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Word Study - Compound Words

November 24th 2007 06:40

Compound Words - page 1

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Printing Instructions

Compound Words - page 1.

Notes for teachers – Compound Words.
Parents/Carers/Tutors adjust the activity to suit your circumstances.

This activity introduces/consolidates compound words.

Children love studying words. A compound word is made up of two smaller words.
Reading the story “The Twin’s Birthday” gives the children an interesting activity to search for compound words.

• Make sure the children understand what a compound word is before they attempt the activity.
• Decide whether the children will work individually or in pairs. Perhaps they could work in pairs to read the story and help each other find the compound words and then each child write the compound words on her/his own sheet of paper.

Extra Activities:

The story “The Twins’ Birthday” could be revisited to observe/consolidate where speech marks are used when writing a story. It is beneficial to bring this to the children’s attention as often as possible.

The story could lead into a discussion about birthdays. The children could draw/paint and write about a present they would like to receive or the best present they have ever received.

Discussion could be generated about acceptable behaviour at birthday parties and good manners when receiving and giving presents. (Health Learning Area)

Jill called her frog Rob. What would the children call a frog if they had it for a pet?
What would they call a goldfish if they had it for a pet? This activity consolidates the rule that a name begins with a capital letter. Whether it is the name of a person (eg Jill, Tom), a pet, a town, a country, a month or a day (etc) it has a capital letter.

Compound Words - page 2

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Printing Instructions

Compound Words - page 2.

Compound Words

Read the story called “The Twins’ Birthday”. As you read underline any compound words you find.
When you are sure you have underlined all the compound words write them neatly on the lines below. Write each compound word once, even if it is used more than once in the story.

Compound Words - page 3

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Printing Instructions

Compound Words - page 3.

The Twins’ Birthday

Today is Tom and Jill’s birthday. Mum and Dad said they would take the children to the pet shop to buy a present each.

Tom said he would like a goldfish for his birthday.
Jill said she would like a frog for her birthday.

They all got into the car.
Jill did her seatbelt up all by herself.
Tom did his seatbelt up all by himself.

----------------------------- ----------------------------- ------------

When they arrived at the pet shop they went inside.

Tom looked for the goldfish.
“There is one behind the seaweed,” he said.
“Can I please have that one?”
“We cannot go home without some fish food,”
Dad said.

Jill looked for the frogs.
She saw them in a glass box.
“Can I please have the one that is
asleep on the rocks?” she asked.
“You cannot go home without some crickets for him to eat,” the shopkeeper told them.

Mum paid for the presents.
“Thank you,” said Jill. “I will call my frog Rob.”
“Thank you,” said Tom. “This is the best present ever.”

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Posted By: Glenys - Category: Extra Activities, Phonic Stories, Compound Words

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Word Study - Compound Words

November 24th 2007 07:03

Compound Words - page 4

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Printing Instructions

Compound Words - page 4.

Notes for teachers– Compound Words (for more advanced readers)
Parents/Carers/Tutors adjust the activity to suit your circumstances.

This activity introduces/consolidates compound words.

Children love studying words. A compound word is made up of two smaller words.
Reading the story “Twelve Brave Seamen” will give the children an interesting activity to search for compound words. This activity has a more difficult reading vocabulary than “The Twins’ Birthday”.

• Make sure the children understand what a compound word is before they attempt the activity.
• Decide whether the children will work individually or in pairs. Perhaps they could work in pairs to read the story and help each other find the compound words and then each child write the compound words on her/his own sheet of paper.

Extra Activities:

The story “Twelve Brave Seamen” could be revisited to observe/consolidate where speech marks are used when writing a story. It is beneficial to bring this to children’s attention as often as possible.

What happens next? It would be a fun exercise to complete the story.

Compound Words - page 5

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Printing Instructions

Compound Words - page 5.

Compound Words

Read the story called “Twelve Brave Seamen”. As you read underline any compound words you find.
When you are sure you have underlined all the compound words write them neatly on the lines below. Write each compound word once, even if it is used more than once in the story.

Compound Words - page 6

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Printing Instructions

Compound Words - page 6.

Twelve Brave Seamen

One stormy afternoon, under a perfect rainbow, twelve brave seamen set out to sail the seven seas.

Everything went well until twenty miles into the third sea, when a bad storm blew up. The clouds became thick and black and it was very dark. The four crewmen in the engine room looked out of the portholes. The waves were so high it looked as if the ship was underwater.

Another crewman climbed up to the lookout to see if he could see an island. He turned the searchlight on but he didn’t see the nearby rocks.

The ship hit the rocks and something went CRUNCH!!!

“Everyone to the lifeboat!” shouted the Captain. “Nothing we can do will save this ship.”
Someone (the crewman who could count quickly) said, “There are only eleven of us.”

Just then the crewman from the lookout rushed into the lifeboat. He was so BIG he nearly overturned the little boat.

The lifeboat tossed around like a matchbox in the stormy seas and some of the crew were seasick.

In the morning the sailors found themselves washed up onto a beach, next to an old shipwreck.

to be continued…….

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Posted By: Glenys - Category: Extra Activities, Phonic Stories, Compound Words

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Word Study - Compound Words

November 24th 2007 07:12

Compound Words - page 7

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Printing Instructions

Compound Words - page 7.

Notes for teachers – (harder) Compound Words
Parents/Carers/Tutors adjust the activity to suit your circumstances.

This activity expands the child’s knowledge of compound words. In doing so it will extend his/her reading vocabulary and improve the spelling of these words. Each child will cut out the set of words and glue them together to make compound words.

This activity builds on the child’s enjoyment of working out a challenging puzzle. It will provide an opportunity for the child to practise his/her problem solving strategies and will stretch most children’s concentration span and patience to the limit.

• each child cuts out the rectangles on the following page.
• match two rectangles to make a compound word.
• continue until all rectangles are used.

ALERT: do not glue the words together until all rectangles have been matched. Some may have to be rematched before all the rectangles are used.

Compound Words - page 8

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Printing Instructions

Compound Words - page 8.

COMPOUND WORD CHALLENGE

1. Cut out the rectangles.
2. Match the rectangles in pairs to make compound words.
3. Do not glue the words together until all rectangles are matched. You may need to rearrange some rectangles so they are all used.

be moon back ever
heard form scrap in
paper how bark time
paper where beam fast
man sight news eye
some horse come by
break super near sun
beam over book any

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Posted By: Glenys - Category: Extra Activities, Compound Words

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What Belongs?

January 15th 2008 04:24

What Belongs?

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Printing Instructions

What Belongs?.

Notes for teachers – What Belongs ?

This activity asks the children to match an animal, a fruit and a toy to the correct name.
A match occurs when the name of an animal, fruit or toy begins with the same letter as the name of a person on the chart.

This activity sharpens children’s classification skills. It integrates oral work and reading with working cooperatively in small groups. It helps develop problem solving strategies, thinking skills and the strategies needed to tackle new words. Encouraging children to cut out on the line develops fine motor skills:

1. Working in pairs, ask children to read the words on page 2. If the words are not yet part of their reading vocabulary, they can use the following strategies to work out what the word is saying:
• use the picture clue.
• what sound does the word begin with.
• it may be a sounding word.

2. Look at the chart on page 3.
3. Read the words. They are people’s names.
4. Explain how the pictures on page 2 have to be matched on the chart, with the correct person.
ie The animal, fruit and toy which begin with ‘a’ belong to Andy.
The animal, fruit and toy which begin with ‘k’ belong to Ken.
The animal, fruit and toy which begin with ‘l’ belong to Lucy
and so on for Pam, Rose and Tim.
5. Notice there are six pictures which do not belong on this chart.
(They are ball, chicken, dog, fish, bee and orange)
Don’t tell the children this. It is good for them to discover this for themselves.
6. Cut out the pictures on page 2.
7. Place them in the correct boxes in the chart on page 3.
8. Glue the pictures into the correct boxes.

9. As a beneficial extra activity the children could work in pairs and make a chart of their own, using the six pictures which do not belong on this chart, plus ideas of their own.

What Belongs?

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Printing Instructions

What Belongs?.

ant
fish
pram
lemon

plum
robot
apple
bee

kiwi fruit
lamb
chicken
truck

orange
rockmelon
puppy
kitten

tomato
arrow
kite
dog

rabbit
tortoise
ball
lego

What Belongs?

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Printing Instructions

What Belongs?.

Person animal fruit toy

Andy

Ken

Lucy

Pam

Rose

Tim

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Posted By: Glenys - Category: Extra Activities, Initial Blends

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Sequencing - Comprehension and Writing Activity

January 27th 2008 08:22

Sequencing - Comprehension and Writing Activity - page 1

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Printing Instructions

Sequencing - Comprehension and Writing Activity - page 1.

Notes for teachers/parents/tutors

This activity asks the child to put four pictures in sequence and then write a story about what is happening by writing a sentence (or more) about each picture.

Sequencing activities help develop a child’s literal comprehension skills.
Each child will make a story book and will be the author of her/his own story.
Each child will write according to his/her development. Younger children may write one sentence about each picture. Children with more developed thinking and writing skills will write more than one sentence about each picture and could end up with quite a mature story. She/he may notice the snail in the second picture and the bird and nest in the fourth picture and include them in her/his story.
Encourage child to begin each sentence with a capital letter and end with a full stop.
Encourage child to think the sentence before writing it. This improves punctuation and the flow of the story.
Each child will give his/her story a title.
Interesting Extra: Look at the titles of books in the classroom. Discuss how they try to catch the attention of the reader. Are they interesting? Are they in big print?
Each child will number the pages in her/his booklet. Discuss why this is necessary. Is it helpful to have the pages of a book numbered? Look at books in the classroom.

Each child will be given practise at developing a story by putting the events into proper sequence.

NB By planting seeds/plants and observing and recording their growth this activity can be integrated with the Science and Mathematics Learning Areas.

Note: Each child will require a copy of page 2 and 5 more (A4) sheets of paper to make his/her own story book.
1. Give each child a copy of page 2.
2. Tell the children they are each going to make their own story book. They are going to be the author of the story.
3. Explain to the children that the pictures are telling a story, but are not in the correct order.
4. In groups (or with parent/tutor) discuss what is happening in each picture.
It is important to let the child/children decide the correct order. If necessary ask
the child/children to explain his/her/their decisions.
5. Number the pictures 1, 2, 3, 4 according to the correct sequence. This is best done by asking each child to put a small number in the top right hand corner of each picture.
6. Check that the pictures are numbered in the correct order.
7. Give each child 5 extra (A4) pages and staple them to make a booklet.
8. The front page is the cover. Number the other pages 1, 2, 3, 4.
9. Each child cuts the pictures out and glues picture number 1 onto the top of page 1, picture number 2 on top of page 2, picture number3 on top of page 3 and picture number 4 on top of page 4.
10. Each child writes a sentence (or more) underneath each picture so they are telling a story. (This is not easy and may require some teacher modelling before the children attempt their story).
11. After the story is written ask each child to think up a title for his/her story.
12. Draw/write the title on the front cover. Note above comments about titles (in Interesting Extra) and encourage interesting presentation. An Art Lesson could be

Sequencing - Comprehension and Writing Activity - page 2

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Printing Instructions

Sequencing - Comprehension and Writing Activity - page 2.

used to create the cover. The children will need time to create special and exciting covers for their stories.
13. Divide into groups. Each child reads his/her story to a peer. Each child could take the booklet home and read it to various family members.

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Posted By: Glenys - Category: Extra Activities, Reading Sheets

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Notes for Teacher/Tutor - Contractions

September 24th 2008 11:36

Contractions - Notes for the Teacher

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Printing Instructions

Contractions - Notes for the teacher.

Notes for the teacher – Contractions

NB: The following activities have been written for use in the classroom, but could easily be used for home schooling or tutoring one to one.

The following worksheets (1, 2 and 3) introduce and explain about contractions. They will necessarily be teacher guided activities so children will gain a good understanding about contractions.

We use a lot of contractions in our language and it is important for children to understand what contractions are when they read them. It is also important for children to know how to write them correctly and confidently in their written work.

Contracted words are words that have been shortened by omitting some letter/s and replacing it/them with an apostrophe. eg can’t, it’s

Work through the activities on page 1 as a class activity. Each child has a sheet and the lesson will be teacher directed.
• “Read the following words” – follow the directions on the sheet and read the first list of words. The teacher may ask individual children to read each set of words, followed by the whole class reading the list.
• “Now check this list” – read this list of words. Individual children may volunteer to read the list, followed by the whole class reading the list.
• “What has happened to the words?” – encourage the children to think about this question and let individual children offer their ideas OR divide the class into small groups to discuss this question. The more the children can consider and discover for themselves the better their learning. The teacher may need to apply some skilful questioning so by the end of the discussion the children will have been introduced to words being contracted. They will also understand that an apostrophe replaces the missing letters.
• “Write the contractions on the lines”- children practise writing the contractions on the lines provided.
• “Turn to the challenge on page 2.” - to consolidate what they have learnt and to introduce more common contractions children work through the next two pages.

Interesting Extra:
Skimming through books the children are reading and searching for contractions is a fun activity which will expose contractions at the children’s level of reading development.

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Posted By: Glenys - Category: Extra Activities, Contractions

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Contractions - page 1 of 3

September 29th 2008 12:18

Contractions - page 1 of 3

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Printing Instructions

Contractions - page 1 of 3.

1
CONTRACTIONS

Read the following words:

I am

I will

it is

do not

here is

Now check this list:

I’m

I’ll

it’s

don’t

here’s

What has happened to the words?

Write the contractions on the lines.

Turn to the challenge on the next page !

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Posted By: Glenys - Category: Extra Activities, Contractions

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Contractions - page 2 of 3

October 4th 2008 12:33

Contractions - page 2 of 3

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Printing Instructions

Contractions - page 2 of 3.

2
CONTRACTIONS – THE FIRST CHALLENGE

Contract these words into one word.

Remember - an apostrophe replaces the missing letters.

it is ________________

do not ________________

you are _________________

can not _________________

that is _________________

was not _________________

what is _________________

does not _________________

there is _________________

could not _________________

would not ________________
Write your name in the star

I am _________________

I will _________________

here is __________________

Congratulations. You are a star.
Are you up to the second challenge !!!!!

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Posted By: Glenys - Category: Extra Activities, Contractions

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Contractions - page 3 of 3

October 10th 2008 01:44

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Printing Instructions

Contractions - page 3 of 3.

3
CONTRACTIONS – THE SECOND CHALLENGE

Write the words these contractions come from:

what’s _______________ _______________

don’t _______________ _______________

I’m _______________ _______________

here’s _______________ _______________

that’s _______________ _______________

can’t _______________ _______________

there’s _______________ _______________

it’s _______________ _______________

wouldn’t _______________ _______________

you’re _______________ _______________

doesn’t _______________ _______________

I’ll _______________ _______________

wasn’t _______________ _______________

couldn’t _______________ _______________

who’s _______________ _______________

Well done! You deserve a medal.
Write your initials in the medal.

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Posted By: Glenys - Category: Extra Activities, Contractions

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