Intervention & Enrichment Strategies & Activities Kindergarten Unit 9: Animals Around Us Key Skills Interventions Enrichment Phonemic Awareness 1. Oddity Tasks – Medial Vowel Sounds Who’s Out? Ani mals Who’s Out? Animals ex tension 2. Oral Segmentation/Blending – Phoneme by Phoneme Echoes “I /S/ /p/ /y/” Oral Language 1. Speaking in Complete Sentences Conversation S tation Conversation Station Phonics/ Word Study 1. Difference between similarly spelled words by identifying different sounds Picture the Wo rd Say It Now 2. Exposure to simple sight words Sandpaper Word s Sandpaper Words Extension Comprehensi on 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
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Intervention & Enrichment Strategies & Activities Kindergarten Unit 9: Animals Around Us Key SkillsInterventionsEnrichment Phonemic Awareness 1. Oddity.
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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
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
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”)