3c—Read common high-frequency words by sight

“A Basket of Bs” (page 24); “I Can C” (page 29); “Hooray for D” (page 34); “Foxy F” (page 39); “Gummy G” (page 44); “Hungry H” (page 49); “Jiggly J” (page 54); “King K” (page 59); “Leaping L” (page 64); “Muddy M” (page 69); “Nutty N” (page 74); “Pollywog P” (page 79); “Queen Q” (page 84); “Running R” (page 89); “Soggy S” (page 94); “Tacky T” (page 99); “Veggie V” (page 104); “Wet W” (page 109)

RF.K.3d—Distinguish between All poems similarly spelled words by identifying the sounds of the letters that differ © Shell Education

#50972— Learning through Poetry: Consonants

19

Correlation to Standards (cont.) Common Core State Standards (cont.) Common Core State Standards Grade

Phonological Awareness

First Grade

Standard

20

Poem(s)

RF.1.2a—Distinguish long from short vowel sounds in spoken single-syllable words

“A Basket of Bs” (page 24); “Hooray for D” (page 34); “Foxy F” (page 39); “Gummy G” (page 44); “Hungry H” (page 49); “King K” (page 59); “Pollywog P” (page 79)

RF.1.2b—Orally produce single‑syllable words by blending sounds (phonemes), including consonant blends

All poem

RF.1.2c—Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words

“Basket of Bs” (page 24); “I Can C” (page 29); “Hooray for D” (page 34); “Foxy F” (page 39); “Gummy G” (page 44); “Hungry H” (page 49); “Jiggly J” (page 54); “King K” (page 59); “Leaping L” (page 64); “Muddy M” (page 69); “Nutty N” (page 74); “Pollywog P” (page 79); “Running R” (page 89); “Soggy S” (page 94); “Wet W” (page 109); “Yellow Y” (page 119); “Zippy Z” (page 124)

RF.1.2d—Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)

“Basket of Bs” (page 24); “I Can C” (page 29); “Hooray for D” (page 34); “Foxy F” (page 39); “Gummy G” (page 44); “Hungry H” (page 49); “Jiggly J“ (page 54); “King K” (page 59); “Leaping L” (page 64); “Muddy M” (page 69); “Nutty N” (page 74); “Pollywog P” (page 79); “Running R” (page 89); “Soggy S” (page 94); “Tacky T” (page 99); “Wet W” (page 109)

#50972—Learning through Poetry: Consonants

© Shell Education

Correlation to Standards (cont.) Common Core State Standards (cont.) Common Core State Standards Grade

Phonics and Word Recognition

First Grade

Standard

Poem(s)

RF.1.3a—Know the spellingsound correspondences for common consonant digraphs

“I Can C” (page 29); “Hooray for D” (page 34); “Foxy F” (page 39); “Gummy G” (page 44); “Hungry H” (page 49); “Jiggly J” (page 54); “King K” (page 59); “Muddy M” (page 69); “Nutty N” (page 74); “Pollywog P” (page 79); “Running R” (page 89); “Soggy S” (page 94); “Tacky T” (page 99)

RF.1.3b—Decode regularly spelled one-syllable words

All poems

RF.1.3c—Know final -e and common vowel team conventions for representing long vowel sounds

“A Basket of Bs” (page 24); “Hooray for D” (page 34); “Foxy F” (page 39); “Gummy G” (page 44); “Hungry H” (page 49); “Jiggly J” (page 54); “King K” (page 59); “Leaping L” (page 64); “Muddy M” (page 69); “Nutty N” (page 74); “Pollywog P” (page 79); “Running R” (page 89); “Soggy S” (page 94); “Wet W “(page 109)

All poems RF.1.3d—Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word RF.1.3e—Decode two-syllable words following basic patterns by breaking the words into syllables

All poems

RF.1.3f—Read words with inflectional endings

“A Basket of Bs” (page 24); “Foxy F” (page 39); “Gummy G” (page 44); “Hungry H” (page 49); “Muddy M” (page 69); “Nutty N” (page 74); “Pollywog P” (page 79); “Running R” (page 89); “Soggy S” (page 94)

RF.1.3g—Recognize and read grade-appropriate irregularly spelled words

“King K” (page 59); “Nutty N” (page 74); “Soggy S” (page 94); “Tacky T” (page 99)

© Shell Education

#50972— Learning through Poetry: Consonants

21

Consonant

Bb

Building Phonemic Awareness Skills Materials • “A Basket of Bs” (page 24; Audio CD: Track 01) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “A Basket of Bs” (page 24) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: Bud, madly, buzzed. Which have the same sound at the beginning? Listen to these three words from the poem: madly, badly, brim. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in Bradley? What is the first sound in baked? In basket?” Ask, “What other words begin with /b/?” 3. Sound Blending—Ask students, “What word is /b/ /oy/? What word is /b/ /ees/?” 4. Sound Substitution—Ask students, “What word would I make if I change /b/ to /t/ in boy? If I change /b/ to /s/ in bees?” 5. Sound Segmentation—Ask students, “If you stretch the word big, what sounds do you hear? Stretch buzzed, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 24–25) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “A Basket of Bs” (page 24) and distribute B Words (page 25) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word boy on the board. Ask, “What word would I make if I change b to t in boys?” Erase the b and write in t to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as joy and Roy. 3. Write the word big on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word buzzed. Have students complete the activity page for additional practice.

22

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Bb

Content Connections Social Studies Materials • chart paper titled “Berries We Know” • Food From Farms by Nancy Dickmann (optional)

Procedure 1. Ask students to name all the kinds of berries they know. 2. Make a list on the board or on the chart paper. 3. Discuss with students farms that focus on growing food that we buy. You may wish to use a picture book such as Food From Farms to help with the idea. 4. Have pictures of berries ready for students who are unfamiliar with the variety of berries.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantb.pdf ).

School and Home Connection Materials • “A Basket of Bs” (page 24) • Family Letter for Bb (page 26) • chart paper

Procedure 1. Attach the poem to the family letter. 2. When students return with the paper, post their hearts on a wall. 3. On a sheet of chart paper, name all the different berries sent in by the families and count the number for each berry. Add the total next to each berry. 4. Discuss the findings.

© Shell Education

#50972— Learning through Poetry: Consonants

23

Consonant

Bb

A Basket of Bs By David L. Harrison

Ben, Bob, Buck, Bo, Bud, Bill, and Bradley Filled big baskets to the brim Picking berries madly. No boy bothered To brush away Bugs and beetles, sadly. The pie they baked, bees and all, Buzzed and bumbled badly.

24

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Name:_______________________________________ Date:_________________

Bb

B Words Directions: Fill the basket with b words. Cut out the words that begin with b and glue them to the basket.

she

bee

down

boy

Bob

big

do

the

© Shell Education

#50972— Learning through Poetry: Consonants

25

Family Letter for

Bb

Dear Families, This week, we read the poem “A Basket of Bs.” Enjoy reading it together with your student! We have also been learning about farms that produce food. We talked about the idea that some farms only grow berries. With your student, decide what your family’s favorite berry is (we talked about blueberries, strawberries, raspberries, and many more). Cut out the heart shape below, complete the sentence, and return it to school tomorrow. Sincerely,

Our family’s favorite berry is

_________________________________

26

#50972—Learning through Poetry: Consonants

© Shell Education

Building Phonemic Awareness Skills Materials

• “I Can C” (page 29; Audio CD: Track 02) • chart paper (optional)

Consonant

Cc

Procedure Preparation Note: Distribute copies of the poem “I Can C” (page 29) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: cow, cackle, mew. Which have the same sound at the beginning? Listen to these three words from the poem: moo, mew, chew. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in cow? What is the first sound in cackle? In cud? What other words begin with the /k/ sound?” 3. Sound Blending—Ask students, “What word is /c/ /ow/? What word is /c/ /an/?” 4. Sound Substitution—Ask students, “What word would I make if I change /c/ to /p/ in can? If I change /c/ to /s/ in caw?” 5. Sound Segmentation—Say, “If you stretch the word cow, what sounds do you hear? Stretch cat, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 29–30) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “I Can C” (page 29) and distribute New C Words (page 30) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word can on the board. 2. Ask, “What word would I make if I change c to p in can?” Erase the c and write in p to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 3. Demonstrate this with other words such as fan, ran, and plan. 4. Write the word cow on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 5. Repeat the activity with the word cat. Have students complete the activity page for additional practice. © Shell Education

#50972— Learning through Poetry: Consonants

27

Consonant

Cc

Content Connections Science Materials

• “I Can C” (page 29) • pictures of cow, crow, cat, and hen • chart paper or board

Procedure 1. Explain to students that the poem begins by telling us what certain animals can’t do. 2. Reread the poem, stopping to ask students which animal does “caw,” “moo,” “cackle,” and “mew.” 3. Have pictures posted of a cow, crow, cat, and hen. Point to these as you discuss each animal. Ask students to think of other animals that might be on a farm. 4. Make a list on the chart or board. 5. Then ask what sound each animal makes.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantc.pdf).

School and Home Connection Materials • “I Can C” (page 29) • Family Letter for Cc (page 31) • Chart duplicated from family letter

28

Procedure 1. Make a photocopy of the poem for each child. Attach the poem to the family letter. 2. When students return with the paper, help them to record their animals on a large chart. 3. Later, discuss all the animals suggested by the families and review the sounds those animals make.

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Cc

I Can C

By David L. Harrison

A cow can’t caw, A crow can’t moo, A cat can’t cackle, A hen can’t mew. I can caw, I can moo, I can cackle, I can mew. But I can’t chew My cud. Can you?

© Shell Education

#50972— Learning through Poetry: Consonants

29

Consonant

Cc

Name:_______________________________________ Date:_________________

New C Words Directions: Change the first letter in each word to c to make new words. hat

at

pup

up

ran

an

nap

ap

make

ake

Draw a picture of one of your new words.

30

#50972—Learning through Poetry: Consonants

© Shell Education

Family Letter for

Cc Dear Families, This week, we read the poem “I Can C.” Enjoy reading it together with your student! We have also been learning about animals. Please help your student think of two or three animals not mentioned in the poem. Talk with him or her about the sounds each animal makes and where in the world we could find the animal. Please return the chart below to school tomorrow. Sincerely,

Animal

© Shell Education

Sound It Makes

Where It Lives in the World

#50972— Learning through Poetry: Consonants

31

Consonant

Dd

Building Phonemic Awareness Skills Materials • “Hooray for D” (page 34; Audio CD: Track 03) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Hooray for D” (page 34) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: Dennis, Douglas, hooray. Which have the same sound at the beginning? Listen to these three words from the poem: Dolly, David, Daisy. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in Darren? What is the first sound in Dudley? In Denise?” Ask, “What other words begin with /d/?” 3. Sound Blending—Ask students, “What word is /D/ /ee/? What word is /D/ /eb/?” 4. Sound Substitution—Ask students, “What word would I make if I change /d/ to /l/ in Dot? If I change /d/ to /p/ in Dan?” 5. Sound Segmentation—Ask students, “If you stretch the word Dan, what sounds do you hear? Now stretch Duke, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 34–35) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Hooray for D” (page 34) and distribute Names! (page 35) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word Dot on the board. 2. Ask, “What word would I make if I change d to p in Dot?” Erase the d and write in p to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 3. Demonstrate this with other words such as lot, cot, and spot. 4. Write the word Dona on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 5. Repeat the activity with the word Dolly. Have students complete the activity page for additional practice.

32

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Dd

Content Connections Social Studies Materials

• name origin books • cutouts of paper apples (found on the Digital Resource CD filename: apples.pdf ) • bulletin board or door with paper tree • tape



Procedure 1. Help each child look up his or her name and find out its meaning. You can give examples from the poem (David means beloved, Dorcas means gazelle). 2. Using cutouts of apple shapes, write the child’s name and its meaning on each apple. Tape these to the paper tree you have created. Be sure to add your own name and that of any other adult who comes into the classroom. 3. Discuss with students whether they think the meaning of their name describes them.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantd.pdf ).

School and Home Connection Materials • “Hooray for D” (page 34) • Family Letter for Dd (page 36)

© Shell Education

Procedure 1. Attach the poem to the family letter. 2. When students return with the paper, ask them to share their stories about their names. Discuss what they learned.

#50972— Learning through Poetry: Consonants

33

Consonant

Dd

Hooray for D By David L. Harrison

Hooray for Dennis, Douglas, Darren, Duke and Dudley, Drake and Dan. Hooray for Dona, Dot, Denise, Dolly, Daisy, Deb, Diane. Hooray for Donny, Dean and Darrel, Dorcas, Doris, Demi, Dee. Hooray for David— That’s my name! Hooray for you! Hooray for me!

34

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Name:_______________________________________ Date:_________________

Dd

Names! Directions: Look at the names below. Circle the names that begin with the D sound. Alisha

Dean

Dan

Douglas

Denise

Pablo

Dolly

Dorcas

Jacob Daisy

Dudley

Jamal

Tiana

Dona

Demi

Deb Eva

Diane

Darrel

Liliana

Jorge

David

Can you think of another word that starts with the same letter as one of the names you circled? Write it!

© Shell Education

#50972— Learning through Poetry: Consonants

35

Family Letter for

Dd Dear Families, This week, we read the poem “Hooray for D!” This poem has fun with different names that begin with D. Enjoy reading it together with your student! We have also been learning about the meaning of our names. We looked up the history of our names in a baby name book. If your student’s name was not in the book, discuss what the name means in your family. Another activity that is fun is to share the story of how your student’s name was given to him or her. Please write this information below and return it to school tomorrow. We will share these stories during circle time. Sincerely,

The story of my name is:

36

#50972—Learning through Poetry: Consonants

© Shell Education

Building Phonemic Awareness Skills

Consonant

Materials

• “Foxy F” (page 39; Audio CD: Track 04) • chart paper (optional)

Ff

Procedure Preparation Note: Distribute copies of the poem “Foxy F” (page 39) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: fox, fat, dinner. Which have the same sound at the beginning? Listen to these three words from the poem: fat, foot, flat. Which have the same sound at the end? 2. Sound Isolation—Ask students, “What is the first sound in frog? What is the first sound in fox? In foot?” Ask, “What other words begin with the /f/ sound?” 3. Sound Blending—Ask students, “What word is /f/ /at/? What word is /f/ /ace/?” 4. Sound Substitution—Ask students, “What word would I make if I change /f/ to /b/ in fox? If I change /f/ to /r/ in face?” 5. Sound Segmentation—Ask students, “If you stretch the word fat, what sounds do you hear? Now, stretch fell, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 39–40) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Foxy F” (page 39) and distribute Match! (page 40) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word fox on the board. 2. Ask, “What word would I make if I change f to b in fox?” Erase the f and write in b to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 3. Demonstrate this with other words such as face/race, flat/bat, and fat/bat. 4. Write the word fat on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 5. Repeat the activity with the word fell. Have students complete the activity page for additional practice.

© Shell Education

#50972— Learning through Poetry: Consonants

37

Consonant

Ff

Content Connection Science Materials

• “Foxy F” (page 39) • chart with the following headings: vegetable, fruit, protein, grain, dairy • “Choose My Plate” black and white graphic (found on the Digital Resource CD filename: plate.pdf; two per child) • crayons or markers



Procedure 1. Reread the poem to students, noting what Fox ate (fudge, figs, frog). 2. Ask students what some of their favorite foods are. Make a list, using the chart. 3. Using the “Choose My Plate” graphic organizer, have students color where their favorite food would be on the plate. 4. Discuss healthy meals (good resources are available to extend this lesson at http://www.choosemyplate.gov).

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantf.pdf).

School and Home Connection Materials • “Foxy F” (page 39) • Family Letter for Ff (page 41) • “Choose My Plate” black and white graphic from http://www.choosemyplate.gov

Procedure 1. Attach the poem and the “Choose My Plate” graphic organizer to the family letter. 2. When students return with the paper, ask them to share their organizer. 3. Discuss what they learned.

38

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Ff

Foxy F

By David L. Harrison

Well-fed Fox, Full and fat On fudge and figs And food like that Fell on Frog And flattened him flat. “Fool!” cried Frog, “You’re a disgrace! Your furry foot Is on my face! Flop your fanny Some other place!” “Friend,” said Fox, “You may be right, But a flattened frog Is a tasty sight.” Fox had Frog For dinner that night.

© Shell Education

#50972— Learning through Poetry: Consonants

39

Consonant

Ff

Name:_______________________________________ Date:_________________

Match! Directions: Match the picture to the correct word.

frog

foot

fox

food Write a word that begins with f below and draw a picture of that word.

40

#50972—Learning through Poetry: Consonants

© Shell Education

Family Letter for

Ff Dear Families, This week, we read the poem “Foxy F.” Enjoy reading it together with your student! We have also been learning about eating healthy. Attached, please find a copy of the United States Department of Agriculture’s graphic organizer called, “Choose My Plate.” Help your student color in the areas on the plate for a meal your family enjoys. Add words to the plate to show the kind of vegetable, fruit, protein, grain, and dairy your family likes. Please return it to school tomorrow to share! By the way, there are some good resources for families to use at the following website: http://www.choosemyplate.gov. Sincerely,

© Shell Education

#50972— Learning through Poetry: Consonants

41

Consonant

Gg

Building Phonemic Awareness Skills Materials • “Gummy G” (page 44; Audio CD: Track 05) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Gummy G” (page 44) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: gull, gander, came. Which have the same sound at the beginning? Listen to these three words from the poem: gum, goo, bum. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in good? What is the first sound in glue? In Gabe? What other words begin with the /g/ sound?” 3. Sound Blending—Ask students, “What word is /G/ /us/? What word is /g/ /ull/?” 4. Sound Substitution—Ask students, “What word would I make if I change /g/ to /b/ in Gus? If I change /g/ to /t/ in goo?” 5. Sound Segmentation—Ask students, “If you stretch the word gum, what sounds do you hear? Now stretch glob, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 44–45) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Gummy G” (page 44) and distribute G Words (page 45) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word Gus on the board. 2. Ask “What word would I make if I change g to b in Gus?” Erase the g and write in b to make the new word. Ask, “Were we right in our prediction about what the new word would be?” Demonstrate this with other words such as goo/too, glue/ blue, and gum/sum. 3. Write the word gum on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word glob. Have students complete the activity page for additional practice.

42

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Gg

Content Connections Math Materials

• photo of seagull and gander feet • paper cut into triangle shapes (one per student)

Procedure 1. Show students the photos of the seagull and gander feet. 2. Remind students that Gus was a gull and Gabe was a gander. 3. Lay a triangle shape over the photo of the seagull and gander feet to show how their feet are like two triangles. 4. Distribute the triangle shapes to students and challenge them to find triangle shapes in the classroom. 5. Have students share their findings.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantg.pdf ).

School and Home Connection Materials • “Gummy G” (page 44) • Family Letter for Gg (page 46)

© Shell Education

Procedure 1. Attach the poem and triangle from the math lesson to the family letter. 2. When students return with the paper, ask them to share where they found triangles in their home. Discuss what they learned.

#50972— Learning through Poetry: Consonants

43

Consonant

Gg

Gummy G By David L. Harrison

44

When Gus the Gull Spit out his gum, He didn’t pick it up, The bum.

“Good grief!” said Gabe With a heavy sob, “Who spit out This gooey glob?

So you can guess What went wrong When Gabe the Gander Came along.

It won’t come off. It won’t turn loose. I’m getting to be A grumpy goose!”

He stepped upon That gummy goo And right away It grew like glue.

“Oh gross,” said Gus. “What bad luck. I hope someday Gabe gets unstuck.”

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Name:_______________________________________ Date:_________________

Gg

G Words Directions: Look at the poem and use the words below to finish each sentence. gum

gull

glue

gander

Gus was a .

Gabe was a .

Gus spit out his .

The gum grew like .

© Shell Education

#50972— Learning through Poetry: Consonants

45

Family Letter for

Gg Dear Families, This week, we read the poem “Gummy G.” Enjoy reading it together with your student! We have also been learning about triangles. We studied how a seagull and gander have feet that look like two triangles, side by side. Use the triangle shape that your student brought home. Walk around your home, yard, or neighborhood and see if you can find triangle shapes. Write what you found below and return this to school tomorrow to share. Sincerely,

Where we found triangles:

46

#50972—Learning through Poetry: Consonants

© Shell Education

Building Phonemic Awareness Skills Materials

• “Hungry H” (page 49; Audio CD: Track 06) • chart paper (optional)

Consonant

Hh

Procedure Preparation Note: Distribute copies of the poem “Hungry H” (page 49) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: hide, told, Hog. Which have the same sound at the beginning? Listen to these three words from the poem: hay, stay, cool. Which have the same sound at the end? 2. Sound Isolation—Ask students, “What is the first sound in hen? What is the first sound in hog? In hot? What other words begin with the sound /h/?” 3. Sound Blending—Ask students, “What word is /h/ /ot/? What word is /h/ /en/?” 4. Sound Substitution—Ask students, “What word would I make if I change /h/ to /t/ in hen? What if I change /h/ to /d/ in hog?” 5. Sound Segmentation—Ask students, “If you stretch the word hog, what sounds do you hear? Now stretch hen, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 49–50) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Hungry H” (page 49) and distribute Making Words (page 50) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word hen on the board. Ask, “What word would I make if I change h to t in hen?” Erase the h and write in t to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as hog/dog, hay/day, and hot/not. 3. Write the word hog on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word hen. Have students complete the activity page for additional practice.

© Shell Education

#50972— Learning through Poetry: Consonants

47

Consonants

Hh

Content Connections Science Materials

• sidewalk chalk • outdoor space in full view of the sun

Procedure 1. Go outdoors in a sunny area. 2. Mark an X on the ground and have a student stand on it. 3. With the sidewalk chalk, mark where the student’s shadow falls. 4. Look around the playground for other shadows created by the sunshine. (If you don’t have a sunny day for this lesson, you can turn off the classroom lights and use a bright light as the sun.) 5. Have students use their hands to make shape shadows on the walls. 6. Explain that the sun creates shadows.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonanth.pdf).

School and Home Connection Materials • “Hungry H” (page 49) • Family Letter for Hh (page 51)

48

Procedure 1. Attach the poem to the family letter. 2. When students return with the paper, ask them to share what shadows they made at home. 3. Discuss what they learned.

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Hungry H By David L. Harrison

Hh

“You go hide,” Said Hen to Hog, So Hog hid in the hay. “It’s hot out here,” Hog told himself, “But here is where I’ll stay.” “It’s too hot hot To hunt,” said Hen. “Hog, all in free!” Hog kept hiding Anyway. “Joke’s on her,” said he. Hen went in Where it was cool And buttered up some bread. Outside the sun Baked Hog to ham. “Joke’s on him,” Hen said.

© Shell Education

#50972— Learning through Poetry: Consonants

49

Consonant

Hh

Name:_______________________________________ Date:_________________

Making Words Directions: Change the first letter in each word to h to make new words.

men

en

cot

ot

dog

og

side

ide

Write a word that you know that begins with h!

50

#50972—Learning through Poetry: Consonants

© Shell Education

Family Letter for

Hh

Dear Families, This week, we read the poem “Hungry H.” Enjoy reading it together with your student! We have also been learning about sunshine and shadows. At the bottom of this page is space for you and your student to trace a shadow. Place the paper on a table or floor and shine a light on it (a lamp or flashlight will work). Then, have your student put his or her hand midway between the light and paper to create a shadow. Trace the hand. You can do another one on the back of the paper, using something different to create the shadow. Return this paper to school tomorrow so we can guess what figure the shadow is supposed to be. Sincerely,

My Shadow

© Shell Education

#50972— Learning through Poetry: Consonants

51

Consonant

Jj

Building Phonemic Awareness Skills Materials • “Jiggly J” (page 54; Audio CD: Track 07) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Jiggly J” (page 54) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: jug, jam, eats. Which have the same sound at the beginning? Listen to these three words from the poem: jam, jar, am. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in juice? What is the first sound in jug? In jam?” Ask, “What other words begin with /j/?” 3. Sound Blending—Ask students, “What word is /j/ /am/? What word is /j/ /ug/?” 4. Sound Substitution—Ask students, “What word would I make if I change /j/ to /b/ in jug? If I change /j/ to /h/ in jam?” 5. Sound Segmentation—Ask students, “If you stretch the word jam, what sounds do you hear? Stretch jug, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 54–55) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Jiggly J” (page 54) and distribute J Words (page 55) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word jug on the board. 2. Ask, “What word would I make if I change j to b in jug?” Erase the j and write in b to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 3. Demonstrate this with other words such as tug, mug, and dug. 4. Write the word jam on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 5. Repeat the activity with the word jug. Have students complete the activity page for additional practice.

52

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Jj

Content Connections Science Materials

• “Jiggly J” (page 54) • large bunch of grapes • bowl • potato masher • glass bowl or large jar • strainer

Procedure 1. Reread the poem. 2. Discuss that Jerri had juice and jam. Ask students if anyone knows how we get juice and jam. 3. Put the grapes in a bowl and smash them with a potato masher. 4. Put the strainer over a glass bowl or jar and pour the grape juice through it. 5. Discuss with students how the grapes change into juice.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantj.pdf ).

School and Home Connection Materials • “Jiggly J” (page 54) • Family Letter for Jj (page 56) • chart paper

Procedure 1. Attach the poem to the family letter. 2. When students return with the paper, ask them to tell what change they observed with the ice cube. Record the answers on the board or chart. 3. Discuss what they learned.

© Shell Education

#50972— Learning through Poetry: Consonants

53

Consonant

Jj

Jiggly J

By David L. Harrison

Jerri drinks a jug of juice With a jar of jiggly jam. Jared jokes, “I bet you’re full.” Jerri says, “I am.” Jerri drinks another jug And eats another jar. “Now I think I’m done,” she says. He says, “I hope you are!” But every time that Jerri tastes Juice and jam, well then She finds another jug and jar And off she goes again.

54

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Name:_______________________________________ Date:_________________

Jj

J Words Directions: Write the correct word under each picture. Use the word bank to help you. jam

© Shell Education

jump

jar

jug

#50972— Learning through Poetry: Consonants

55

Family Letter for

Jj

Dear Families, This week, we read the poem “Jiggly J.” Enjoy reading it together with your student! We have also been learning about change. We learned how grapes become juice. Here is an experiment to do with your student: put an ice cube on a plate. Watch it over time. Ask your student what happened. Record your answers below and return them tomorrow, so we can discuss with the class how the ice cube changed and what happened to it. Sincerely,

My Observation

Picture of My Observation

56

#50972—Learning through Poetry: Consonants

© Shell Education

Building Phonemic Awareness Skills Materials

• “King K” (page 59; Audio CD: Track 08) • chart paper (optional)

Consonant

Kk

Procedure Preparation Note: Distribute copies of the poem “King K” (page 59) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: king, kid, things. Which have the same sound at the beginning? Listen to these three words from the poem: kid, did, do. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in Ken? What is the first sound in kettle? In kind? What other words begin with /k/?” 3. Sound Blending—Ask students, “What word is /k/ /ing/? What word is /k/ /id/?” 4. Sound Substitution—Ask students, “What word would I make if I change /k/ to /r/ in king? If I change /k/ to /l/ in kid?” 5. Sound Segmentation—Ask students, “If you stretch the word king, what sounds do you hear? Now stretch kept, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 59–60) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “King K” (page 59) and distribute King Ken Words (page 60) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word king on the board. Ask, “What word would I make if I change k to r in king?” Erase the k and write in r to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as sing, wing, and ding. 3. Write the word king on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word kept. Have students complete the activity page for additional practice. Note: This poem provides a good opportunity to discuss letters that sound alike but are different, such as the c in cat and k in kept. © Shell Education

#50972— Learning through Poetry: Consonants

57

Consonant

Kk

Content Connections Social Studies Materials

• “King K” (page 59) • chart paper

Procedure 1. Reread the poem. Review that King Ken rode a kangaroo to school. 2. Ask students how they get to school each day. 3. Make a list on the board or chart paper. 4. Ask students if they can think of other fun ways (like Ken’s) to get to school (e.g., helicopter, tractor, horse, skateboard, wagon, reindeer pulling a sleigh, train). 5. Ask volunteers to help you write the words for each transportation vehicle they suggested (use the sound stretching strategy to encourage them to select the letters you should write).

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantk.pdf).

School and Home Connection Materials • “King K” (page 59) • Family Letter for Kk (page 61) • chart paper titled “Kinds of Transportation”

58

Procedure 1. Attach the poem to the family letter. 2. When students return with the paper, ask them to share the list of kinds of transportation they each thought of with their family. Discuss what they learned.

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

King K

Kk

By David L. Harrison

Ken was king and kind of cool Because he was a kid. He loved to do the sort of things That other children did. He had Cook keep the kettle on To pour his cup of tea, He flew kites, kept cats, And took his nap at three. There was one thing King Ken did That no other kid could do— From Royal Court to kindergarten He rode his kangaroo.

© Shell Education

#50972— Learning through Poetry: Consonants

59

Consonant

Kk

Name:_______________________________________ Date:_________________

King Ken Words Directions: Match the pictures to the k words.

king

kite

kid

kangaroo

60

#50972—Learning through Poetry: Consonants

© Shell Education

Family Letter for

Kk Dear Families, This week, we read the poem “King K.” Enjoy reading it together with your student! We have also been learning about transportation. Discuss with your student all the different types of transportation you can think of. King Ken came to school on a kangaroo. How many ways could your student come to school? List them below and return this to school tomorrow for us to share! Sincerely,

Kinds of transportation my family thought of:

© Shell Education

#50972— Learning through Poetry: Consonants

61

Consonant

Ll

Building Phonemic Awareness Skills Materials • “Leaping L” (page 64; Audio CD: Track 09) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Leaping L” (page 64) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: lives, loves, most. Which have the same sound at the beginning? Listen to these three words from the poem: prance, dance, sing. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in Lucy? What is the first sound in lolly? In leap? What other words begin with /l/?” 3. Sound Blending—Ask students, “What word is /Lil/ /ly/? What word is /Lu/ /cy/?” 4. Sound Substitution—Ask students, “What word would I make if I change /l/ to /d/ in loves? If I change /l/ to /h/ in leap?” 5. Sound Segmentation—Ask students, “If you stretch the word Lilly, what sounds do you hear? Now stretch Loller, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 64–65) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Leaping L” (page 64) and distribute L Words (page 65) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word loves on the board. Ask, “What word would I make if I change l to d in loves?” Erase the l and write in d to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words, such as gloves and shoves. 3. Write the word Lucy on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word Loller. Have students complete the activity page for additional practice.

62

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Ll

Content Connections Social Studies Materials

• globe or large map of the world

Procedure 1. Using a globe or large map, show students where they live. 2. Then show them where Lucy Loller lives. 3. Have them imagine they are going to visit Lucy in France. 4. Ask students what would they take in their suitcase? Make a list on the board.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantl.pdf ).

School and Home Connection Materials • “Leaping L” (page 64) • Family Letter for Ll (page 66) • globe or large map

© Shell Education

Procedure 1. Attach the poem to the family letter. 2. When students return with the paper, ask them to tell what places they visited or would like to visit. 3. Together, find the places on a map.

#50972— Learning through Poetry: Consonants

63

Consonant

Ll

Leaping L By David L. Harrison

Lucy Loller Lives in France, Lucy Loller Loves to dance, Her legs leap, Her feet prance, Lilly lolly lo! Lucy Loller Loves to sing, She can sing Most anything, Ling a ding, Ding a ling, Lilly lolly lo! vLucy Loller Loves to hop, You and I Would probably drop, But Lucy says She’ll never stop! Lilly lolly lo!

64

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Name:_______________________________________ Date:_________________

Ll

L Words Directions: Look at the poem “Leaping L” and find five words that begin with the letter l. Write them below.

1. 2. 3. 4. 5. Write a sentence with one of your l words.

© Shell Education

#50972— Learning through Poetry: Consonants

65

Family Letter for

Ll Dear Families, This week, we read the poem “Leaping L.” Enjoy reading it together with your student! We have also been learning about maps. We learned where France was on the map and where we live. Talk with your student about places you have been or where you would like to visit one day. Please fill out the chart below and send it back to school tomorrow. Sincerely,

Family Member’s Name

66

#50972—Learning through Poetry: Consonants

Place They Have Been or Would Like to Visit One Day

© Shell Education

Building Phonemic Awareness Skills Materials

• “Muddy M” (page 69; Audio CD: Track 10) • chart paper (optional)

Consonant

Mm

Procedure Preparation Note: Distribute copies of the poem “Muddy M” (page 69) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: mud, mouse, floor. Which have the same sound at the beginning? Listen to these three words from the poem: mess, floor, dress. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in Mabel? What is the first sound in move? In mop? What other words begin with /m/?” 3. Sound Blending—Ask students, “What word is /m/ /ess/? What word is /m/ /ouse/?” 4. Sound Substitution—Ask students, “What word would I make if I change /m/ to /l/ in mess? If I change /m/ to /h/ in house?” 5. Sound Segmentation—Ask students, “If you stretch the word man, what sounds do you hear? Stretch mud, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 69–70) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Muddy M” (page 69) and distribute Making New M Words (page 70) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word mess on the board. Ask, “What word would I make if I change m to l in mess?” Erase the m and write in l to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as mouse/house, mud/bud, and man/can. 3. Write the word man on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word mud. Have students complete the activity page for additional practice.

© Shell Education

#50972— Learning through Poetry: Consonants

67

Consonant

Mm

Content Connections Math Materials

• outline of footprint (trace your shoe onto cardstock, make 10 copies, and number them 1–10 or number them by twos) • “Muddy M” (page 69)



Procedure 1. Reread the poem. Discuss how Mabel Mouse tracked mud into the house. 2. Tell students that as a class, they will count how many footprints she left (lay out the footprints, helping students count from 1–10 or 2–20, by twos). 3. Have students take turns stepping on each footprint, counting out the numbers as they go.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantm.pdf).

School and Home Connection Materials • “Muddy M” (page 69) • Family Letter for Mm (page 71) • bulletin board or other space to display the family footprints • index cards with numbers from 1 to the number of students in the class

68

Procedure 1. Attach the poem to the family letter. 2. When students return with the paper, help them to add to the display with their family’s footprint. 3. Under the footprints, place a small card with a number, so you can count from 1 to however many footprints are returned. Discuss what they learned about the different looks and sizes of the footprints.

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Muddy M

Mm

By David L. Harrison

Mabel Mouse made mud pies, Man, was she a mess! Mud got in her ears and hair, Shoes and socks and dress. Mother Mouse met Miss Mabel Tracking in the door. She said, “Missy, move this mop. Your mud has messed my floor.” “Must I, Mama?” Mabel moped. “You must,” her mother said. “No more mud pies,” Mabel moaned, “Next time, it’s cake instead.”

© Shell Education

#50972— Learning through Poetry: Consonants

69

Consonant

Mm

Name:_______________________________________ Date:_________________

Making New M Words Directions: Change the first letter in each word to m to make new words. bud

ud

less

ess

can

an

house

ouse

Write a sentence with one of your new words.

70

#50972—Learning through Poetry: Consonants

© Shell Education

Family Letter for

Mm Dear Families, This week, we read the poem “Muddy M.” Enjoy reading it together with your student! We have also been learning about counting. Help us create a display of many footprints (Mabel Mouse got in trouble for leaving hers behind on Mama’s floor!). On the back of this letter, please trace the foot of someone in the family. Together, decorate the footprint. Please return it to school tomorrow. Sincerely,

© Shell Education

#50972— Learning through Poetry: Consonants

71

Consonant

Nn

Building Phonemic Awareness Skills Materials • “Nutty N” (page 74; Audio CD: Track 11) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Nutty N” (page 74) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: Ned, not, ever. Which have the same sound at the beginning? Listen to these three words from the poem: out, nut, never. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in needs? What is the first sound in night? In not? What other words begin with /n/?” 3. Sound Blending—Ask students, “What word is /n/ /ot/? What word is /n/ /ut/?” 4. Sound Substitution—Ask students, “What word would I make if I change /n/ to /h/ in not? If I change /n/ to /f/ in Ned?” 5. Sound Segmentation—Ask students, “If you stretch the word now, what sounds do you hear? Now stretch not, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 74–75) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Nutty N” (page 74) and distribute Adding N (page 75) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word not on the board. Ask, “What word would I make if I change n to h in not?” Erase the letter n and write the letter h to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as not/lot and Ned/fed. 3. Write the word now on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word not. Have students complete the activity page for additional practice.

72

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Nn

Content Connections Social Studies Materials

• “Nutty N” (page 74) • chart paper titled “Rules to Get Along”

Procedure 1. Reread the poem. 2. Discuss how Ned seemed to always make opposite choices. 3. Ask students how they might get along with someone who does not want to do what they do. What rules could we make for getting along with our classroom. 4. Write students’ suggestions on the chart paper. Note: This poem is also a good opportunity to look at words that mean opposites, such as yes/no and day/night.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantn.pdf ).

School and Home Connection Materials

• “Nutty N” (page 74) • Family Letter for Nn (page 76)

© Shell Education

Procedure 1. Attach the poem to the family letter. 2. When students return with the paper, ask them to share the rule from home. 3. Discuss what they learned.

#50972— Learning through Poetry: Consonants

73

Consonant

Nn

Nutty N

By David L. Harrison

I know a boy Named Ned McNibble Who nearly always Wants to quibble.

With Ned you know How things will go. If I say, “Yes,” Ned says, “No.”

If I say, “Night,” Ned says, “Day.” That’s how he quibbles His time away.

Poor negative Ned McNibble, the nut, Needs to get out of His quibbling rut!

If I say, “Sometimes,” Ned says, “Never!” If I say, “Maybe,” He says, “Not ever.” If I say, “Ned, Now this is fun!” Ned will say, “It’s not, it’s none.”

74

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Name:_______________________________________ Date:_________________

Nn

Adding N Directions: Add the letter n to each word. Then draw a picture to show the word.

ut

ap

ail

est

© Shell Education

#50972— Learning through Poetry: Consonants

75

Family Letter for

Nn Dear Families, This week, we read the poem “Nutty N.” Enjoy reading it together with your student! We have also been learning about rules to get along. Discuss with your student rules you have at home that your family uses to get along. Please write one of the rules below and return it to school tomorrow for sharing. Sincerely,

One of our rules we follow:

76

#50972—Learning through Poetry: Consonants

© Shell Education

Building Phonemic Awareness Skills Materials

• “Pollywog P” (page 79; Audio CD: Track 12) • chart paper (optional)

Consonant

Pp

Procedure Preparation Note: Distribute copies of the poem “Pollywog P” (page 79) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: puppy, pond, down. Which have the same sound at the beginning? Listen to these three words from the poem: day, pond, play. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in play? What is the first sound in pond? In pollywog?” Ask, “What other words begin with /p/?” 3. Sound Blending—Ask students, “What word is /P/ /at/? What word is /p/ /ine/?” 4. Sound Substitution—Ask students, “What word would I make if I change /p/ to /s/ in Pat? If I change /p/ to /l/ in pine?” 5. Sound Segmentation—Say, “If you stretch the word Pat, what sounds do you hear? Now stretch pine, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 79–80) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Pollywog P” (page 79) and distribute Matching Pictures (page 80) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word Pat on the board. Ask, “What word would I make if I change P to s in Pat?” Erase the letter P and write the letter s to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as Pat/hat, Pat/cat, and pine/line. 3. Write the word Pat on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word pine. Have students complete the activity page for additional practice. © Shell Education

#50972— Learning through Poetry: Consonants

77

Consonant

Pp

Content Connections Science Materials

• “Pollywog P” (page 79) • pictures of animal babies and adults

Procedure 1. Reread the poem. 2. Point out the words that are animal babies (e.g., pony, puppy, pollywogs). 3. Ask students what these babies are called when they grow up (e.g., horse, dog, frog). 4. Show the pictures of the animal babies and adults to students, and have them help you match them. 5. Discuss how they were babies and are now growing. Remind them that at one time the adults they know in their family were babies, too.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantp.pdf ).

School and Home Connection Materials • “Pollywog P” (page 79) • Family Letter for Pp (page 81)

78

Procedure 1. Attach the poem to the family letter. 2. When students return with the paper, ask them to share their photos. 3. Discuss how they have changed and what they learned.

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Pp

Pollywog P By David L. Harrison

A pony named Paul Met a puppy named Pokey Down by the pond Where the pollywogs play. A piggy named Peg Met Pokey and Paul Down by the pond In the pine tree forest, Down by the pond Where the pollywogs play. A possum named Pat Met Pokey, Paul, and Peg Down by the pond In the pine tree forest, The Lily pad pond, Where the pollywogs play.

© Shell Education

“Pokey, Paul, and Pat,” Said the piggy named Peg, “Let’s all prance By the pond in the forest, The Lily pad pond, Where the pollywogs play.” They pranced all night And they pranced all day Down by the pond, The Lily pad pond, In the pine tree forest, Down by the pond Where the pollywogs play.

#50972— Learning through Poetry: Consonants

79

Consonant

Pp

Name:_______________________________________ Date:_________________

Matching Pictures Directions: Cut out and sort the pictures of the b and p words. Glue them in the correct place on the chart. Bb

80

#50972—Learning through Poetry: Consonants

Pp

© Shell Education

Family Letter for

Pp Dear Families, This week, we read the poem “Pollywog P.” Enjoy reading it together with your student! We have also been learning about life cycles. We looked at baby and adult pictures of animals. Now we would like to look at our baby pictures. If possible, please send a photo of your student as a baby. We will share these tomorrow and discuss how we have changed. Sincerely,

© Shell Education

#50972— Learning through Poetry: Consonants

81

Consonant

Qq

Building Phonemic Awareness Skills Materials • “Queen Q” (page 84; Audio CD: Track 13) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Queen Q” (page 84) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: quilt, quiet, well. Which have the same sound at the beginning? Which other words in the poem begin with /kw/? Listen to these three words from the poem: crackers, quiet, quackers. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in quilt? What is the first sound in queasy? In quickly?” Ask, “What other words begin with /kw/?” 3. Sound Blending—Ask students, “What word is /qu/ /een/? What word is /qu/ /iver/?” 4. Sound Substitution—Ask students, “What word would I make if I change /qu/ to /s/ in queen? If I change /qu/ to /l/ in quiver?” 5. Sound Segmentation—Ask students, “If you stretch the word queen, what sounds do you hear? Stretch quilt, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 84–85) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Queen Q” (page 84) and distribute Matching (page 85) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word queen on the board. Ask students, “What word would I make if I change qu to s in queen?” Erase the letters qu and write in the letter s to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as queen/keen and quiver/liver. 3. Write the word queen on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.”

82

4. Repeat the activity with the word quilt. Have students complete the activity page for additional practice. #50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Qq

Content Connections Science Materials

• “Queen Q” (page 84) • chart paper

Procedure 1. Reread the poem aloud, telling students to listen for words about how Queen felt (e.g., queasy, quiver, shiver, ache, coughy, sneezy). 2. Have students suggest ways that Queen tried to feel better (e.g., blanket, quilt, crackers, quiet). Ask students how those items might make her feel better. 3. Ask students what they do when they feel sick and make a list of suggestions of ways we can make others feel better when they are sick.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantq.pdf ).

School and Home Connection Materials • “Queen Q” (page 84) • Family Letter for Qq (page 86) • chart paper titled How Our Families Help Sick People Feel Better

© Shell Education

Procedure 1. Attach the poem to the family letter. 2. When students return with the paper, ask them to tell one thing their family does to make someone who is sick feel better. 3. Discuss what they learned.

#50972— Learning through Poetry: Consonants

83

Consonant

Qq

Queen Q By David L. Harrison

The queen of ducks Caught quite a cold. She quacked, “My tummy’s queasy. I quiver and shiver And ache all over, I’m coughy and I’m sneezy. Bring my royal Blanket and quilt! Bring a snack of crackers! I must have quiet And get well quickly. I am the Queen of Quackers!”

84

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Name:_______________________________________ Date:_________________

Qq

Matching Directions: Match the word to the pictures that begin with q.

queen

quilt

quack

quiet

Write one of the q words in a sentence.

© Shell Education

#50972— Learning through Poetry: Consonants

85

Family Letter for

Qq

Dear Families, This week, we read the poem “Queen Q.” Enjoy reading it together with your student! .

We have also been learning about making others feel better when they are sick. Below, suggest a way your family tries to make a sick person feel better. Please return this to school tomorrow. Sincerely,

When someone is sick, our family tries to make him or her feel better by…

86

#50972—Learning through Poetry: Consonants

© Shell Education

Building Phonemic Awareness Skills

Consonant

Materials

• “Running R” (page 89; Audio CD: Track 14) • chart paper (optional)

Rr

Procedure Preparation Note: Distribute copies of the poem “Running R” (page 89) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: run, rule, got. Which have the same sound at the beginning? Listen to these three words from the poem: grim, you, gym. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in rule? What is the first sound in rains? In running?” Ask, “What other words begin with /r/?” 3. Sound Blending—Ask students, “What word is /r/ /un/? What word is /r/ /an/?” 4. Sound Substitution—Ask students, “What word would I make if I change /r/ to /f/ in run? If I change /r/ to /p/ in ran?” 5. Sound Segmentation—Ask students, “If you stretch the word rule, what sounds do you hear? Now stretch rains, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 89–90) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Running R” (page 89) and distribute R Words (page 90) to students. Play the professional recording of the poem, and then proceed to the steps below. 1. Write the word run on the board. Ask, “What word would I make if I change r to f in run?” Erase the letter r and write in the letter f to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as bun, sun, and gun. 3. Write the word rule on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word rains. Have students complete the activity page for additional practice.

© Shell Education

#50972— Learning through Poetry: Consonants

87

Consonant

Rr

Content Connections Math Materials

• “Running R” (page 89) • construction paper (cut into circles and triangles, on the circles write run; on the triangles write do not run; one circle and one triangle per student) • cardstock (cut into a large circle and a triangle; on the circles write In gym; on the triangles write In our room)



Procedure 1. Display the large cardstock circles and triangles on the floor and help students read the labels. 2. Hand each student a construction paper circle and triangle and help them read the labels on those. 3. Reread the poem, discussing that Ronnie was allowed to run in the gym, but not in the room. Have students “sort” their shapes and read what happens when they match them (run in gym, do not run in our room). 4. Ask students if there are other places they are allowed to run. Add this to the large circle label. Ask if there are other places they are not allowed to run. Add this to the large triangle label.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantr.pdf ).

School and Home Connection Materials • “Running R” (page 89) • Family Letter for Rr (page 91)

88

Procedure 1. Attach the poem and two shapes from the math lesson to the family letter. 2. When students return with the paper, ask them to share what they discussed with their family. Discuss what they learned.

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Running R By David L. Harrison

Rr

The rule at school Is never run Inside the room or hallways. On days it rains And we’re inside, It’s still the rule, always. No one knows Who made the rule, But just remember not to. Reckless Ronnie Raced and ran Til Teacher said, “I caught you!” Ronnie got A talking to That made him really grim But now we’re running All we want— She sent us to the gym.

© Shell Education

#50972— Learning through Poetry: Consonants

89

Consonant

Rr

Name:_______________________________________ Date:_________________

R Words Directions: Write the correct word under each picture. Use the word bank to help you. rain

90

rat

rug

#50972—Learning through Poetry: Consonants

ring

run

rabbit

© Shell Education

Family Letter for

Rr Dear Families, This week, we read the poem “Running R.” Enjoy reading it together with your student! We have also been learning about sorting shapes to help us talk about rules in school. Attached to this letter are shapes. We sorted these shapes in school and decided where we could and could not run. Discuss with your student other places they are allowed to run and not run. Write your ideas on each shape and return them to school tomorrow for sharing. Sincerely,

© Shell Education

#50972— Learning through Poetry: Consonants

91

Consonant

Ss

Building Phonemic Awareness Skills Materials • “Soggy S” (page 94; Audio CD: Track 15) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Soggy S” (page 94) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: sandals, sister, mud. Which have the same sound at the beginning? Listen to these three words from the poem: sink, stink, saw. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in sandals? What is the first sound in sister? In sink?” Ask, “What other words begin with /s/?” 3. Sound Blending—Ask students, “What word is /s/ /ink/? What word is /s/ /aw/?” 4. Sound Substitution—Ask students, “What word would I make if I change /s/ to /r/ in saw? If I change /s/ to /p/ in sink?” 5. Sound Segmentation—Ask students, “If you stretch the word saw, what sounds do you hear? Stretch sink, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 94–95) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Soggy S” (page 94) and distribute Matching S Words (page 95) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word saw on the board. Ask “What word would I make if I change s to r in saw?” Erase the letter s and write the letter r to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as sink/pink, seat/neat, and sore/wore. 3. Write the word saw on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word sink. Have students complete the activity page for additional practice.

92

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Ss

Content Connections Science Materials

• bag of potting soil • large flat container • water

Procedure 1. Pour the potting soil into the large container. 2. Begin to add water, having students watch as you stir the water and soil together. Continue adding water until the soil becomes muddy. 3. Discuss with students what happened to the soil. Ask students when have they seen mud. When does it happen outside (e.g., rainy days, snow melting)?

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonants.pdf ).

School and Home Connection Materials • “Soggy S” (page 94) • Family Letter for Ss (page 96) • chart with headings: Where We Found Dry Soil, Where We Found Muddy Soil

© Shell Education

Procedure 1. Attach the poem to the family letter. 2. When students return with the paper, ask them to share where they found soil and if it was dry or muddy. 3. Write what they found on the chart. 4. Discuss what they learned.

#50972— Learning through Poetry: Consonants

93

Consonant

Ss

Soggy S By David L. Harrison

I wore my sandals down the street, Sister said, “They’re really neat!” Soon we saw some soppy mud, I slipped and sat with a wet KERTHUD! Sister said, “Your sandals stink!” She soaped and soaked them in the sink. They’re soggy now and I confess My sodden sandals are a mess!

94

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Name:_______________________________________ Date:_________________

Ss

Matching S Words Directions: Match the uppercase words to the lowercase words.

Slappy

snappy

Soppy

slicky

Snappy

slappy

Slicky

sticky

Sticky

soppy

© Shell Education

#50972— Learning through Poetry: Consonants

95

Family Letter for

Ss Dear Families, This week, we read the poem “Soggy S.” Enjoy reading it together with your student! We have also been learning about soil. Explore around your home and find an area with soil. Decide with your student if it is dry or muddy. Fill in the chart below and return to school tomorrow to share. Sincerely,

Where we found soil:

dry

muddy

96

#50972—Learning through Poetry: Consonants

© Shell Education

Building Phonemic Awareness Skills

Consonant

Materials

• “Tacky T” (page 99; Audio CD: Track 16) • chart paper (optional)

Tt

Procedure Preparation Note: Distribute copies of the poem “Tacky T” (page 99) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: took, taffy, lesson. Which have the same sound at the beginning? Listen to these three words from the poem: tooth, me, truth. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in took? What is the first sound in tooth? In Tabatha?” Ask, “What other words begin with /t/?” 3. Sound Blending—Ask students, "What word is /t/ /ook/? What word is /t/ /old/?” 4. Sound Substitution—Ask students, “What word would I make if I change /t/ to /b/ in took? If I change /t/ to /s/ in told?” 5. Sound Segmentation—Ask students, “If you stretch the word told, what sounds do you hear? Now stretch took, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 99–100) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Tacky T” (page 99) and distribute T Words in a Jar (page 100) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word took on the board. Ask, “What word would I make if I change t to b in took?” Erase the letter t and write the letter b to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as hook, nook, and cook. 3. Write the word told on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word took. Have students complete the activity page for additional practice. © Shell Education

#50972— Learning through Poetry: Consonants

97

Consonant

Tt

Content Connections Science Materials

• • • • •

foam egg carton (cut the cups apart so each student has one) poster paint old toothbrushes (or contact a local dentist to have some donated) brushes (one per student) toothpaste (real or made of baking soda and water)

Procedure: 1. Prior to teaching the lesson, paint each carton with some poster paint. 2. Give each student an egg cup and have him or her turn it upside down (so open side is on the table). Explain that this is a “tooth” that needs brushing. 3. Give each student an old toothbrush and paste. Have them brush the paint until it comes off. 4. Discuss how brushing our teeth removes food and keeps our teeth healthy.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantt.pdf ).

School and Home Connection Materials • “Tacky T” (page 99) • Family Letter for Tt (page 101) • chart paper titled Healthy Food for Our Teeth

98

Procedure 1. Attach the poem to the family letter. 2. When students return with the paper, ask them to share their idea for healthy food for our teeth. 3. Discuss what they learned.

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Tt

Tacky T

By David L. Harrison

When Timothy Tyler took taffy to Tabatha, Taffy stuck tightly to Tabatha’s tooth. Tabatha jiggled her tooth with her tongue. “Teacher,” said Tabby, “my toofy ith looth.” Teacher said, “Timothy, Tabatha told me Your taffy was tacky and loosened her tooth.” “Terribly sorry,” said Timmy to Teacher, “It taught me a lesson, and that is the truth!”

© Shell Education

#50972— Learning through Poetry: Consonants

99

Consonant

Tt

Name:_______________________________________ Date:_________________

T Words in a Jar Directions: Cut out the candy below. Use the letters to make a t word. Glue the words on the candy jars!

100

i

a

p

e

t

n

t

t

t

n

t

p

#50972—Learning through Poetry: Consonants

© Shell Education

Family Letter for

Tt Dear Families, This week, we read the poem “Tacky T.” Enjoy reading it together with your student! We have also been learning about healthy teeth. Talk with your student about food we can eat that is good for our teeth. Make your suggestions below and return it to school tomorrow so we can share our ideas. Sincerely,

© Shell Education

#50972— Learning through Poetry: Consonants

101

Consonant

Vv

Building Phonemic Awareness Skills Materials • “Veggie V” (page 104; Audio CD: Track 17) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Veggie V” (page 104) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: Vicki, vet, met. Which have the same sound at the beginning? Listen to these three words from the poem: vet, van, met. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in voles? What is the first sound in van? In Vicki?” Ask, “What other words begin with /v/?” 3. Sound Blending—Ask students, “What word is /v/ /ile/? What word is /v/ /an/?” 4. Sound Substitution—Ask students, “What word would I make if I change /v/ to /m/ in van? If I change /v/ to /m/ in vet?” 5. Sound Segmentation—Ask students, “If you stretch the word vet, what sounds do you hear? Now stretch voles, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 104–105) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Veggie V” (page 104) and distribute V Stands for Vole (page 105) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word van on the board. Ask, “What word would I make if I change v to m in van?” Erase the v and write in m to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as tan, ran, and fan. 3. Write the word vet on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word voles. Have students complete the activty page for additional practice.

102

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Vv

Content Connections Science Materials

• “Veggie V” (page 104) • pictures of small mammals

Procedure 1. Reread the poem, pointing out the names of the small mammals that you mention (e.g., vole, mice). 2. Show a picture of each mammal. Ask students what other small mammals (animals with fur that give birth to live babies) they can think of. 3. Discuss which ones would be good pets and which ones are usually wild and not kept in cages. 4. Discuss what types of activities they have seen these small mammals involved in (e.g., a squirrel running up a tree, a rabbit hopping across the grass).

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantv.pdf ).

School and Home Connection Materials • “Veggie V” (page 104) • Family Letter for Vv (page 106) • chart that matches family chart

© Shell Education

Procedure: 1. Attach the poem to the family letter. 2. When students return with the paper, fill in the chart that matches the family chart from the letter. 3. Discuss if there were differences in the checkmarks. Discuss what they learned.

#50972— Learning through Poetry: Consonants

103

Consonant

Vv

Veggie V By David L. Harrison

Vicki Vundy raises voles. They’re very much like mice. You may think that mice are vile But Vicki’s voles are nice. Vicki loads them in her van And takes them to her vet. Her vet says Vicki Vundy’s voles Are the very best she’s met. “How do you raise such vigorous voles?” Her vet asks Vicki Vundy. Vicki says, “I feed them eggs And veggies every Sunday.”

104

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Name:_______________________________________ Date:_________________

Vv

V Stands for Vole Directions: Cut and glue the pictures that begin with v in the cage.

© Shell Education

#50972— Learning through Poetry: Consonants

105

Family Letter for

Vv Dear Families, This week we read the poem, “Veggie V.” Enjoy reading it together with your student! We have also been learning about small mammals. During class, we thought of all the small mammals we knew. Ask your student to share some of these animal names. After you list these below (you can help them think of small mammals such as squirrels and hamsters), check which ones your family thinks would make good pets and which animals would not be good pets since living in the wild is best for them. Please return the chart below to school tomorrow. Sincerely,

Small Mammal

106

Good pet?

#50972—Learning through Poetry: Consonants

Not a good pet?

© Shell Education

Building Phonemic Awareness Skills Materials

• “Wet W” (page 109; Audio CD: Track 18) • chart paper (optional)

Consonant

Ww

Procedure Preparation Note: Distribute copies of the poem “Wet W” (page 109) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: wet, wail, damp. Which have the same sound at the beginning? Listen to these three words from the poem: yet, red, wet. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in Willy? What is the first sound in wet? In we?” Ask, “What other words begin with /w/?” 3. Sound Blending—Ask students, “What word is /w/ /et/? What word is /w/ /ail/?” 4. Sound Substitution—Ask students, “What word would I make if I change /w/ to /l/ in wet? If I change /w/ to /b/ in wet?” 5. Sound Segmentation—Ask students, “If you stretch the word wail, what sounds do you hear? Now stretch wet, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 109–110) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Wet W” (page 109) and distribute Completing Words (page 110) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word wet on the board. Ask, “What word would I make if I change w to l in wet?” Erase the letter w and write the letter l to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as bet, get, and met. 3. Write the word wail on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word wet. Have students complete the activity page for additional practice. © Shell Education

#50972— Learning through Poetry: Consonants

107

Consonant

Ww

Content Connections Math Materials

• “Wet W” (page 109) • three index cards with the words hungry, damp, and worse than wet • three index cards with the words first, second, and third

Procedure 1. Reread the poem. 2. Show students the three cards with the ordinal numbers. Show students the three cards with the words from the poem. Ask what happened first (he was hungry). Ask what happened second (he was damp). Ask what happened third (he was worse than wet). 3. Mix the cards and have students take turns putting them out in order as you ask: What was first? What was second? What was third?

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantw.pdf ).

School and Home Connection Materials • “Wet W” (page 109) • Family Letter for Ww (page 111)

108

Procedure 1. Attach the poem to the family letter. 2. When students return with the paper, ask them to share the things they put in order at home. Discuss what they learned.

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Wet W

Ww

By David L. Harrison

Wee Willy is my brother, He’s just a baby yet, So when we hear Wee Willy wail, We guess what makes him fret. “Wooo!” Willy’s hungry. “Wah!” He’s damp, we bet. But when his face turns red? Whoa! Willy’s worse than wet!

© Shell Education

#50972— Learning through Poetry: Consonants

109

Consonant

Ww

Name:_______________________________________ Date:_________________

Completing Words Directions: Add the letter w to complete each word.

110

ig

olf

ind

in

#50972—Learning through Poetry: Consonants

© Shell Education

Family Letter for

Ww Dear Families, This week, we read the poem“Wet W.” Enjoy reading it together with your student! We have also been learning about ordinal numbers (first, second, and third). Discuss with your student something in your home that you do in order (first, we open the refrigerator; second, we get the milk; third, we pour the milk into a glass; Or Bobby was born first, Billy was born second, you were born third). Please write your ordinal pattern below and send it to school to share tomorrow. Sincerely,

First:

Second:

Third:

© Shell Education

#50972— Learning through Poetry: Consonants

111

Consonant

Xx

Building Phonemic Awareness Skills Materials • “Expert X” (page 114; Audio CD: Track 19) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Expert X” (page 114) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: extra, learn, experts. Which have the same sound at the beginning? Listen to these three words from the poem: smart, start, know. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in extra? What is the first sound in expert? In excellent?” Ask, “What other words begin with /x/?” Explain to students that the letters ex make the /x/ sound. 3. Sound Blending—Ask students, “What word is /ex/ /pert/? What word is /ex/ /tra/?” 4. Sound Substitution—Ask students, “What word would I make if I change /h/ to /d/ in hear? If I change /s/ to /d/ in say?” 5. Sound Segmentation—Say, “If you stretch the word extra, what sounds do you hear? Stretch expert, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 114–115) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Expert X” (page 114) and distribute EXtra Practice (page 115) and to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word hear on the board. Ask, “What word would I make if I change h to d in hear?” Erase the letter h and write the letter d to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as hear/near, say/day, and hay/bay. 3. Write the word extra on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word expert. Have students complete the activity page for additional practice.

112

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Xx

Content Connections Math Materials

• deck of cards (change the Ace to “1” and use 1 through 10) • paper glasses (see art activity on the Digital Resource CD filename: glasses.pdf )

Procedure 1. Before students enter the room, hide the playing cards around the room. 2. Have students use the glasses made during the art lesson and ask them to put the “glasses” on their nose. 3. Ask students to be detectives and hunt for the numbers in the room. When they find one, have them pick it up. 4. Ask students to help you put the cards in order, using the suits to create four sets of numbers from 1 (Ace) to 10. Ask them to then look around the room and find any other numbers they can see (e.g., on the calendar).

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantx.pdf ).

School and Home Connection Materials • “Expert X” (page 114) • Family Letter for Xx (page 116) • chart papers titled “Numbers We Found” and “Where We Found Them” • glasses made during art lesson

© Shell Education

Procedure: 1. Attach the poem to the family letter. 2. When students return with the paper, ask them to talk about where they found numbers in their home. 3. Write these places on the chart paper. Discuss what they learned.

#50972— Learning through Poetry: Consonants

113

Consonant

Xx

Expert X By David L. Harrison

Experts study so they’ll know exactly what to do. Expect to hear an expert say, “I like to learn, don’t you?” When experts learn an extra lot, it makes them extra smart. You’re getting extra smart yourself, and that’s an excellent start!

114

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Name:_______________________________________ Date:_________________

Xx

EXtra Practice Directions: Write the letters ex to complete each word. Sound out the word you made.

tra

pert

cellent

actly

Write a sentence using one of the words above.

© Shell Education

#50972— Learning through Poetry: Consonants

115

Family Letter for

Xx Dear Families, This week, we read the poem “Expert X.” Enjoy reading it together with your student! We have also been learning about being detectives and finding numbers around us. Attached to this letter is a pair of glasses. Have your student put them on and search for numbers in your home. Write below all the places where you found numbers (suggestions: on a calendar, weights on milk cartons, or cereal boxes). Please return this paper to school tomorrow so we can share what we found. Sincerely,

Numbers We Found

116

#50972—Learning through Poetry: Consonants

Where We Found Them

© Shell Education

Building Phonemic Awareness Skills Materials

• “Yellow Y” (page 119; Audio CD: Track 20) • chart paper (optional)

Consonant

Yy

Procedure Preparation Note: Distribute copies of the poem “Yellow Y” (page 119) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: yak, yoyo, want. Which have the same sound at the beginning? Listen to these three words from the poem: yellow, fellow, tummy. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in yak? What is the first sound in yoyo? In yummy?” Ask, “What other words begin with /y/?” 3. Sound Blending—Ask students, “What word is /y/ /ak/? What word is /y/ /ellow/?” 4. Sound Substitution—Ask students, “What word would I make if I change /y/ to /t/ in yell? If I change /y/ to /m/ in yummy?” 5. Sound Segmentation—Ask students, “If you stretch the word yes, what sounds do you hear? Now stretch yoyo, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 119–120) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Yellow Y” (page 119) and distribute Looking for Y Words (page 120) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word yell on the board. Ask, “What word would I make if I change the letter y to t in yell?” Erase the letter y and write in the letter t to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as bell, sell, and well. 3. Write the word yak on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word yoyo. Have students complete the activity page for additional practice. © Shell Education

#50972— Learning through Poetry: Consonants

117

Consonant

Yy

Content Connections Social Studies Materials

• “Yellow Y” (page 119) • ads from local stores (e.g., grocery store, drug store, clothing store) • chart paper

Procedure 1. Reread the poem. 2. Tell students that businesses can provide goods or services (some do both, but separate the two for this discussion). For example, in the poem, the yak wanted a yoyo (goods) and the store sold yoyos (service). 3. Using the store ads, discuss what each store specializes in. Have they ever been to any of these stores? Take suggestions of items students have purchased at a store. 4. If students could own a store, what would they sell? Record their answers.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonanty.pdf ).

School and Home Connection Materials • “Yellow Y” (page 119) • Family Letter for Yy (page 121)

118

Procedure 1. Attach the poem to the family letter. 2. When students return with the paper, ask them to share the name of their store. 3. Write these names on a sticky label that can be added to the store they made in the art lesson.

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Yy

Yellow Y By David L. Harrison

A yak walked into a yoyo store And yelled, “I want a yoyo!” “Why do you want a yoyo, Yak?” Yelled back the yoyo fellow. ”A yoyo’s yummy!” yelled the yak, “But only if it’s yellow. Blue ones make my tummy hurt, Oh yes, they make me bellow.” And then he gulped a yellow yoyo. “Yuck!” yelled the fellow.

© Shell Education

#50972— Learning through Poetry: Consonants

119

Consonant

Yy

Name:_______________________________________ Date:_________________

Looking for Y Words Directions: Look at the word bank. Find the y words hidden in the puzzle. yoyo

yak

yellow

you

w

r

o

x

t

y

y

o

y

o

m

c

u

y

z

y

a

k

m

q

b

l

a

w

m

y

o

u

n

k

y

e

l

l

o

w

yummy

Use one of the words you found in a sentence.

120

#50972—Learning through Poetry: Consonants

© Shell Education

Family Letter for

Yy

Dear Families, This week, we read the poem “Yellow Y.” Enjoy reading it together with your student! We have also been learning about goods and services. Your students made a store building in art. He or she told us what kinds of goods the store would sell. Your student’s store needs a name! Help him or her decide what to call the store and return this paper to school tomorrow to share. Sincerely,

My store sells

name of the store is

© Shell Education

, and the

.

#50972— Learning through Poetry: Consonants

121

Consonant

Zz

Building Phonemic Awareness Skills Materials • “Zippy Z” (page 124; Audio CD: Track 21) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Zippy Z” (page 124) to students or display a large version of the poem on the chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: zebra, leap, Zach. Which have the same sound at the beginning? Which other words in the poem begin with /z/? Listen to these three words from the poem: den, pen, called. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in Zach? What is the first sound in zebra? In zesty?” Ask, “What other words begin with /z/?” 3. Sound Blending—Ask students, “What word is /z/ /esty/? What word is /z/ /oo/?” 4. Sound Substitution—Ask students, “What word would I make if I change /z/ to /m/ in moo? If I change /z/ to /b/ in zoo?” 5. Sound Segmentation—Ask students, “If you stretch the word zoo, what sounds do you hear? Now stretch zesty, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 124–125) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Zippy Z” (page 124) and distribute Add a Z (page 125) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word zoo on the board. Ask, “What word would I make if I change z to m in zoo?” Erase the z and write in m to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as boo, goo, and too. 3. Write the word zoo on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word zesty. Have students complete the activity page for additional practice.

122

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Zz

Content Connections Math Materials

• • • • • • •

picture of a zebra (write the word first below it) picture of a lion (write the word second below it) picture of a fence (write the word third below it) picture of a sidewalk (write the word fourth below it) picture of a penned area (write the word fifth below it) “Zippy Z” (page 124) pocket chart

Procedure 1. Display the pictures with the ordinal numbers on the pocket chart, placing them out of order. 2. Tell students to listen as you read the poem so that you can put the pictures in the correct order. As you read the poem, pause where one of the pictures would occur. At the end of the poem, review the order in which events happened, using the ordinal numbers. 3. Ask students to retell the story, using the ordinal numbers and pictures.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artconsonantz.pdf )

School and Home Connection Materials • “Zippy Z” (page 124) • Family Letter for Zz (page 126) • zebra puppet from the art lesson

© Shell Education

Procedure 1. Attach the poem and zebra puppet to the family letter. 2. When students return with the paper, ask them to share what sixth event could have taken place for zebra. 3. Add this to the chart, and add a line to the poem with each student’s idea.

#50972— Learning through Poetry: Consonants

123

Consonant

Zz

Zippy Z

By David L. Harrison

Zach is a zebra who lives in a zoo Across from the lion’s den. Yesterday Zach zoomed over the fence And zig-zagged away from his pen. “Dear Juicy Zach,” the lioness purred, “Come in for a zesty talk.” A zebra knows never to visit a lioness, Zach zipped on down the walk. “Come back, Sweet Zach!” the lioness called But Zach kept zigging and then With a leap, he zoomed back over the fence, Safe in his pen again.

124

#50972—Learning through Poetry: Consonants

© Shell Education

Consonant

Name:_______________________________________ Date:_________________

Zz

Add a Z Directions: Sound out the word parts to make four words. Be careful, there are more word parts than lines. -ip

-oo

-og

-esty

-at

-oom

z z

z z Use one of the words in a sentence.

© Shell Education

#50972— Learning through Poetry: Consonants

125

Family Letter for

Zz

Dear Families, This week, we read the poem “Zippy Z.” Enjoy reading it together with your child! We have also been learning about ordinal numbers. We read the poem and decided what Zach did first, second, and so on. Talk with your child about the order of things that Zach did in the poem. Decide what Zach would do next, now that he is back in his pen. Share your idea with us by sending this paper back to school tomorrow. Sincerely,

The sixth thing Zach did...

126

#50972—Learning through Poetry: Consonants

© Shell Education

References Cited Adams, Marilyn J. 1990. Beginning to Read: Thinking and Learning About Print. Cambridge, MA: Massachusetts Institute of Technology Press. Armbruster, Bonnie B., Fran Lehr, and Jean Osborn. 2001. Put Reading First: The Research Building Blocks for Teaching Children to Read. Washington, DC: National Institute for Literacy. Dickmann, Nancy. 2010. Food From Farms. Chicago: Heinemann Chicago-Raintree. Ehri, Linnea C., Simone R. Nunes, Dale M. Willows, Barbara Valeska Schuster, Zohreh Yaghoub-Zadeh, and Timothy Shanahan. 2001. “Phonemic Awareness Instruction Helps Children Learn to Read: Evidence from the National Reading Panel’s Meta‑analysis.” Reading Research Quarterly 39(3): 250–287. Ehri, Linnea C. and Theresa A. Roberts. 2006. “The Roots of Learning to Read and Write: Acquisition of Letters and Phonemic Awareness.” In Handbook of Early Literacy Research Volume 2, edited by David K. Dickinson and Susan B. Neuman, 113–131. New York: Guilford Press. Griffith, Priscilla L. and Mary W. Olson. 1992. “Phonemic Awareness Helps Beginning Readers Break the Code.” In The Reading Teacher 45(7): 516–523. Halliday, Michael A. K. 1975. Learning How to Mean: Explorations in the Development of Language. London: Edward Arnold. Hart, Betty and Todd Risley. 2003. “The Early Catastrophe: The 30 Million Word Gap by Age 3.” American Educator 27(1): 6–9. Heilman, Arthur. 2002. Phonics in Proper Perspective, 9th ed. Columbus, OH: Merrill. Inkelas, Sharon. 2003. “J’s Rhymes: A Longitudinal Case Study of Language Play.” Journal of Child Language 30(3): 557–581. Juel, Connie. 2006. “The Impact of Early School Experiences on Initial Reading.” In Handbook of Early Literacy Research Volume 2, edited by David K. Dickinson and Susan B. Neuman, 410–426. New York: Guilford. Juel, Connie, Priscilla L. Griffith, and Philip B. Gough. 1986. “Acquisition of Literacy: A Longitudinal Study of Children in First and Second Grade.” Journal of Educational Psychology 78(4): 243–255. Lane, Holly B. and Paige C. Pullen. 2004. Phonological Awareness Assessment and Instruction: A Sound Beginning. Boston: Pearson. Moats, Louisa C. 2000. Speech to Print: Language Essentials for Teachers. Baltimore: Paul H. Brookes Publishing Company. © Shell Education

#50972— Learning through Poetry: Consonants

127

References Cited (cont.) National Early Literacy Panel. 2008. Developing Early Literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy. National Institute of Child Health and Human Development. 2000. Report of the National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. NIH Publication No. 00-4769. Washington, DC: U.S. Government Printing Office. Opitz, Michael F. 2000. Rhymes and Reasons: Literature and Language Play for Phonological Awareness. Portsmouth, NH: Heinemann. Padak, Nancy, and Terry Kindervater. 2008. “A 50-Year View of Family Literacy.” In An Essential History of Current Reading Practices, edited by Mary Jo Fresch, 52–65. Newark, DE: International Reading Association. Rasinski, Timothy V., and Nancy D. Padak. 2008. From Phonics to Fluency: Effective Teaching of Decoding and Reading Fluency in the Elementary School. 2nd ed. Boston: Pearson. Rasinski, Timothy V., William H. Rupley, and William D. Nichols. 2008. “Two Essential Ingredients: Phonics and Fluency Getting to Know Each Other.” The Reading Teacher 62 (3): 257–260. Stahl, Steven A., and Bruce A. Murray. 1994. “Defining Phonological Awareness and its Relationship to Early Reading.” In Journal of Educational Psychology 86(2): 221–234. Stanovich, Keith E. 1993. “Romance and Reality.” The Reading Teacher 47 (4): 280–291. Trelease, Jim J. 1982. “Parade.” The Read-Aloud Handbook, 18–19. New York: Penguin Books. Walton, Patrick D., and Lona M. Walton. 2002. “Beginning Reading by Teaching in Rime Analogy: Effects on Phonological Skills, Letter-Sound Knowledge, Working Memory, and Word-Reading Strategies.” In Scientific Studies of Reading 6 (1): 79–115. Wasik, Barbara A. 2010. “What Teachers Can Do to Promote Preschoolers’ Vocabulary Development: Strategies for Effective Language and Literacy Professional Development Coaching Model.” Reading Teacher 63 (8): 621–633. Wylie, Richard E., and Donald D. Durrell. 1970. “Teaching Vowels Through Phonograms. In Elementary School Journal 47(6): 787–791.

128

#50972—Learning through Poetry: Consonants

© Shell Education

Answer Key Consonant

Name: ______________________________________ Date: ________________

Jj

J Words

B Words (page 25)

J Words (page 55)

Directions: Write the correct word under each picture. Use the word bank to help you. jam

Words that begin with b consist of bee, Bob, big, and boy.

New C Words (page 30)

jump

jam

cat cup can cap cake

jump © Shell Education

jar

jug

jar

jug #50972— Learning through Poetry: Consonants

55

Consonant

Students’ drawings will vary but should depict one of the new words.

Kk

Name: ______________________________________ Date: ________________

King Ken Words King Ken Words(page 60) Directions: Match the pictures to the k words.

Names! (page 35)

king

The letter D should be circled in all of the D names; Students’ words will vary but should start with a D.

kite

kid Consonant

Ff

Name: ______________________________________ Date: ________________

Match! (page 40) Match!

kangaroo

Directions: Match the picture to the correct word.

frog 60

fox

food Write a word that begins with f below and draw a picture of that word.

Students’ words and drawings will vary but should start with the letter f. 40

#50972—Learning through Poetry: Consonants

© Shell Education

Students’ words will vary but may include Lucy, Loller, lives, loves, legs, leap, Lilly, lolly, lo, ling; Students’ sentences will vary but should include one of the words.

Making New M Words (page 70)

© Shell Education

G Words (page 45) Gus was a gull. Gabe was a gander. Gus spit out his gum. The gum grew like glue.

Making Words (page 50) hen hot hog hide Students’ words will vary but should start with an h.

© Shell Education

#50972—Learning through Poetry: Consonants

L Words (page 65)

foot

mud mess man mouse Students’ sentences will vary but should include one of the words.

Adding N (page 75) nut nap nail nest Students’ drawings will vary but should depict each word.

#50972— Learning through Poetry: Consonants

129

Answer Key (cont.) Matching Pictures (page 80)

V Stands for Vole (page 105)

The Bb column should include images of a bed, a bicycle, and a box.

The following words should be placed inside the cage: van, vest, and vet.

The Pp column should include images of a pig, a pony, and a puppy.

Consonant

Ww

Name: ______________________________________ Date: ________________

Completing Words (page 110) Completing Words Directions: Add the letter w to complete each word.

Consonant

Qq

Name: ______________________________________ Date: ________________

Matching (page Matching 85)

Directions: Match the word to the pictures that begin with q.

w

queen

ig

w

olf

ind

w

in

quilt

quack

w

quiet 110

Write one of the q words in a sentence.

Students’ sentences will vary but should include one of the q words. Rr

Consonant

© Shell Education

Name: ______________________________________ Date: ________________

R Words

R Words (page 90)

Directions: Write the correct word under each picture. Use the word bank to help you. rain

rat

rug

ring

run

rabbit

Students’ sentences will vary but should include one of the ex words.

Consonant

Yy

run

© Shell Education

extra expert excellent exactly

85

#50972— Learning through Poetry: Consonants

#50972—Learning through Poetry: Consonants

EXtra Practice (page 115)

Name: ______________________________________ Date: ________________

rug

Looking for Y Words

Directions: Look at the word bank. Find the y words hidden in the puzzle.

rain ring

Looking for Y Words (page 120)

yoyo

rat rabbit

90 Name: ______________________________________ Date: ________________ #50972—Learning through Poetry: Consonants

Consonant

© Shell Education

Ss

Matching S Words

Matching S Words (page 95) Directions: Match the uppercase words to the lowercase words.

Slappy

snappy

Soppy

slicky

yak

yellow

you

w

r

o

x

t

y

y

o

y

o

m

c

u

y

z

y

a

k

m

q

b

l

a

w

m

y

o

u

n

k

y

e

l

l

o

w

yummy

Use one of the words you found in a sentence.

Snappy

Slicky

Sticky

© Shell Education

Students’ sentences will vary but should include of one the y words.

slappy

sticky

120

soppy

#50972— Learning through Poetry: Consonants

95

T Words in a Jar (page 100) Answers will vary cut may include tap, tan, ten, tie, tin.

130

#50972—Learning through Poetry: Consonants

Add a Z (page 125) #50972—Learning through Poetry: Consonants

zip zoo zesty zoom

© Shell Education

Students’ sentences will vary but should include one of the z words.

© Shell Education

Content Connection Matrix The following chart notes the content area and art lessons possible with each poem. Poem

Content Area

Arts Connection

Pages

“A Basket of Bs” Social Studies—Farms

Berry stamping

22–26

“I Can C”

Science—Animals

Music

27–31

“Hooray for D”

Social Studies—Names

Illustrating

32–36

“Foxy F”

Science—Food groups

Paper plate collage

37–41

“Gummy G”

Math—Triangles

Quilt of triangles

42–46

“Hungry H”

Science—Sunshine and Shadows

Silhouettes

47–51

“Jiggly J”

Science—Observing change

Juice paintings

52–56

“King K”

Social Studies—Transportation 3D car

57–61

“Leaping L”

Social Studies—Maps

Dance

62–66

“Muddy M”

Math—Counting

Shoe art

67–71

“Nutty N”

Social Studies—Choices

Opposite (complementary) colors

72–76

“Pollywog P”

Science—Life cycles

Baby drawings

77–81

“Queen Q”

Science—Illness

Cards

82–86

“Running R”

Math—Sorting shapes

Runny art

87–91

“Soggy S”

Science—Soil and mud

Muddy footprints

92–96

“Tacky T”

Science—Teeth

Paint a smile

97–101

“Veggie V”

Science—Mammals

Puff paint mammals

102–106

“Wet W”

Math—Ordinal numbers

Color patterns

107–111

“Expert X”

Math—Numbers

Eyeglass designers

112–116

“Yellow Y”

Social Studies—Goods and services

3D store

117–121

“Zippy Z”

Math—Ordinal numbers

Puppets at the zoo

122–126

© Shell Education

#50972— Learning through Poetry: Consonants

131

Contents of the CDs Contents of the Digital Resource CD Poems Page

Activity Pages

Title

Filename

Page

Title

Filename

24

“A Basket of Bs”

basketbs.pdf

25

B Words

bwords.pdf

29

“I Can C”

icanc.pdf

30

New C Words

newcwords.pdf

34

“Hooray for D”

hoorayd.pdf

35

Names!

names.pdf

39

“Foxy F”

foxyf.pdf

40

Match!

match.pdf

44

“Gummy G”

gummyg.pdf

45

G Words

gwords.pdf

49

“Hungry H”

hungryh.pdf

50

Making Words

makingwords.pdf

54

“Jiggly J”

jigglyj.pdf

55

J Words

jwords.pdf

59

“King K”

kingk.pdf

60

King Ken Words

kingken.pdf

64

“Leaping L”

leapingl.pdf

65

L Words

lwords.pdf

69

“Muddy M”

muddym.pdf

70

Making New M Words makingnewm.pdf

74

“Nutty N”

nuttyn.pdf

75

Adding N

addingn.pdf

79

“Pollywog P”

pollywogp.pdf

80

Matching Pictures

matchingpic.pdf

84

“Queen Q”

queenq.pdf

85

Matching

matching.pdf

89

“Running R”

runningr.pdf

90

R Words

rwords.pdf

94

“Soggy S”

soggys.pdf

95

Matching S Words

matchingswords.pdf

99

“Tacky T”

tackyt.pdf

100

T Words in a Jar

twordsjar.pdf

104

“Veggie V”

veggiev.pdf

105

V Stands for Vole

vstandsvole.pdf

109

“Wet W”

wetw.pdf

110

Completing Words

completewords.pdf

114

“Expert X”

expertx.pdf

115

EXtra Practice

extrapractice.pdf

119

“Yellow Y”

yellowy.pdf

120

Looking for Y Words

lookywords.pdf

124

“Zippy Z”

zippyz.pdf

125

Add a Z

addaz.pdf

Correlation Charts CCSS, WIDA, TESOL, and McREL

132

standards.pdf

#50972—Learning through Poetry: Consonants

© Shell Education

Contents of the CDs

(cont.)

Contents of the Digital Resource CD (cont.) Art Activity Pages Title

Filename

Consonant Bb

artconsonantb.pdf

Consonant Cc

artconsonantc.pdf

Consonant Dd

artconsonantd.pdf apples.pdf

Family Letters Page

Title

Filename

26

Family Letter for Bb

letterBb.pdf letterBb.doc

31

Family Letter for Cc

letterCc.pdf letterCc.doc

36

Family Letter for Dd

letterDd.pdf letterDd.doc

41

Family Letter for Ff

letterFf.pdf letterFf.doc

46

Family Letter for Gg

letterGg.pdf letterGg.doc

Consonant Ff

artconsonantf.pdf plate.pdf

Consonant Gg

artconsonantg.pdf

Consonant Hh

artconsonanth.pdf

Consonant Jj

artconsonantj.pdf

51

Family Letter for Hh

letterHh.pdf letterHh.doc

Consonant Kk

artconsonantk.pdf

56

Family Letter for Jj

letterJj.pdf letterJj.doc

Consonant Ll

artconsonantl.pdf 61

Family Letter for Kk

letterKk.pdf letterKk.doc

66

Family Letter for Ll

letterLl.pdf letterLl.doc

71

Family Letter for Mm

letterMm.pdf letterMm.doc

76

Family Letter for Nn

letterNn.pdf letterNn.doc

81

Family Letter for Pp

letterPp.pdf letterPp.doc

86

Family Letter for Qq

letterQq.pdf letterQq.doc

Consonant Mm

artconsonantm.pdf

Consonant Nn

artconsonantn.pdf

Consonant Pp

artconsonantp.pdf

Consonant Qq

artconsonantq.pdf

Consonant Rr

artconsonantr.pdf

Consonant Ss

artconsonants.pdf

Consonant Tt

artconsonantt.pdf

Consonant Vv

artconsonantv.pdf

Consonant Ww

artconsonantw.pdf

91

Family Letter for Rr

letterRr.pdf letterRr.doc

Consonant Xx

artconsonantx.pdf glasses.pdf

96

Family Letter for Ss

letterSs.pdf letterSs.doc

Consonant Yy

artconsonanty.pdf cube.pdf

101

Family Letter for Tt

letterTt.pdf letterTt.doc

Consonant Zz

artconsonantz.pdf

106

Family Letter for Vv

letterVv.pdf letterVv.doc

111

Family Letter for Ww

letterWw.pdf letterWw.doc

116

Family Letter for Xx

letterXx.pdf letterXx.doc

121

Family Letter for Yy

letterYy.pdf letterYy.doc

126

Family Letter for Zz

letterZz.pdf letterZz.doc

© Shell Education

#50972— Learning through Poetry: Consonants

133

Contents of the CDs (cont.) Contents of the Audio CD Poems Track

134

Title

01

“A Basket of Bs”

02

“I Can C”

03

“Hooray for D”

04

“Foxy F”

05

“Gummy G”

06

“Hungry H”

07

“Jiggly J”

08

“King K”

09

“Leaping L”

10

“Muddy M”

11

“Nutty N”

12

“Pollywog P”

13

“Queen Q”

14

“Running R”

15

“Soggy S”

16

“Tacky T”

17

“Veggie V”

18

“Wet W”

19

“Expert X”

20

“Yellow Y”

21

“Zippy Z”

22

A Word from the Authors

#50972—Learning through Poetry: Consonants

© Shell Education

Meet the Authors David Harrison, Litt. D, is a nationally acclaimed author and poet. He has written more than seventy-five books of poetry, fiction, and nonfiction for young readers and has been anthologized in countless others. His work has been translated into twelve languages and has been aired on television, radio, podcast, and video stream. David has authored many professional and classroom resources for teachers, including Partner Poems for Building Fluency: 40 Engaging Poems for Two Voices with Motivating Activities That Help Students Improve Their Fluency and Comprehension with Timothy Rasinski and Gay Fawcett. He has even created a video series, Let’s Write This Week with David Harrison, that brings writing tips into the elementary classroom and offers graduate college credit for teachers. David holds degrees from Drury University and Emory University and holds honorary doctorates of letters from Missouri State University and Drury University where he is the current poet laureate. David Harrison Elementary School is named in his honor. To Tyler Williams, my grandson, who might be a poet, with love. With special thanks to my friend and writing partner, Mary Jo Fresch, for making these books such a fun journey. 

© Shell Education

Mary Jo Fresch, Ph.D., is a professor at The Ohio State University at Marion, Department of Teaching and Learning. She holds a bachelor of science in elementary education, a master of science in Reading Supervision/Specialist, and a doctor of philosophy in Language, Literacy, and Culture. She has taught elementary school, adult literacy, and literacy methods courses. She has also taught at the University of Akron and the University of Nebraska— Lincoln, and internationally at the Royal Melbourne Institute of Technology and Deakin University. Her research focuses on the developmental aspects of becoming a speller and its relationship to teaching and learning. Her articles have appeared in The Reading Teacher, Reading Online, Language Arts, Journal of Literacy Research, Reading and Writing Quarterly, Reading Psychology, and several state literacy journals. Mary Jo’s natonal and international presentations focus on literacy learning and English orthography. With love to my grandson Vincent who has his Daddy’s gusto for life—and that’s a very good thing. With special thanks to my friend and writing partner, David Harrison, who paints the world with beautiful words. 

— MJF

— DLH

#50972— Learning through Poetry: Consonants

135

Notes

136

#50972—Learning through Poetry: Consonants

© Shell Education

Thank you for purchasing this eBook. This eBook is copyrighted. If you accessed this eBook without making payment, you should be aware that neither the author nor the publisher has received any compensation, and you may be in violation of state, federal, and/or international law. For further information about our products and services, please e-mail us at: [email protected].

“

Thank you for helping us create a world in which children love to learn!

5301 Oceanus Drive

Huntington Beach, CA 92649-1030

800.858.7339

”

FAX

714.230.7070

www.tcmpub.com