Intervention & Enrichment Strategies & ActivitiesKindergarten

Unit 9: Animals Around UsKey Skills Interventions Enrichment

Phonemic Awareness

1. Oddity Tasks – Medial Vowel Sounds

Who’s Out? Animals Who’s Out? Animals extension

2. Oral Segmentation/Blending – Phoneme by Phoneme

Echoes “I /S/ /p/ /y/”

Oral Language 1. Speaking in Complete Sentences Conversation Station Conversation Station

Phonics/Word Study

1. Difference between similarly spelled words by identifying different sounds

Picture the Word Say It Now

2. Exposure to simple sight words Sandpaper Words Sandpaper Words Extension

Comprehension 1. Distinguish shades of meaning between action words

Let’s Move!

Writing for Composing

1. Expression of opinion or preference on paper

Choose Your Favorite Animal

Animal Opinions

2. Spell Simple Words Phonetically Say It, Spell It Say It, Spell It Extension

Submitted by Erinn Eifler

Phonemic Awareness: Who’s Out?Oddity Tasks – Medial Vowel Sounds

Intervention: Who’s Out? (Whole Group, Small Group)Topic: Oddity Tasks – Medial Vowel SoundsObjective: Students will be able to identify

medial vowel sounds by identifying the word that does not belong.

Materials: Option 1: Word List*Option 2: Pictures**Teachers can do this activity using just the

words OR may present pictures to help students remember words.

Teacher preparation: Glue pictures onto construction paper and laminate

Procedure:1. Teacher will present students with 4

words/pictures (3 with the same vowel sound, 1 with a different vowel sound)

2. Students will identify the word that is “out” (The word that does not belong).Ex: Teacher presents the words: ‘bat’, ‘fat’, ‘pig’,

and ‘fan’. The word who is out would be “pig” because it does not have the short /a/ sound.

Enrichment: Who’s Out? Extension (Independent Center)Topic: Oddity Tasks – Medial Vowel

SoundsObjective: Students will be able to

identify medial vowel sounds by identifying the word that does not belong.

Materials: Student worksheetTeacher preparation: Create copies

of the student worksheetsProcedure: Students complete the

worksheet by crossing out the picture that does not belong.

Word List – Medial Short Vowel Sounds (Animal Theme)

Choose 3 words with the same medial vowel sound, then choose one with a different vowel sound (ex: cub, duck, pig, bug)

Short /a/ Short /e/ Short /i/ Short /o/ Short /u/

cat pet pig hog cub

bat hen chick cow pup

lamb fish fox duck

Word List – Medial Long Vowel Sounds (Animal Theme)

Choose 3 words with the same medial vowel sound, then choose one with a different vowel sound (ex: bat, pan, fan, fish)

Long /a/ Long /e/ Long /i/ Long /o/ Long /u/

snake cheetah lion doe mule

snail seal spider crow puma

crane sheep mice goat

Short /a/ and short /i/: cat, bat, lamb, fish, chick, pig

Short /e/ and short /o/:pet, hen, hog, cow, fox

Short /u/ and long /a/: cub, pup, duck, snake, snail, crane

Long /e/ and long /i/: cheetah, seal, sheep, lion, spider, mice

Long /o/ and long /u/: doe, crow, goat, puma, mule

Phonemic Awareness: Phoneme Segmentation/Blending

“Echoes”Intervention (small group)Objective: Students will be able to segment and

blend words by using echoes.Materials : N/ATeacher Preparation: N/AActivity Procedure:1. Explain to children what echoes are and how

they work.2. Practice: Say a segmented word aloud and have

children echo the blended word in response. For example, say “/c/ /a/ /t/” and children respond by echoing “cat”

3. Divide the group into 2 smaller groups and have them sit at opposite sides of the classroom. Ask children to sit under their table/desks and tell them to imagine they are in a cave where they will be the echo.

4. One group of children will say a segmented word and the other group will echo the blended word in response.

“I /S/ /P/ /Y/”Enrichment (small group activity)Objective: Students will be able to segment

phonemes by identifying classroom objects and segmenting the word for their partners to blend.

Materials: optional: magnifying glass, giant sunglasses, or old glasses with no lenses

Teacher Preparation: N/AProcedure: 1. Teach children how to play “I Spy”2. The child/teacher leading the game will wear

the glasses and use the names of things in the classroom, but will segment the name of the object they found. For example, tell the children “I spy a /p/ /e/ /n/” and see if they can guess what it is (a pen).

3. When the children are able to segment words, have them take turns choosing things to spy.

Oral Language: Conversation Starters

InterventionSkill Focus: Oral Language: Speaking: use of vocabulary specific

to book reading experience (unit vocabulary) Materials:• Conversation starter cards (below) • Empty shoe box or tissue boxTeacher Preparation:• Conversation starter cards: Cut out, glue onto

thick paper, and laminate• Cover empty box with winter-themed paper• Place conversation starters into the boxProcedure: (conducted with teacher leading activity)• Students take turns picking a conversation

starter out of the box• Using the conversation starter, students take

turns discussing the prompt• The next student picks a conversation starter

and repeats step 2. Students continue the process until each child has had a turn picking a card.

Enrichment(See intervention materials and teacher’spreparation)Enrichment Procedures: (conducted as a

center activity)• After students have been introduced to

the cards, allow 2-3 students to work together in a center.

• Students take turns picking a conversation starter out of the box

• Using the conversation starter, students take turns discussing the prompt

• The next student picks a conversation starter and repeats step 2. Students continue the process until each child has had a turn picking a card

What is your favorite animal? Why is it your favorite?

What is an animal that lives in an ocean habitat? What characteristics help this animal survive there?

Talk about an animal that would NOT be a good pet. Why wouldn’t this be a good pet?

How do wild animals get their food? What do they eat?

Conversation Station cards p.1

How do frogs grow and change? What is the life cycle of a frog?

How can humans observe animals that live in the ocean or under the sea?

Talk about animals that can live in a freezing habitat. What characteristics help them live in that environment?

Talk about animals that have wings. What can these animals do? What are some things these animals cannot do?

Conversation Station cards p.2

Can an animal with wings live in an underwater environment? Why or why not?

Use your imagination to create a make-believe animal. What characteristics does it have? What type of environment does it live in?

How do you know the difference between something that is living and something that is non-living?

Do animal offspring always look like their parents? Can you think of an animal who changes to look more like their parent when they get older?

Conversation Station cards p.3

Phonics/Word Study: Difference between similarly spelled words

Intervention (use in small group or individual setting)Objective: Students will blend onsets and rimes to make

wordsMaterials: Onset and rime work boards (Activity Master

P.027.AM1a - P.027.AM1e); Student sheet (Activity Master P.027.SS) ; Small plastic letters; Pencil

Teacher Preparation: Copy on card stock and laminate onset and rime work boards

Activity: Students select onsets to complete words using pictures as clues.

Procedure: 1. Place the onset and rime work boards face up in a

stack at the center. Place the plastic letters beside the boards. Provide the student with a student sheet.

2. The student selects the top work board from the stack, names the picture, and reads the rime (e.g., "jug, /ug/"). Says the initial sound of the word and its corresponding letter (i.e., "/j/, j").

3. Looks for and places the matching plastic letter in the onset position on the work board.

4. Records word on student sheet. 5. Continue until all boards and student sheet are

complete.

Activity taken from www.fcrr.org

Phonics/Word Study: Difference between similarly spelled words

Enrichment: Say It NowObjective: Students will blend onsets and rimes to make

wordsMaterials: Rime cards (Activity Master P.028.AM1) Onset cards (Activity Master P.028.AM2) Whiteboards; dry-erase markersTeacher Preparation: copy and laminate onset and rime

cardsActivity: Students select onsets to complete words.Procedure: 1. Place the rime cards face up in a stack at the center.

Place the onset cards face up in rows. Provide each student with a whiteboard and Vis-à-Vis® marker.

2. Taking turns, student one selects the top rime card from the stack and reads the rime (e.g., “/ag/”).

3. Student two selects an onset card, names the letter, says its sound (e.g., “b, /b/”), and places it to the left of the rime.

4. Student one blends the onset and rime and reads the word (i.e., “/b//ag/, bag”).

5. Determine if the word is real, and if so, each student writes it on the whiteboard.

6. Make more words with same rime and different onsets.

7. Continue until all rimes are used. Activity taken from www.fcrr.org

Phonics/Word Study: Sandpaper WordsExposure to Sight Words

Intervention (center activity)Objective: Students will read high frequency sight wordsMaterials: Tactile word patterns (Activity Master P.041.AM1a -

P.041.AM1d) ; Student sheet (Activity Master P.041.SS) ; Print resources (e.g., family magazines and catalogs- Review the print resources to ensure the information is appropriate for young children) ; Scissors ; Glue ; Pencil

Teacher Preparation: Make word cards using sandpaper, corrugated cardboard, salt, rice, or textured fabric.

Activity : Students practice reading high frequency words made from tactile letters, then find them in print.

Procedure: 1. Place the tactile words, print resources, scissors, and

glue on a flat surface. Provide the student with a student sheet.

2. The student selects a tactile word and reads it. Says each letter while tracing it with "lead finger."

3. Student writes the word on the student sheet. 4. Student finds the target word in the print resource,

cuts it out, and glues it beside the matching word on the student sheet.

5. Continues until all target words are found and glued on student sheet.

Activity taken from www.fcrr.org

Phonics/Word Study: Sandpaper WordsExposure to Sight Words

Enrichment (center activity with adult supervision)Objective: Students will read high frequency sight words

and create new sandpaper word cardsMaterials: salt, rice, glitter, or textured fabric; index

cards or cardstock; print resources (e.g., family magazines and catalogs- Review the print resources to ensure the information is appropriate for young children) ; Scissors ; Glue ; Pencils

Teacher Preparation: Model with students how to create a tactile word card

Activity : Students practice reading high frequency words made from tactile letters, then find them in print.

Procedure: 1. Students identify and read a word from the classroom

word wall2. The student writes the word on index card, and writes

their name on the back of the card3. Student traces the word with glue, then chooses

tactile material to use and places it on the glue4. Student writes the word on the student sheet. 5. Student finds the target word in the print resource,

cuts it out, and glues it beside the matching word on the student sheet.

5. After the new card dries, the student leaves this card in the center to use for the intervention activity

Activity taken from www.fcrr.org

Comprehension: Distinguish shades of meaning between action words

Let’s Move!Intervention (whole group)Objective: Students will be able to distinguish shades

of meaning between action words by acting out the words

Materials: Action word listTeacher Preparation: review word list and be sure

that you can explain the difference between each word (ex: when you leap, you move forward, when you jump, you go straight up)

Activity Procedure:1. Teacher will introduce the concept of shades of

meaning in action words by explaining the difference between walk, jog, and run

2. Teacher will say the first word (ex. Walk), and allow the students to complete the action

3. Teacher will say the second word (ex. Jog) and allow the students to complete the action

4. Teacher will ask students to identify the difference between the two words (ex: “Jogging is faster than walking, but slower than running”)

5. Repeat the process with other words

Enrichment (independent activity)

walk, marchjog, runhop, jumpleap, jumpspin, twirlshout, yellthrow, tossstretch, reachlaugh, giggle

Writing for Composing: Expression of opinion or preference on paper

Intervention (small group with adult support): My Favorite AnimalObjective : The students will be able to express their

opinions on paper by choosing between three animals and listing 3 reasons why it is their favorite animal.

Materials : Pictures of animals OR animal word cards; plastic baggie or envelope; student worksheet

Teacher Preparation: In an envelope or plastic bag, place three different animal pictures

Activity: Students choose their favorite animal and write 3 reasons why it is their favorite

Procedure:1. Working in a small group, students will each

receive an envelope/baggie with animal picture cards

2. Each student looks at their 3 animals and chooses their favorite.

3. Students illustrate their favorite animal and list (or dictate) 3 reasons for choosing this animal as their favorite.

Enrichment (independent center activity): Animal OpinionsObjective : Students will be able to express their

opinions on paper by listing 3 reasons why they like (or do not like) an animal.

Materials : Pictures of animals OR animal word cards; paper bag OR small box, student worksheet*

Teacher Preparation: copy and laminate animal pictures and place them in the paper bag or box

Activity: Students express their opinions about a particular animal

Procedure:1. Without looking, students reach into the

bag/box and choose an animal card2. Student looks at the animal and lists 3

reasons why they do or do not like the animal they chose

*Instead of using the student worksheet, students may write in a journal or on handwriting paper.

Name: _______________________________________Expressing Written Opinion – Intervention Worksheet

My favorite animal is _____________________________________. The reason I like this animal the most is:

1. ___________________________________________________

2.___________________________________________________

3.____________________________________________________

Name: _______________________________________Expressing Written Opinion – Enrichment Worksheet

The animal I chose is _____________________________________. I ______________________ (like, do not like) this animal because:

1. ___________________________________________________

2.___________________________________________________

3.____________________________________________________

Writing for Composing: Say It, Spell It!Spelling Simple Word Phonetically

Intervention (small group with adult support)Objective: Students will be able to spell simple words

phonetically by identifying and writing the sounds in CVC words.

Materials: Who’s Out? Short Vowel Cards; dry-erase markers, dry erase boards (one per student)

Teacher Preparation: Print, Cut, and Laminate Who’s Out? Short Vowel Cards

Procedure: 1. Teacher holds up a CVC picture card, students

say the name of the card (ex. “Pig”)2. Students say the word slowly and count the

sounds in the word. Students draw a dash line (_) for each sound (ex. For pig, the would hear 3 sounds, so they would write “ ___ ___ ___”

3. Students say the word again and write the letters for each sound they hear on top of the lines (“ p i g”)

4. Teacher checks word, corrects as necessary, and repeats steps 1-3.

Enrichment (independent center activity)Objective: Students will be able to spell simple

words phonetically by identifying and writing the sounds in CVC words.

Materials: Who’s Out? Short Vowel Cards; Say It, Spell It worksheet, paper, pencils, crayons

Teacher Preparation: Print, Cut, and Laminate Who’s Out? Short Vowel Cards, place cards in a plastic bag or envelope

Procedure: 1. Student chooses a picture card from the

bag/envelope2. (See intervention procedure steps 2-3)3. Students write the sounds they hear on their

worksheet. Students also illustrate a picture of the word they wrote.