EZread™ Magnetic Photo Tiles: Short Vowel Families Congratulations on your purchase of this Really Good Stuff® EZread™ Magnetic Photo Tiles: Short Vowel Families—a colorful set for teaching word families and rhyme through sorts. This Really Good Stuff® product includes: • 140 EZread™ Magnetic Photo Tiles (5 photos each for 28 short vowel word families) • 28 Category Tiles • 2 Sets of 28 Short Vowel Family Rime Stickers • Compartmentalized Alphabet Storage Case (included in #305552 only) • This Really Good Stuff® Teaching Guide Meeting Common Core State Standards: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Sorting develops letter-sound knowledge. While sorting pictures and words, children make critical judgments about speech sounds, spelling patterns, and meanings. Sorting offers opportunities to illustrate similarity and difference, and it provides more phonemic awareness practice and phonics engagement than traditional worksheets. Before sorting word families, or rhyming words, students should have a mastery of beginning and ending consonant sounds and a familiarity with sorting. Begin word family sorts with same-vowel families (phonograms), which will support students having trouble isolating and attending to the medial vowel. Begin with a families (at, ap, an) because words in these families are prevalent in early reading materials, and students are likely to know some of these words by sight. The Category Tiles in this set are the word families, or rime, the vowel and what follows. When working with word families, students may not be able to read all the words initially. Because the words in sorts are presented in rhyming families, students’ reading is supported by the Category Tile and your selection of a familiar first few words. Once students are using (but still confusing some) short vowels consistently, they can compare a variety of short vowels in sorts, noting if words rhyme. Sorts Two main types of sorts are closed sorts and open sorts. In a closed sort, the teacher designates the category(ies). In an open sort, students find commonalities among pictures or words to create their own categories, including other, and write these categories on sticky notes. (It is important not to overwhelm students with too many Photo Tiles in any activity.) Model all activities before students try them on their own. Having students write in notebooks or on wipe-off boards during sorts strongly raises their engagement and strengthens learning. Always end sorts with Say-and-Check and Reflect; without this important wrap-up, unchecked, unspoken, or unread sorts are often unproductive. To ensure better accountability, have students check sorts with a partner. The Research Thirty-seven rimes (word families) can be used to generate 500 words that students encounter in primary reading materials (Wylie and Durrell, 1970). Word families offer an easy, appealing way to introduce medial short vowels. Word study is most effective when students have hands-on opportunities to manipulate word features in a way that allows them to generalize beyond the isolated, individual examples to entire groups of words that are spelled the same way (Jual and Minden-Cupp, 2000). Dividing words into onsets and rimes is All teaching guides can be found online: Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305521 EZread™ Magnetic Photo Tiles: Short Vowel Families easier and more natural for students than dividing them into individual phonemes (Treiman, 1985). Suggestions for Organizing, Storage, and Care • Place a Short Vowel Word Family Rime Sticker and its corresponding Magnets in each compartment of the Storage Case. • Should you need this or any other Really Good Stuff® Teaching Guides, download them from our Web site at www.reallygoodstuff.com. • Suggested Prerequisite Training • Have students work in pairs, taking turns sorting and checking sorts. • Remind students to use their inside voice for sorting word families (phonological awareness is never silent work). • Have students politely provide corrective feedback to their partner. • Have students carefully handle and manage materials. • Ask students to keep a notebook of word family words, or to write rhyming lists and to underline or circle the recurring rime or the changing initial sound, depending on instructional purpose. • • • • Pre-sort Demonstration Materials: The ‘at’ Category Tile, its five Photo Tiles, and a magnetic surface. This brief demonstration serves as a review of sorting, and sets the stage for rhyming and the Three-step Instructional Routine that follows. • First, decide whether you will tell students to listen for rhymes or let them discover rhyming as you demonstrate and create the ap word family words list. Tell students that in this sort, something amazing is going to happen (rhyming, if you are telling them). • Place the at Category Tile at the top of a magnetic surface and say, “This tile says at. It is a part, or chunk, that we see in lots of words. Because so many words end in at, at is called a word family, and words that have at in them belong in the at word family. It’s a big Helping Teachers Make A Difference® • family! The at family has lots of words in it! Words that end with the at sound will go here (point), under our category at.” “I will look at my Photo Tile, say the word, and decide if it ends with at.” Hold up bat and say, “Bat. Bat, at. Bat, at. Yes, bat ends in at, so I will put it here under at.” By now, some students may notice the rhyme, so congratulate their discovery and continue by pointing out both the phonics feature at, and the phonological feature of rhyme, as in the next step. “Hat. Hat, at. Hat, at. Hat rhymes with at and bat (pointing), so I will put it here.” Continue through the remaining three Photo Tiles. Think aloud: “I see that all my words have something in common. They all have the same part, or chunk: at.” Read the list with emphasis on at, tracking as you go: “/b/ /at/, bat, /c/ /at/, cat, /m/ /at/, mat, etc.” No wonder rhyming words are so easy to read—they are almost the same! That’s why they rhyme. Rhyming words have the same ending part, or chunk! I’m going to underline the part that stayed the same in all my words: at” (using an appropriate writing tool for your surface is optimal, or just your finger). Think aloud: “I also notice that only my first letter (pointing) changed, so all these words rhyme!” Read the list with emphasis on initial sounds: /b/ /at/, bat, /c/ /at/, cat, etc. (Point to, or underline in a different color, the initial letter.) “Finding out if words rhyme is easy. I can look at the ending part to see if they match, and I can listen to hear if they rhyme. ” Extension (if time permits and students are ready): Have students generate more at words as you record them on the board, using a different color for initial sounds (e.g., fat, pat, sat, vat, that, flat, brat, gnat, spat, chat, habitat). © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305521 EZread™ Magnetic Photo Tiles: Short Vowel Families Suggested 3-step Instructional Routine: I Do, We Do, You Do (Model, practice with students, and then release the responsibility to students.) Gather the at and ap Category Tiles, each of their five corresponding Photo Tiles, and a magnetic surface. Use half the Photo Tiles for modeling and half for guided practice. 1. I Do (model): Demonstrate the explicit, systematic process of a closed sort. This sort allows students to discriminate between two word families. • Introduce the at and ap Category Tiles: “This says at, and it will be our first category for this sort. I will place it here (top of surface). This says ap, and I will place it here for our second category. Now I will say photo words and decide which word family each belongs to, at or ap (pointing). • Introduce the photo word. Clearly tell students the word rather than soliciting guesses, which would waste time and may confuse children. Use the word in a sentence to reinforce meaning if necessary, especially English-Language Learners. When demonstrating words’ initial sounds, be careful to avoid the schwa sound (uh): “Cap, /c/ (not /cuh/) /ap/. Emphasize, or stretch, the beginning sound in all words for clarity (hhhat, mmmat, rrrat). For sounds like /b/ that cannot be stretched, simply exaggerate your mouth position to show how the sound is formed. (For students who need a picture for support in the Category, place cap, or the first Photo Tile shown, next to the ap Tile, explaining that it is the helping picture.) Helping Teachers Make A Difference® Using a think-aloud, verify the word family and rhyme match by pointing and reading, exaggerating your mouth shape, and place the Photo Tile below the Category Tile. “Clap. /cl/ /ap/, clap. Does clap rhyme with at or ap (move Clap Tile next to at and ap)? Clap rhymes with ap, so I will place clap under ap.” Point and say: “Clap, ap (read all ap words as the list grows). Let’s try another one.” • Say-and-Check: Once Photo Tiles are placed, begin at the top, pointing, and say each word, checking to hear if it matches the Category Tiles and rhymes. “Now I want to say the names of my photos to be sure they are in the proper word family category and rhyme. Please watch me so that if I make a mistake you can help me. Clearly point to each photo and say it: “/c/ /ap/, cap, yes cap rhymes with ap.” (Later, in their own sorts, students will fix mistakes at this point by moving tiles.) Without this important step, unchecked, unspoken, or unread sorts are often unproductive. • Reflect: Declare knowledge about the sort. Help students to shape their summary statements as they tell what the words have in common. “As I look at my pictures and listen to myself say them, I notice that they all rhyme, and that’s because they have the same ending part (point to at and ap Tiles). When I say the words on this chart, I hear that all the pictures rhyme in their word families (pointing down the lists). When I look at the sort, I see the same ending parts, or chunks, (pointing at chunks) in my word families.” • Invite students to try a few photos with your guidance: “Now you are ready to try a few with me.” © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305521 EZread™ Magnetic Photo Tiles: Short Vowel Families 2. We Do (guided practice): After modeling the process, have students assist with sorting the remaining at and ap tiles. • Follow the systematic steps modeled. • Carefully monitor and provide specific corrective feedback. • Be aware that struggling students may require more guided practice before doing independent work. • Encourage students to generate more words, and write those words on the board to confirm and to provide visual support in phonics. Having students follow along and write the words in notebooks or wipe-off boards reinforces focus and learning. 3. You Do (release the responsibility to students): Independent, or partner, sorts may include work stations, word study notebook, or homework. • Provide each student or partnership one group of Photo Tiles (a familiar rime). • Carefully monitor and provide specific corrective feedback: “Say the word and see if it matches and rhymes (pointing to Category Tile).” does not end with at or ap and it doesn’t rhyme with bat or cap. Say bag and see if it belongs in the at or ap family (pointing to at and ap).” As with all sorts, follow up with Say-and-Check and Reflect, emphasizing that rhyming words have the same ending, and that only their beginning sounds change. Point out that it is important to look and listen to the last letter in words because they may be tricky. Word Family Open Sorts Provide students with one to three sets of Photo Tiles, and let them determine the category(ies) as they say the picture words. They may write their category(ies) on sticky notes. When modeling this sort, use the Category Tiles provided. As with all sorts, follow up with Say-and-Check and Reflect. Next Steps Introduce the Other Category • Make a category labeled other. Explain that in sorting, there are sometimes tiles that do not fit into the categories given, so they will be placed into the other category. Repeat the at/ap sort, include a few Photo Tiles from a different word family, such as ag, and mix up the tiles. • Place bat next to the at Word Family Category Tile and cap next to ap Word Family Category Tile for more support. Each time an ag Photo Tile is shown, students should recognize its rime doesn’t match and that it does not rhyme; therefore, it goes under other. • During independent work, carefully monitor and provide specific corrective feedback: Moving bag to other, say, “Bag goes under other because it Helping Teachers Make A Difference® More Sorting Activities Work Station Partners Closed Sort Materials: Photo and Category Card Reproducibles Provide a few mixed-up pictures for two to five rimes and their Category Tiles. Students will set up the Category Tiles and place corresponding pictures below the categories. Have students Say-and-Check and Reflect with a partner, and then switch roles. Writing the rhyming lists in a notebook will reinforce students’ efforts in spelling and reading phonograms. © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305521 EZread™ Magnetic Photo Tiles: Short Vowel Families Word Family Books Materials: Multiple copies of Photo and Category Card Reproducibles, glue, pencil, and teacher-made blank booklets. Concentration Materials: Four Photo Tiles (or reproducible pictures) each for three to five word families, placed randomly face down in straight rows. Students label word family pages by either printing or gluing category cards. They cut and glue the photo cards (with words) onto the corresponding page in booklets. Printing the words next to the picture and underlining the rimes support students’ first efforts to read and spell words. Booklets are an ongoing activity, so as students add to their booklets, they may whisper-read the pages at school or at home. Encourage students to add rhyming words to their pages. These booklets form a foundation for beginning reading. Students may trade with friends and read each other’s booklets. Wide Open Sort Materials: Multiple copies of Photo and Category Card Reproducibles, sticky notes, and pencil. Do not provide too many Photo Tiles; three to five word families should suffice, or fewer for struggling students. Allow students to group the photo cards in any category they wish. This type of sort allows you to assess the connections the students make with sounds, words, and concepts or meanings. Model with a think-aloud saying, “I’m looking at my pictures and thinking of ways to sort them. I see a few animals. I could make an animal category. I also see things found at school. I will make a school category, too.” (Additional ideas for categories: furniture, people, clothing, food, things I do, things I have, house things, farm things, inside things, outside things.) Students will create some interesting categories, and sharing these aloud is an important component of literacy development. Helping Teachers Make A Difference® One to four players take turns turning over two tiles to determine if they rhyme and belong to the same word family. If so, a player keeps the matching set and goes again; if not, the player returns those Photo Tiles to their original position and the next player takes a turn. The player with the most matching sets is the winner. Follow-up Rhyming Games Use spare minutes to orally practice word families with your students. While in transition between activities, lining up, or waiting for buses, students can practice their phonological awareness. Say a rime, ick (write it if time allows), and have students generate words in that family: “Sick, stick.” Conversely, point to an item and have students say the word and its word family: point to map Photo Tile as students say, “map, ap.” Then have students say another word in that family. (Suggested classroom words: Snap, trash, can, pen, rug, bell, yell, test, chin, grin, ring, string, clock, block, sock, hush, lip, rip, back, tack, flag.) © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305521 Photo and Category Card Reproducible 1 Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305521 Photo and Category Card Reproducible 2 Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305521 Photo and Category Card Reproducible 3 Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305521 Photo and Category Card Reproducible 4 Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305521 Photo and Category Card Reproducible 5 Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305521 Photo and Category Card Reproducible 6 Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305521 EZread™ Magnetic Photo Tiles: Beginning Sounds Congratulations on your purchase of this Really Good Stuff® EZread™ Magnetic Photo Tiles: Beginning Sounds—a colorful set for teaching initial sounds through sorts. This Really Good Stuff® product includes: • 150 EZread™ Magnetic Photo Sorting Tiles: Beginning Sounds (six for each sound) • 25 Magnetic Letter Tiles (A-Z, excluding X) • Compartmentalized, Alphabet Storage Case (included in #305542 only) • Alphabet Storage Stickers • This Really Good Stuff® Teaching Guide Meeting Common Core State Standards: Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. Sorting develops letter-sound knowledge. In sorting photos and words, children make critical judgments about speech sounds, spelling patterns, and meanings. Sorting offers opportunities to illustrate similarity and difference, and it provides more phonological awareness practice and phonics engagement than traditional worksheets. There are two main types of sorts: closed sorts and open sorts. In a closed sort, the teacher designates the category(ies). In an open sort, students find commonalities among photos or words and create their own categories. (It is important not to overwhelm students with too many Photo Tiles in any activity.) Model all activities for students before they try these activities on their own. Suggestions for Organizing, Storage, and Care • Place a Beginning Sound Sticker and its corresponding magnets in each compartment of the Storage Case • Should you need this or any other Really Good Stuff® Teaching Guides, download them from our Web site at www.reallygoodstuff.com. Suggested Prerequisite Training • Have students work in pairs, taking turns sorting and checking sorts. • Remind students to use their inside voice for sorting beginning sounds. • Have students politely provide corrective feedback to their partner. • Have students carefully handle and manage materials. Suggested 3-step Instructional Routine: I Do, We Do, You Do (Model, practice with students, and then release the responsibility to students.) Gather the b Photo Tiles, the letter b Tile, and a magnetic surface. Use three of the Photo Tiles for modeling and the other three Photo Tiles for guided practice. All teaching guides can be found online: Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305535 EZread™ Magnetic Photo Tiles: Beginning Sounds 1. I Do (model): Demonstrate the explicit, systematic process of a closed sort. (This example is for a first-time beginning sound sort, so all the Photo Tiles begin with b. After students master the b sound, use Photo Tiles that do not begin with b so that students can discriminate and learn to use the other category.) • Introduce the letter name and sound, and then place the Letter Tile at the top of the magnetic board, explaining that it is the category tile. When demonstrating letter sounds, be careful to avoid the schwa sound (uh): “This is the letter b. b says /b/, (not /buh/). Watch me as I say the sound that b makes: /b/, /b/, /b/. Now it’s your turn.” Monitor for accuracy. Correct schwa sounds as necessary. “Good job saying ‘/b/.’ B is our category tile, so I will put it at the top. Now we want to find Photo Tiles that begin with the /b/ sound. I will put those below the letter b.” • Introduce the Photo Tiles and their sounds. Pause before saying the word so that it does not run together with the articles a or an, masking the initial sound. “This is a (pause) ball. Ball begins with the sound /b/, ball. Now you say ball and listen for its beginning sound, /b/.” Emphasize or stretch the beginning sound in all words for clarity (for example, mmmouse, sssun, aaapple). For sounds like /b/ that cannot be stretched, simply exaggerate your mouth position to show how the sound is formed. Present the word and initial sound clearly instead of soliciting guesses, which wastes time and may confuse children. Use the word in a sentence to reinforce meaning if necessary, especially for English-Language Learners. Helping Teachers Make A Difference® • Using a think-aloud, verify the sound match, exaggerating your mouth shape, and place Photo Tiles below the Letter Tile. “This is a (pause) bed. Bed begins with the sound /b/, /b/ bed. Does that match our category sound? Let’s see.” Hold the bed Tile next to the b Tile, and pointing to b say, “/b/, /b/.” Point to bed and say, “bbbed, bbbed (not repeating /b/ but emphasizing mouth shape). Do those sounds match? Yes, bed begins with b. I will place bed under the b.” Point and say: “/b/ bed. Let’s try another one.” Repeat, placing another Photo Tile below the b. For students who need a photo to remind them of the b sound, place bed next to the b Tile, explaining that it is the helping photo. • Once tiles are placed, begin at the top, pointing and saying each word and checking to hear whether its beginning sound matches the Letter Tile. “Now I will say the names of my photos to be sure their beginning sound is /b/, as our category says. Please watch me so that if I make a mistake you can help me.” Point to each Photo Tile and say its name clearly: “/b/ ball, yes it begins with b. /b/ balloon, yes, it begins with b. /b/ bike, yes it begins with b.” (Later, in their own sorts, students will at this point fix mistakes by moving tiles. Without this important step, © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305535 EZread™ Magnetic Photo Tiles: Beginning Sounds unchecked, unspoken, or unread sorts may go uncorrected. To ensure better accountability, have students check sorts with a partner.) • Help students to shape their summary statements as they tell what the words have in common. “As I look at my photos and listen to myself say them, I notice that they all have the same beginning sound (point to b Tile), /b/. When I say the words on this board, I hear that all the photo names sound similar, or alike, in their beginning sound, /b/. When I look at the board, it shows me only photos of things whose names begin with b.” • Invite students to try a few photos with your guidance: “Now you are ready to try a few with me.” 2. We Do (guided practice): After modeling the process, have students assist with sorting the three remaining tiles. • Follow the systematic steps modeled. • Carefully monitor and provide specific corrective feedback. • Give struggling students repeated guided practice before they do independent work. • Accept more b words as students generate them, and write them on the board to provide additional visual support in phonics. • Carefully monitor and provide specific corrective feedback: “You say the word and decide if it matches (pointing to Letter Tile).” Next Steps Introduce the Other Category • Make a Letter Tile labeled other. Explain that in sorting, there are sometimes Photo Tiles that do not fit into the categories listed, so they will be placed into the other category. Repeat the b sort and mix in a few Photo Tiles beginning with an obviously contrasting consonant, such as s. Each time an s Photo Tile is shown, students should recognize its beginning sound is not /b/; therefore, it goes under other. Carefully monitor and provide specific corrective feedback: Moving sun to the other category, say, “Sun goes under other since it does not begin with /b/. You say the word and see if it matches.” 3. You Do (release the responsibility to students): Independent or partner sorts may include work stations, word study notebook, or homework. • Provide each student or partnership with some Photo Tiles and the corresponding Letter Tile. (a familiar letter). Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305535 EZread™ Magnetic Photo Tiles: Beginning Sounds More Sorting Activities Work Station Partners Closed Sort Using the Photo and Letter Cards Reproducibles, provide a few photos for two to three beginning sounds and their Letter Tiles. Students will set up the category Letter Tiles and place corresponding photos below the categories. Have students Say-and-Check and Reflect with a partner, then switch roles. Alphabet Books Materials: Multiple copies of the Photo and Letter Cards Reproducibles, glue, and teachermade blank booklets. Two-or-more-category Closed Sorts Next, students will do sorts with two letter categories, such as b and s (and other, if ready). Provide students with the Letter Tiles and corresponding Photo Tiles, adding a few non-category photos for the other category. Provide corrective feedback, quickly providing the answer and moving the Photo Tile: “Seal goes under s. You say the word and see if it matches.” As with all the sorts, follow up with Say-and-Check and Reflect. Beginning Sound Open Sorts Provide students with one to three sets of Photo Tiles, and ask them to determine the category(ies) as they say the photo words. They may write their category(ies) on sticky notes. As with all sorts, follow up with Say-and-Check and Reflect. Helping Teachers Make A Difference® Students label each page a-z (omitting x) by either printing or gluing each letter card to a separate page. They then cut out and glue the Photo and Letter Cards Reproducibles on the corresponding letter page in their booklets. Booklets are an ongoing activity, so as students add to their booklets, they may quietly read aloud the pages at school or at home. Encourage students to add photos from magazines and label them. These books can form a foundation for beginning reading, and students may trade with friends and read each other’s booklets. Wide Open Sort Materials: Multiple copies of the Photo and Letter Cards Reproducibles and sticky notes. Allow students to group the cards in any category they wish. This type of sort allows you to assess the connections students make among sounds, words, and concepts or meanings. Model with a © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305535 EZread™ Magnetic Photo Tiles: Beginning Sounds think-aloud, saying, “I’m looking at my photos and thinking of ways to sort them. I see a few animals. I could make an animal category. I also see things found at school. I will make a school category, too.” (More category ideas: Furniture, people, clothing, food, house things, farm things, inside things, outside things.) • Point to a letter and have students chant its sound. Repeat with different letter(s). • Say, “Children whose names begin with the same sound as pencil may line up.” As they line up they can say another word beginning with /p/. Concentration Materials: Four Photo Tiles (or Photo and Letter Cards Reproducibles) each for three to five letter sounds, placed randomly face down in straight rows. One to four players take turns turning over two tiles to determine whether they begin with the same sound. If so, a player keeps the matching set and goes again; if not, he or she returns the tiles to their original position and the next player takes a turn. The player with the most matching sets is the winner. Follow-up Use every opportunity to practice beginning sounds with your students. For example, while they are in transition between activities, lining up, or waiting for buses, students can practice phonological awareness. • Say a letter, for example, b, and have students find items beginning with its sound: “Back, bag.” Conversely, point to items and have students say the words and their beginning sound. For example, point to a pencil so that students say, “pencil, /p/.” • Say a sound, /w/, and have students find items beginning with that sound. Create a “word wall”, with their suggestions. Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305535 Photo and Letter Card Reproducible 1 Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305535 Photo and Letter Card Reproducible 2 Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305535 Photo and Letter Card Reproducible 3 Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305535 Photo and Letter Card Reproducible 4 Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305535 Photo and Letter Card Reproducible 5 Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305535 Photo and Letter Card Reproducible 6 Helping Teachers Make A Difference® © 2012 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #305535
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