Table of Contents
A-01 Self Help
B-02 Perceptual Motor
C-03 Language Development
D-04 Social Skills
E-05 Communication
F-06 Visual/Sensory
G 07 Reading
H-08 Language Arts
J-09 Math
Q-15 Life Skills
R-16 Vocational Training
N-13 Arts
Long Term Goals, Short Term Objectives and Behavioral Objectives
G07 Reading
G2- Arrange chairs back to back. Attach ‘oi’, ‘ou’, ‘ow’, ‘aw’, ‘oy’ to backs of chairs. Have students walk around chairs as you say ‘around sound, around sound, sit’. Each student sits and gives word for combination on chair. Winner is person with most correct answers. Any types of sounds can be used.
G3- As soon as students know ‘in’, ‘at’, ‘an’, ‘am’, etc. play ‘I’m Thinking of a Word’. Example: Something you wear on your head: hat or tam. Something that begins like pig and you cook it: pan. Use all levels. The answers must contain one of the learned sounds.
G6- Ask student to give a sentence about self. Write down each word as student says it, so that he can see you write it. Then read it together.
G7- Ask student to use a phone book to look up personal numbers, businesses, etc.
G8- Ask students to complete this sentence: ‘If I had a million dollars, I would . . . ‘ If desired, the responses can be recorded to see how many ways they could use the money.
G9- Ask students to identify the object in a given picture. The students then say the plural form of the word. If appropriate, the students can also write down the plural form, or use it in a verbal or written sentence.
G10- Ask students to read a number of short stories. Have students challenge each other to a ‘Name that Story’ game by giving a detail of one of the stories.
G11- Ask students to read sports and weather reports and make predictions.
G14- Assign passages to be read and have student write title for each as if it were a headline in newspaper. Read to group and have group guess which title went with which story.
G15- Attach 26 library pockets to sheet of poster board, laminate and label with capital alphabet. Mark upper-case alphabet on cards to fit pockets. Student draws a card, calls letter name and size and places in correct pocket. Erase and re-write for lower-case.
G16- Attach a survival word and picture to the door of your classroom. Student reads word each time he/she enters the classroom. Select a new word each week. Put words on a master word ring. Students can read words periodically to review.
G17- Begin a directions notebook for easy referral. Circle O; underline _____; color; divide rab/bit, etc. Illustrations can also be used.
G19- Bring in a variety of clothes. Set up room like a garage sale. Hang all clothes on one line. Student must go through and find their size by looking for and reading the labels. Their size has been predetermined the day before in class and put onto a chart for double checking.
G22- Collect a series of pictures in which students would be interested. Have students pretend to take a journey into the pictures. Have them write sentences describing what they are seeing, doing, and feeling.
G25- Collect old clothing. Use adhesive-backed labels for clothing labels. Some examples are: ‘Dry Clean Only’, ‘Do not Bleach’, or ‘Wash and Wear’. Have students read the labels.
G26- Collect set of small identical containers, e.g. film canisters, pill bottles. Place small object with unique sound-penny, rice, bell, water in pairs of containers. Have student shake containers and match pairs by discriminating sounds.
G28- Collect wallpaper samples that demo repeated patterns. Students can match pattern to pattern or draw/illustrate pattern sequence completion.
G29- Color code supplementary books for preprimer and primer readers. Set a timer for 10 minutes of silent reading. Circulate for those who need help. On a rotating basis, listen to the oral reading of each student.
G31- Cover the sides of one die with nouns which can be pluralized. Cover the sides of a second die with the appropriate plural endings: s, es, ies, etc. The student throws the first die and reads the word. He/she then throws the second die and tries to make the correct spelling of the word. The die can be thrown again until the correct spelling is completed.
G32- Create limericks and rhymes so students can use their knowledge of word families as they rhyme.
G33- Cut 6-in. colored circles from construction paper. Cut them in half. One half contains the subject, the second half has the verb. Halves are mixed up and students must put circles back together to form appropriate sentences.
G34- Cut 26 triangles and 26 circles to look like ice cream cones. Print upper case letters on cones and lower case letters on ice cream circles. Have students work in ice cream store by matching (upper case letters) and (lower case letters).
G35- Cut an oval one inch in length. Punch a hole at either end. Make two for each student. Print left on one and right on other. String onto shoelaces of student’s sneakers.
G36- Cut cards out of poster board. Use two colors. On one color, print an analogy. On the other, print the explanation. Shuffle the cards and spread out face down. Pick one of each color. If it makes sense, keep the pair. If not, turn over again.
G38- Cut letters and numerals from construction paper. Get 10 index cards. Write the word letter on 5 cards and the word number on the other 5. Shuffle cards and have students draw from the deck. Ask them to pick up either a letter or a number depending on the card they draw.
G39- Cut out a number of newspaper articles. Cut off headings. Separate into 2 piles, titles and stories. Match title to story or place article in section found.
G42- Cut out paragraphs from old textbooks and paste on index cards. Titles that fit the paragraphs are cut from the book and pasted on separate cards. Student reads and finds the title to match. Supervisor approval suggested.
G43- Cut out pictures from old greeting cards and mount on poster board. Under the picture, write a question about the picture (details, conclusions, inferences). Students answer the questions on reverse side of card.
G45- Cut various pictures from magazine. Have students find pairs of pictures that depict opposites. Examples are city-country, winter-summer, sad- happy.
G47- Dictate sentence to students leaving out an important word in each sentence. Have students supply the missing words.
G48- Direct a student to make a dictionary of pictures cut from magazines. Help him/her to define/describe each picture. Review the information periodically.
G49- Discuss concepts of opposites. Choose some you can dramatize and have students take turns dramatizing some and their opposites. Students may list words and write in pairs as seat work.
G50- Display 3 large cards in the front of the room with common root words. Each student takes a card from a pile with a prefix or suffix. Student takes card and stands either at beginning or end of one of the root words, depending on card drawn. If card does not apply, it is returned.
G51- Display large cards with 2 or 3 letter blends in various areas of the room. These are the ‘nests’. Each student, or ‘bird’, picks a word from a box, says the blend that the word starts with, then flies to the matching nest. When there, he reads the word on the card.
G52- Display photographs of students performing various classroom activities. Sequence them by asking students, ‘What do we do next?’ Refer to pictures if need be.
G53- Distribute to students copies of a book which has a Table of Contents. Have pictures which pertain to the stories in the Table of Contents. Have students match the pictures to the story titles.
G54- Divide a classroom assignment into 4 or 5 separate tasks. Assign a certain amount of time for each task. use a minute timer to help students maintain the pace.
G55- Divide bulletin board into 4 equal sections. Label each section with category name. Place supply of magazines or pre-selected pictures near bulletin board. During break or center time, students can thumb tack pictures on board in appropriate category section.
G58- Divide students into groups of three or more. Give each group a set of word cards–all rhyming except one. Have each student take a card, compare the cards, and decide which one does not rhyme.
G59- Divide students into pairs. Give each pair a catalog and a list of pictures to find in the catalog. Instruct them to cut and paste items found according to category, i.e., 3 tools, 2 brown objects, 1 soft item, 2 things a baby uses, 3 sharp objects.
G60- Divide students into teams and select book, story, rhymes, event etc. to act out. Have students play charades and act out the plot.
G62- Draw a large ‘pie’ on poster board with 26 equal-sized pieces. Label each section randomly with one letter of alphabet. Attach spinner to center. Pairs or small groups of students each take turns spinning the arrow. Student says word that begins with that letter.
G63- Draw a large clock on the chalkboard or poster board. Have a student write a word at #1 on the clock. Have another student add a second word at #2. This one must begin with the last letter of the word at #1. Continue thru #12.
G64- Draw and cut out a high-top sneaker on a large piece of poster board. punch holes for shoelace holes. Attach two long strings for shoelaces. Print words by each hole which will match up as compound words. Have students lace the strings through the holes of the two words which make up a compound word.
G67- Enter words onto card reader cards. Student reads word. Card reader presents word pronunciation for self-correction.
G69- Establish literature pen pals among students in your class or classrooms within your building. Instead of a traditional book report, assign students to write a letter to his pen pal summarizing the book and why she might like to read it.
G70- Fill a feely box with pieces of plastic fruit. Direct a student to pull fruit from the box and to match it to a corresponding picture. Follow the same procedure until the box is empty.
G71- Fill a small basket with sets of matching, miniature objects (2 small cups, 2 small bowls, 2 small teapots, 2 small baskets, 2 small pitchers). Encourage students to manipulate objects, matching those that are the same.
G73- Gather collection of common home, school, play materials. Sit behind screen and perform sound-producing action. Students identify sound without viewing material. Suggestions: tear paper, bang blocks, turn pages, zip, open drawer, rattle keys.
G74- Generate a list of ‘story starters.’ Guide the class through the list, encouraging students to complete the stories with possible outcomes. Allow the students to make up their own story starters for you to finish.
G75- Give a list of words with similar prefixes to student. They then determine the meaning of the prefix. Each word on the list is defined.
G78- Give each student a notebook. Assist the student in writing down assignments and estimating the time required to complete each assignment. Have student indicate the date when the assignment is to be finished. Have student check off the assignment when it is finished.
G79- Give each student a paragraph or short story to read that has the conclusion missing. Have him logically complete the story.
G80- Give each student a picture or object that represents a character, setting, place, activity, etc. mentioned in a story. Read story aloud to group. Ask students to listen carefully and hold up object/picture whenever mentioned.
G81- Give each student a picture. Name a category. Student whose pictures belong to that category raise their hands and stand together to form a group.
G82- Give each student a red card for no and green card for yes. Read group of words. Students hold up green card if they go together by category or rhyme. Students hold up red card if words in group do not belong together.
G83- Give each student a sight word written on a card. Use old work- books, old magazines, newspapers, etc. Have students find their word in five different places and circle it
G84- Give each student an article from a magazine or newspaper. He/she is to circle each word that begins with a specified letter. He/she then rewrites the words in alphabetical order.
G86- Give practice tests with identical form to test 59 G88 Give sentences with a word underlined. The student will supply a word for the underlined word without changing the meaning. Give student several words to choose from for each sentence.
G89- Give sentences with homonyms. Students must use context clues or dictionary to define homonyms. Students then write their own sentences using homonyms correctly.
G90- Give sentences/paragraphs with numbered blanks. Student uses context clues to fill in blanks. Variation: start each blank with beginning letter of correct word.
G91- Give several examples of acronyms. Students are then given a list of acronyms in which they must supply the words from which the acronyms have been derived.
G93- Give student 2 envelopes; one contains titled pictures and the other has titles. The student then matches the titles.
G95- Give student a worksheet of words with more than one syllable or have student list words with one or more syllable. The syllables are then counted or clapped out and the number placed after the word.
G96- Give student sentences with a word missing. Provide choices of words to insert. The student matches the word with the sentence.
G97- Give students a copy of a short paragraph. Read the paragraph to the students. Help students identify the important information in the paragraph. Have students underline or highlight the sentences that have the important information.
G98- Give students a deck of picture cards and let them sort according to category.
G99- Give students a list of words that would fit into 2 or more categories, such as things to wear and things to eat. Students are instructed to underline things to eat and circle things to wear. Different categories and lists may be used.
G100- Give students a newspaper article to scan for main points. Ask them to write a single sentence about the article.
G102- Give students columns cut from magazines or newspapers. Have them circle the first A in print; continue to the first B that follows the first A and circle it. The letters are circled in alphabetical sequence.
G103- Give students cubes or felt squares of different colors. Demonstrate that 3 different colored cubes represent a three-letter word such as man. If the m in man is changed to a p for pan, then the 1st cube changes color. Teacher gives many examples by changing initial and final consonants.
G104 Give students laminated poster board strips containing anywhere from 10 to 26 words. Give each student clothespins numbered from 1-26. Have them put the #1 clothespin beside the first word on the list according to the alphabet.
G105- Give students low-level beginning reading books as soon as they have established sounds and blending so they can immediately succeed in a reading experience. Color code books of many series for students to secure a book they can read.
G106- Give students parts of a written paragraph. They are to reassemble the paragraph in the correct sequence. A paragraph which describes a sequential event should be used.
G107- Give students several reading or spelling words like: work, run, use, etc. Have them list as many words as they can make by adding endings: works, working, worked; runs, running, runner; useless, useful, etc.
G108- Give students tiles from word games, or cut out squares of poster board with letters on them. The students ‘build’ words. They may be given a certain time to see how many they can build.
G109- Give students word cards or lists. Students decide how the word begins and check the number of vowels. Students then decide which vowel sound to use. They then look at the end and sound the word quickly and smoothly from one sound to another.
G110- Give students words of 1 or more syllables. Students put out the number of markers that correspond to the number of syllables in the word.
G111- Give the student 10 colored and laminated construction-paper mittens. The student can pair the mittens that are the same color.
G112- Give the student a pencil, a pen, a crayon, and a marking pen. Tell him/ her to do something on paper with each object. Ask him/her to describe or categorize what was done with all of them (They were all used for writing, drawing, etc.).
G113- Give the student a topic. Have students select five books from the card catalog which relate to the topic.
G115- Give the students a problem to solve and have a list of information sources for them to refer to and decide which to use.
G116- Give two columns of words. Have students match and join words to form compound words. Meaning of the words will be discussed. Sentences can then be written using the compound words.
G118- Give word cards with one syllable and more than one syllable ending with Y. Student sorts them in 2 piles: those sounding as ‘i’ and those sounding as ‘e’. Two students can divide cards and turn one up at a time.
G119- Give written directions locating a mystery location or object within the school or classroom. Directions can be written by the teacher or another student.
G120- Hang a small chalkboard or memo board by the classroom door. Write down the daily schedule. If the class is scheduled for an activity in another location (cafeteria, gym), include the location. When an individual student returns from a support service, he/she can locate the class.
G121- Have a set of shape templates for each student. Call out the name of the shape. Have students select and show that shape, then trace it on paper.
G122- Have a student read a story on a selected topic to his/her class or another class during story time. Have the student practice reading the story first before he/she reads it to the class.
G123- Have a treasure hunt. Give an initial written clue to each student. Have each clue tell where to find the next clue, and so on, until each student finds their treasure (a piece of candy or a small toy).
G125- Have each student draws 4 pictures depicting the events of an activity. Cut apart the 4 pictures and shuffle them. Have student trade with another student. Each student rearranges the pictures in the correct order, verbalizing the activity being depicted.
G126- Have each student select a favorite book. After reading the book, the students determine what he/she likes or dislikes about the book. Students then write to the author giving his/her opinion. Letters can be mailed to the author in care of the publisher. Supervisor approval suggested.
G127- Have each student select a favorite character or location from a book he/she has read. Have him/her draw a picture of the character or location. Display the pictures in the library area of the classroom.
G128- Have magazine ads available for the students. Ask them to choose three of the ads. Have students decide if they contain facts, opinions, or both.
G133- Have student create words using word wheels with digraphs or diphthongs as beginnings or endings. Rotate one circle with rest of word on other circle. This list is then read and copied in notebook with digraph or diphthong underlined.
G135- Have student lie on the floor on his/her back. He/she tightens a leg, squeezes hand, or tightens arm as directed. Direct student to relax body parts.
G136- Have student maintain a notebook which contains a daily log listing daily assignments. A second section would be a vocabulary section listing new words, and a third section would be a concept section listing complete sentence concepts.
G137- Have student make a simple design using colored cubes. As he/she makes the design, the student describes what he is doing. For example, I am putting a red cube next to the blue cube.
G138- Have student make and sell hoagies to the faculty members. Plan shopping list. Read food section of newspaper for prices. Shop for food. Make a work schedule and plan of action. Make posters and sell. Supervisor approval suggested.
G139- Have student name words that rhyme; pictures can be used for clues. Show student how to spell base word and ask student to change the beginning letters to make new words.
G140- Have student place food item cards in small drawers which have been marked with grocery store aisle markers. The cards have names of foods printed on them. A plastic parts organizer with many drawers can be used.
G141- Have student reach into a bag containing pieces of material of various textures. Have student orally identify the texture as smooth, rough, soft, etc.
G143- Have student trace word until he/she can write it without looking. Sand, finger-paint, etc. can also be used.
G144- Have student use the formula: (who?-does?-what?-when?-where?-how?-and why?) to write complete sentences.
G145- Have Students become explorers by discovering a particular type of book in the library. Ex.: the biography section. As students become more proficient, have them find a specific title within that section.
G147- Have students arrange alphabet blocks, number blocks, and number rods in prescribed order from left to right.
G148- Have students arrange word cards to form phrases or sentences. The words on the cards can be spelling words or vocabulary words. Students then read their cards to the class.
G149- Have students compare their own traits to one of the characters in a story they have read. They select their own traits which match those of the selected character. They also decide which of the character’s traits they would like to possess and which ones they would not like to have.
G150- Have students complete an art lesson. In reviewing lesson present six cards in sequence that show pictures of the steps in the art lesson. Have students put the picture cards in the correct order.
G153- Have students cut out ads from newspapers or magazines that show different types of propaganda.
G154- Have students draw objects depicting a field trip. Color and label the pictures. Place them along chalk ledge. Students find words which begin alike, end alike, or have short vowels, long vowels.
G155- Have students find the food section in the newspaper and then scan for all the beverages. On chalkboard, print ‘Beverages’ and list the types found. Have students cut circles out of poster board. On circle, print a beverage name and illustrate. Laminate and use them for masters.
G157- Have students identify the ways in which two objects or pictures are similar. Select the objects or pictures or have the students make the selection.
G158- Have students in the reading group take turns with a make-believe magnifying glass as the ‘Reading Detective’. Ask Detective to find the exact sentence on a given page which proves a ‘case’, which is a fact inferred from the story.
G159- Have students label pages of a notebook from A-Z. Have student write spelling and vocab. words under correct initial letter. Have students use this book to check homework, class work and tests as well as sight vocabulary.
G160- Have students look in the dictionary for the phonetic spelling of words to use in a message. Ask them to write it on the chalkboard. The first student who correctly reads the message writes the next message on the board.
G161- Have students look through reading material to locate words with 1, 2, or 3 syllables. When they find one of each, they can write them on the chalkboard under the correct heading of 1, 2, or 3 syllables.
G162- Have students make up riddles describing popular superstars of today. Make copies. Have student read each other’s riddles and guess who they are.
G163- Have students make up tongue twisters using a single consonant. Assign a consonant. Words must be chosen to make a sensible tongue twister. Ex: A big bird bit a beetle. Illustrate.
G164- Have students pick cards from a box that give directions to do something in the room. Example: ‘Go to the door’. Student reads directions, and does it.
G165- Have students play a domino game using cards with pictures which have been cut out of magazines.
G167- Have students prepare a 3×5 card for each book they read. The title, author, and a short description should be on each card. Have students place the cards in a shoe box in alphabetical order. Students can review the cards as they would in a card catalog.
G168- Have students read a selected book, poem, or magazine article. Have students take turns being the author. Have the other students ask the ‘Author’ questions about the selection particularly related to why certain situations occurred.
G169- Have students read a story with well-defined characters. Have students identify words or phrases which describe mood or character traits.
G170- Have students read labels which have been placed on the frequently-used steps. In the beginning, number words can be used.
G171- Have students read questions to an essay test and determine which clue words (i.e. outline, define, compare, describe, etc.) are part of the instructions.
G172- Have students read various entry forms and contest rules from magazines, coupons, newspapers, etc. Students should read rules and conditions of the contest and discuss eligibility and probability of winning. If appropriate, students can complete and send in the form. Be aware that many companies use this method to gain mailing lists for future mailings.
G173- Have students send postcards to family members living in their home. Suggested topics are things which happened or will be happening in school.
G174- Have students sit around a table. Give students several strips of paper with their names on one side and words such as sweet, sour, salty, etc. on the other side. Have plastic colored containers with samples of food. Each student tastes the samples and selects the strip of paper that describes the food and places it in a container.
G175- Have students sort pictures into two boxes: one labeled short vowels, the other one labeled long vowels.
G176- Have students stand side by side in a line at one end of the room. Give each student a word. If student can correctly name how many syllables are in the word, he may take that number of steps forward. The first student across wins finish line.
G177- Have students take turns playing ‘Inspector’ at start of reading group. Armed with clipboard, checklist, and pen, the inspector checks students to see if they remembered tablet, pencil, workbook, dictionary, reader.
G178- Have students turn to a certain page in their reading book. Write a word on the board that has the same ending as one of the words on that page. Students are to find a word that ends the same.
G179- Have students turn to the Table of Contents of the same book you are using. Ask questions about the kinds of stories in the book i.e. Are there any stories about bears? What page? About Indians? What page? Students answer verbally.
G181- Have students use colored pens or pencils to draw vertical lines between the syllables in a word.
G182- Have students who have creative ability think of a simple art project. Have these students take turns coming to the front of the class. Have them talk the rest of the class through the project by giving directions for their original ideas.
G183- Have students work in groups and compete against each other. Two guide words such as blazer and blind are written on the blackboard. In a certain time limit, students list as many words as they can think of which would appear between these 2 guide words. Add 1 point for each correct word. Subtract 1 point for each wrong word.
G184- Have students work on sentences with one or more nonsense words in them. Ask them to use context clues to guess at the meaning of the nonsense word and then replace it with an appropriate word.
G185- Have students work with seashells which have nouns printed on them. They are to place the shells with nouns requiring an ‘s’ to make it plural into a sand-lined fishbowl. Nouns requiring an ‘es’ are placed into another fishbowl. An answer key can be attached to the fishbowl.
G186- Have students write an experience chart story as a group, describing a made-up animal. Each student copies the information on the chart. A test is given on the information. The students have access to their copy.
G187- Have the class write a story using ‘G’ words.
G189- Have the students practice the scan movement with index finger. Race in twos to scan for a particular answer to a question. The student raises his hand as soon as finger is on the key word(s).
G190- Have word cards and letter cards for forming a word in proper sequence. Have student sound the first letter, slide the next one to touch it, at which point he/she sounds it and in like manner the remaining sounds. He/she blends the sounds together.
G191- Help the students make alphabet books. Prepare a book with 26 blank pages for each student. Write the letters of the alphabet in the book, one on each page. The students could also write the letter on each page. Have students find appropriate pictures for each letter page. Examples might be A- apple, apron B-bear, banana.
G192- Inflate balloons of different colors. Write color name on each balloon with black marker. Distribute balloons to students. Alternate teacher instructions (John give Sue your red balloon) with student statements (I’ll give Mike the blue balloon)
G193- Instruct a student to draw a pair of cards from a deck of Old Maid cards, label them as ‘same’ or ‘different,’ and explain his/her reasoning. Continue, taking turns. When it’s your turn, make some mistakes to keep students on their toes.
G194- Instruct students to sort magazine pictures into categories and make a poster of each category.
G195- Instruct students to watch a selected TV show. Retell the plot of the show in sequence, deliberately mixing up the events, so that students have the opportunity to correct you.
G196- Introduce concept by laying large cards on floor with alphabet in sequence. Give each student a different word card, and have him/her stand on the corresponding letter. Progress to more complex words
G197- Label one half of pocket-folder ‘Fiction’ and attach a picture of Raggedy Ann and Andy. Label other half ‘Non-Fiction’ and attach a photo of real children. On strips of paper print titles of books and stories class and individuals have read. Students sort titles into two pockets and check each other.
G198- Label shoe boxes with letters. Students insert the appropriate letter card into a slit in a the lids of the boxes.
G199- Label workbooks and place names on writing papers. Have students pick up their materials upon entering room.
G201- Laminate index cards and cut in puzzle form. Print two identical letters on each side. Place half the cards on the floor and give the student the other half. Student takes the top card and matches it to the correct card on the floor.
G202- Lead the students in a story review. Ask questions about the characters in the stories. Gear the questions toward the traits demonstrated by the story character.
G204- Let students use nonsense as well as meaningful words in rhyming games. They can rhyme their names, things in room, or anything that comes to mind.
G205- Let the student use an old manual to practice words or match single letters.
G206- Line up students next to each other against the wall. Give each student a word. If the word has a long vowel the student takes a giant step forward. If it is a short vowel the student takes a baby step forward. Each student gets several turns.
G207- List the students’ names on the left side of a chart. List the places or support services to which students go across the top of the chart. Place chart over corkboard or bulletin board material. Have each student place a tack at the junction between his/her name and the location to which he/she is going when leaving the room. Have student remove tack on return.
G211- Make 2 piles, one with letter cards and one with picture cards. Spread out alpha cards on desk. Look and say name of picture cards; place picture under alpha letter that makes the letter sound. (The letter may be placed on the back of the pictures for checking.)
G213- Make a box to hold 11X13 envelopes to look like a man or clown. Put an envelope in the box for all initial consonant sounds. Students and teachers collect objects, trinkets, toys to put in appropriate envelope. Students can work on 2 or more sounds to sort objects.
G215- Make a game board from an empty TV dinner tray. Place a written message within each indentation of tray. Play a game like Tiddly Winks. The student is to paraphrase the written message in the indentation in which the chip landed.
G216- Make a game board with 10 squares. Put a picture that rhymes on each square. Cut out pictures that will rhyme with one of the pictures on the game board. Have students match the words which rhyme.
G217- Make a game board with squares numbered 1 to 10. Write 10 review words on small squares of paper. Take 10 reader cards and number them 1 to 10. Record directions on the cards, such as ‘put (review word) on the first square.’ Have students follow the directions.
G218- Make a large copy of a Table of Contents. Display it on a bulletin board. Make up questions which pertain to the articles or stories listed in the Table of Contents. Have the students match up each question with the appropriate article or story.
G220- Make a poster board tic-tac-toe board. Make 8 Xs and 8 Os as markers. Make blend cards. Each player takes a set of Xs or Os. The first draws a blend card. If he/she can name a word beginning with the blend, he/she puts a marker on the board. The next player takes a turn and attempts to do the same.
G222- Make a word bank with words the students have used. Have them list any 5 words and put these in sentences for writing practice. Have them underline chosen words.
G223- Make a worksheet with 9 squares. Give one to each student. Select 9 reading words to review. Have students write the words on their worksheet, one word to a square. Call out the words, one at a time. Have students cover words with chips. The first one to get 3 in a row is the winner. The student must read the 3 words first
G226- Make flash cards with words having both hard and soft sounds of ‘C’. Have individuals sort them into two piles, indicating the (k) sound and the (s) sound. Follow this rule when followed by e, i, and y, firm up the (s) sound.
G227- Make football-shaped cards with pictures of items beginning with 2- letter blends. Have the students name the pictures and identify the correct blend. A football field game board or a diagram of the board can be used to keep track of the location of the teams. Ten yards is given for a correct response, seven points for a touchdown.
G228- Make game board from poster board shaped like a baseball diamond. Make baseball shaped game cards. Put a number from 1 to 3 on cards. On the back of each game card attach a product label. Use markers shaped like baseball bats in different colors for each player. Have two teams. Start at home Pick a card. Read label. If read correctly, move number of spaces on card.
G229- Make lines, letters, or shapes with a thin line of white glue. Then sprinkle with sand. Cut letters out of sandpaper. Have student trace letters with their fingers. Students can match letters or textures.
G232- Make signs to hand on door knobs. Cut a piece of poster board for the size of your sign. Hang with string. Examples: ‘Please come in’, ‘Please knock first’, Do not disturb’.
G233- Make three paper dolls– small, medium, large. Make paper clothes for each doll. On reverse side of clothes and dolls, label small, medium, and large. Laminate them. Have students read the labels and put clothes on the correct doll. Sizes could be used instead of small, medium, and large.
G234- Make two sets of cards. Put ‘or’, ‘ir’, ‘er’, or ‘ur’ on each card of one set. Put pictures with a ‘or’, ‘ir’,, ‘er’, or ‘ur’ on the other set. Have students match each picture with the correct card of the other set.
G235- Make up or copy a reading selection on cardboard. Cut into an interesting shape. Student is to prepare questions on the passage.
G236- Make word cards for each student as new word is presented. Students can place all cards face down on their desks and then take turns choosing one and trying for a match. They may use them for typing list, putting in A, B, C order, or studying.
G237- Make worksheet of word families and have student fill in consonants, blends, and digraphs to form rhyming words. When reading, have student place a finger over initial consonant, blend, or digraph and identify ending before reading entire word.
G238- Make worksheet of words that can be changed by adding a vowel. Ask students to add a vowel to make a new word. Examples: mad-made, fat-fate, con-coin.
G240- Mispronounce a word in each sentence by changing the initial consonant blend. Have student identify and correct it.
G241- Mount and label pictures from calendars.
G243- Pair each student with a partner. Have one student trace a word on the other’s back. The other student then guesses the word. If he/she is correct, he/she then traces a word on the partner’s back.
G244- Pass out slips of paper on Monday to explain to students what jobs they are to work on after assigned work is completed. Slips of paper contain the directions for the job.
G245- Paste pictures from magazines and workbooks on cards. Captions of the pictures are pasted on separate cards. The student picks a caption, and matches it to the appropriate picture.
G246- Place 12 envelopes on a piece of poster board. Mark with short and long vowels. Supply word cards to be placed in proper envelope displaying the vowel sound heard in word.
G247- Place a chair in front of the students. Directional words are written on strips of paper and put into a box. Students draw a paper, go to the chair and do what the word says. They may go behind, next to, under, on, far away, close, etc. Other students may try to guess the word.
G248- Place a list of words containing G on the board. Ask students to fold a sheet of paper in half. Label one side hard and one side soft. Instruct students to place each word from the board on the correct side of their paper.
G250- Place a picture of a common object in each section of a muffin tin. Throw a pencil eraser into the tin, and see where it lands. Instruct a student to look at the picture in the tin, then find the matching concrete object from a group placed around the tin.
G252- Place alphabet cards on the floor. Have student step on a given letter, then move to other letters as they are called out.
G253- Place cut-outs of pilgrim boys and girls on a bulletin board. Place hooks in area of collars. Write names of students on colors. Place in another location. Student finds collar with his/her name on it and places it on one of the pilgrims.
G254- Place direction words in each of the 6 sides of a photo cube. Turn the direction to be followed toward students: listen, copy, circle, underline, trace, read, etc. Change words as they are learned.
G256- Place NATO and some of the more common acronyms like UNISEF on card reader cards so students can see and hear the words they hear on TV, etc. These are discussed with abbreviations and signs we see. Keep a list in the room. Have students make up their own.
G258-Place paragraphs from story on poster board strips. Student reads each strip and places it in the correct order to complete the story.
G259- Place phrases and sentences on chalkboard. Use spelling words and new reading vocabulary. Each student has a turn to read and then copy or type on magic slate or computer.
G260- Place reading words on cards and display in cardholder. Start with six words and add a few more daily. Students read the words and rearrange them into sentences. These sentences can be copied and taken home to be studied.
G262- Place small objects, pictures, words on strips of paper.
G263- Place the food section of the newspaper in front of the student. Give the student a stack of coupons. Instruct student to find coupons that match items in the food section.
G264- Place tree branch for each student in pot. Try ‘planting’ in sand- filled coffee can. Cut out construction paper leaves. Write vocabulary word on leaf and attach to tree branch when student masters word.
G265- Place two stickers on the corners of each student’s desk, one marked left and the other right. When pupils raise their hands, tell them to raise a right hand or a left hand. For a variation, have a ‘left-hand day’ or a ‘right-hand day’.
G266- Place various objects in a bag. Pull one out quickly and have student state complete sentences like, ‘This is a ______’, ‘I have a ______’.
G267- Play a modified version of musical chairs. Name objects belonging to the same class while students walk around chairs. When students hear an object which does not belong, they must sit down. Avoid exclusions.
G268- Play game with group where someone says a word and the next student must give a word beginning with the first sound or the last sound heard in the previous word.
G269- Play simple version of ‘Scavenger Hunt.’ Students must read and follow directions to find ‘treasure’ or solve puzzle.
G270- Post one large drawing per alphabet letter: A-attic, B-barn, C-cowboy, D-dog, etc. Students decorate object or scene with drawings, magazine cutouts, or junk box objects that start with same letter/sound. Example: students add bonnet, bracelet, buttons, Band-Aid to B-baby.
G271- Pre-read story with group or student, pointing out mood of characters, punctuation and tone of story. Have student(s) take turns reading different parts and trying to sound angry, scared, overjoyed, etc. Tape- record their reading and play it back for each reading group.
G272- Prepare ‘Domino’ game pieces. Place items to be matched on the pieces. Have students play the game by matching the items.
G273- Prepare ‘If . . . then’ cards such as ‘If one boy plays with the toy train, then two ______ will play with the toy train.’ Have students take turns reading then reciting the plural forms of the words.
G274- Prepare 2 sets of cards, one with letters and one with pictures. Spread out letter cards on desk. Have the student say the name of one of the pictures, then place the picture card under the letter card that makes the initial sound of the picture.
G275- Prepare 2 sets of cards, one with pictures, the other set with words which correspond to the pictures. Attach the word cards to the bulletin board or chalkboard. Have the student put the matching picture card by the word card. To vary the activity, the picture cards can be attached to the wall and the students match the word cards to them.
G276- Prepare 4-inch paper circles as baseballs. On these print endings such as ‘an’ or ‘at’. Cut a window in the side of the ball. Cut a strip of paper in the shape of a bat and print several consonants on the bat. The bat is pulled through the window; words are read.
G278- Prepare a newspaper bulletin board. Divide the board into sections corresponding to the sections in a newspaper. Ex: sports, food, local news. Display short articles and cartoons from a newspaper. Encourage the students to bring in articles they want to share.
G279- Prepare a set of 20 cards, using two colors. On each of the cards of one color, write a sentence. Omit one word. On the other cards, write the omitted words. Have students match each of the words with its appropriate sentence.
G280- Prepare a test with true-false statements. Have students underline the clue words which help select the correct answer. The clue words might include: all, always, never, many, any, etc.
G281- Prepare a worksheet by dividing the sheet into blocks. Place eight animal stickers across the top of the paper. Corresponding animal stickers are placed on small paper squares. Have student match picture to picture by placing correct animal picture in each column.
G282- Prepare a worksheet listing a variety of suffixes and root words. The student is to cut out the suffixes and root words, then paste them onto another sheet of paper matching a root word with an appropriate suffix. Each new word would then be put into a sentence.
G284- Prepare a worksheet with a list of sentences. Put a word into each sentence which does not fit. Have students identify the wrong word and supply an appropriate word.
G285- Prepare a worksheet with a list of words with suffixes. Have each word appear several times with different suffixes. Have the students state the way in which the suffix changes the meaning of the word.
G286- Prepare a worksheet with words with the common endings of s, ed, ing, etc. Have the students underline the root word of each word.
G287- Prepare cards that make statements about things students could do. They read cards, then name all the items they would need to do this activity.
G288- Prepare cards which describe a situation, an example might be ‘The family planned a picnic. It started to rain’. The students then tell (or write) what probably happened next.
G289- Prepare fact and opinion statements on poster board strips. The student chooses one from the set, reads it aloud, and hangs it on the correct hook labeled fact or opinion.
G290- Prepare flash cards to illustrate the ‘magic e’ principle. On one side of the card print a word without the final e. On the back, write it so that when folded, the e meets the word.
G291- Prepare flashcards containing a mixture of letters and numerals. Display to students for four seconds and have them write only the letters or only the numerals.
G292- Prepare game boards as for tic-tac-toe. Write the words for the reading lesson on the 9 squares. Have students play tic-tac-toe placing a colored chip on a word, as they read it. Use 2 colors of chips, one for each student. The player with 3 in a row is the winner.
G293- Prepare or purchase cards with specified vowel sounds. Deal cards to all players. The first player draws a card from player to his right. He puts down pair of cards that have the same vowel sound.
G294- Prepare papers with lists of words arranged into groups of 3. Two words of each group are the same, one is different. The student is to cross out the word which is different.
G296- Prepare sentences which are followed by what, when, where, how many? Students read sentences and then answer the questions.
G298- Prepare visual of house with many windows. Cut windows so they can be lifted up. Match up another paper with windows. Trace windows on second paper. Write words to be contrasted or abbreviated on back sheet. Students open window, see word, and write abbreviation or contraction.
G299- Prepare worksheets with the numbers 1-10 down the left side of the sheet. Put four circles after each number. Distribute worksheets. Read off four words–three of which rhyme. The students are to put an x in the circle which represents the word which does not rhyme (1st, 2nd, 3rd, 4th).
G300- Present a pair of wallpaper samples to a student. Question him/her about their similarities and differences.
G303- Present different shapes to class. Pass out for hands-on experience. Have students describe the shapes. Spread them out on a table or floor. Students then select all shapes of one kind. Use these as patterns to trace onto cardboard. Color. Use shapes to form pictures.
G304- Present student with a chart headed: People, Places, and Things. Give him/her pictures that are appropriate for these categories. Ask him/her to place each picture under the correct heading.
G305- Present to the student three objects belonging to one category and one object belonging to another category. Ask the student to tell which object does not belong and why. Prompt a response using the names of the categories. Continue, while gradually eliminating the prompt.
G306- Print ‘Do’ on one half of the chalkboard. Print ‘Don’t’ on the other half. Print book care concepts on 3×5 cards. Read a card to students. Students indicate ‘Do’ or ‘Don’t’. Place card on appropriate chalk ledge.
G307- Print 2 and 3 letter blends on the chalkboard. Student throws a bean bag at the chalkboard. When he/she hits a blend, he/she gives a word that starts with that blend.
G308- Print each student’s vocabulary list on 3×5 index cards and place in file box near a supply of reusable plastic adhesive. During choice or center time students can label objects and locations in room.
G309- Print initial consonants on a large circle and phonograms on a small one. Attach the two circles together so that an initial consonant is matched up with a phonogram. Have students read the words.
G310- Print letters or numbers in random scattered order on sheet of paper. In pairs students take turns moving markers from character to character in sequence. For example student #1 locates A and covers with his blue marker. Student #2 locates B and covers with her green marker.
G312- Print survival words on 3×5 cards. Place cards in pile. Use a spinner marked 1 to 4. Have a student spin the spinner. If he/she spins a 3, he/she picks 3 cards and reads them. If he/she can read them, he/she keeps them. When the pile is gone, students count their cards. Student with most cards wins.
G313- Print the following on a bookmark. ‘Don’t know the word’? Did you 1) Look at the picture? 2) Read the whole sentence? 3) Take off the prefix and ending? 4) Break the word into syllables? 5) Sound out each syllable? Make copies. Give one to each student to use as a bookmark.
G314- Print the letters of the alphabet on 12 inch squares of cardboard or backs of vinyl samples. Place them randomly on the floor. Give student a bean bag which he throws on one of the squares. If he names the letter he gets a point.
G315- Print words containing silent consonants on cards. Deal 5 to each player who place them face up. Each player draws from stack in middle, says word and attempts to match it with one of own. If he/she can, he/she reads all the words. If he/she misses, he/she discards card as no match. Winner is first one to match all 5 cards.
G316- Produce the sound a schwa (upside down ‘e’) makes. Write the words with this sound upside down until the students remember the sound.
G317- Provide a basket of sea shells and a poster showing a variety of shells. Have students match the real shells to the corresponding pictures on the poster.
G318- Provide a list of abbreviations for students to discuss and memorize. A typed paragraph is given and students must supply abbreviations where appropriate.
G319- Provide a variety of magazines and/or articles from magazines. Have students classify them according to specified main topics.
G320 Provide a work bank for each completion test. Use any words which the students will need to complete the test.
G323- Provide newspapers, texts, reference books, dictionaries, telephone directories, etc. Ask student to find an answer using any resource or section of paper. The first correct answer or reference scores one point.
G324- Provide student with a list of beginning patterns: pa, pe, po, pi, and pu. Provide anagrams or rubber stamp print set and have student construct or print new words.
G325- Provide students with nontraditional book report format alternatives. Assign students to develop advertising campaign poster, brochure, magazine ad, 90 second TV commercial, etc. that summarizes plot, characters, message of book read.
G326- Provide students with visual discrimination worksheets. Students are to cross out the one picture, letter, or word in each line that does not look like the others in the line.
G327- Provide two sets of words and one set of pictures. Some words should begin with same consonant. Students match word to word, then word to picture. Teacher holds up or names picture and students match word to it.
G328- Put examples of rhyming words and pictures on chalkboard or bulletin board. Have students write rhyming sentences and illustrate. Compile a book of their work. Keep it in the reading center for free reading time.
G330- Read a 3-4 sentence descriptive story of a common event, such as brushing teeth. Students listen for a sentence that should come at the end of the story but is in the wrong place. As the story is read for the second time, students raise their hands when they hear the misplaced sentence.
G331- Read a book to the student. Point to each picture as you say its name. Ask what it is. Prompt the correct response. Provide praise. Ask again. Praise spontaneous appropriate responses.
G333- Read a short story to students after asking then to listen carefully for specific information: how the cat got out of the house, for example. Read slowly and emphatically. Call on students to respond to specific questions.
G335- Read a story to the students. After hearing the story, have one student draw a picture. Have the student explain his drawing.
G336- Read a story to the students. Use a toy telephone to ask questions about the story. Have students reply to your questions by also using the toy telephone.
G337- Record common sounds such as traffic, birds, people talking, construction-site sounds, school room sounds, etc. Have students identify each sound.
G338- Record words on card reader cards. Have two students work together. The first student plays the machine. The second student describes the meaning of the word.
G339- Say several rhyming words and include one word that doesn’t rhyme. Have students identify the one that does not rhyme. Do the same with nonsense syllables
G340- Say words with letter sounds missing, such as October. The students tell what the word would sound like if it were complete. They may also identify the missing letter sound.
G342- Secure menus from a local restaurant. Have students select a meal from the menu.
G343- Select a set of words. Write the words in two columns on a worksheet, repeating each word in each column. Vary the sequence of words. Have students draw lines between the identical words. This activity can also be done on the chalkboard.
G344- Select an incomplete sentence such as, ‘I like to …. ‘or’ I have a ….’ Each student decides how to complete the sentence, then writes it on paper. Pictures can be drawn to illustrate the sentence. The papers can be compiled into a book.
G345- Select and read an interesting book to students. Ask them if they would like to read or hear other stories by the same author. Have students copy the name of the author so they can look for other books by the same author in the library.
G346- Select categories to be reviewed. Use pictures or words to label containers for categories. Describe a food, animal, or other item on small cards. Use items from the categories. Do not name the item but provide enough information so the students can make the identification. Have student place the description into the correct container.
G347- Select objects which also have matching pictures. Give the objects to the student. Place the pictures, face down, on the table. As the student turns over a picture, he places the matching object on the picture.
G348- Select several accounts of same event from different articles. Have student read article silently and list in 2 columns fact statements and opinion statements.
G349- Select two students to stand in front of the class. Have the class decide three ways they are alike, and three ways they are different. Repeat activity with different students.
G350- Select uno-design shoe box or paint cover with contact paper. Print uppercase letters around top of box. Print one lowercase letter on each of 26 clothes pins. Students match letters by clipping clothes pin to letter on box.
G353- Set up a decoding activity in which simple messages or clues are written phonetically. Ask students to translate the message by using a pronunciation key.
G354- Set up a display of periodicals. Prepare task cards with questions that can be answered by looking through the periodicals. Have students read the task cards, then read the periodicals for the answers.
G355- Set up a reward system for reading. Establish a goal for number of books read. Have students read one of the books to the class, students in another class, the principal or other adult in the school.
G357- Set up an outdoor scene. Have drawings of items which relate to a season; pumpkins, pine cones, snowflakes, flowers. Use whatever is appropriate. Write a synonym on each item. Write sentences on paper which have a matching synonym. Underline the synonym. Have student read the sentence, then find the matching synonym.
G358- Set up bulletin board to look like 2 facing dictionary pages. Post the guide words at the top. Have one pocket of mixed words from both pages. The student picks a word and tacks it on the page where he would find it. Once the page is full, students place cards in alphabetical order.
G361- Set up library table with picture books for initial encounter with books. Demonstrate proper care and then have scavenger hunt for certain types of pictures or colors, etc. Color code all books according to reading levels so students can readily find a book they can read.
G362- Set up stations for each major section of the newspaper. Give students task cards with questions pertaining to particular news items. Students may work individually or with partners.
G364- Show students pictures of activities that usually happen before school (eating breakfast, getting dressed). Show pictures of activities that usually happen during school. Mix pictures up and have students categorize them.
G366- Sing ‘Me mother and father are Irish,’ (Repeat 3 times) ‘and I am Irish too! We keep the pig in the parlor’ (Repeat 3 times) ‘and he is Irish too!’ Students pick different animals and a place in the house with the same beginning sound. Ex: Horse-hallway, bat-bathtub, etc.
G367- Staple booklet for each student with one of each rainbow-colored construction paper. Make multiple mail order catalogs available to students. Assign students to locate as many color synonym words and print on appropriate colored page. e.g.: red-cranberry.
G368- Students read simple riddles. They either write the answers or give them verbally.
G369- Supply set of word cards for each student. When student completes assignments early, he/she can review words. As student advances, provide new word cards.
G370- Supply students with number word reading list. Have words in one column and numerals in the other. Have students match the number words with the numeral.
G371- Suspend grocery store aisle markers from the ceiling in the classroom. Under markers, place desks in rows with various foods grouped under the above headings. Give 3-4 students a previously made grocery list. Tell them they have 30 sec. to 1 min. to get most of or all the items on the list. They must use the markers above to help them locate the food items.
G373- Tell a story using five picture cards. Mix up cards and have student sequence pictures correctly.
G374- Tell a student the ‘if’ portion of an ‘if-then’ sentence, i.e., ‘If it snows tonight…’ Ask him/her to complete the sentence with a logical outcome, i.e., ‘…no school tomorrow!’ Reverse roles, sometimes throwing in illogical outcomes for the student to catch.
G375- Test students’ ability to determine vowel sounds in a word. Give students a list of nonsense words that have no meaning. Have the students take turns sounding the words out. Make up fun definitions for the words.
G376- Trace common objects (fork, pencil, paper clips) on white paper, plastic table cloth or transparency sheets. Have students match the objects with the correct outline.
G377- Trace or paste common objects on white paper or plastic table cloth: spoon, coin, ball, glass, scissors, articles of food, etc. Supply students with old magazines or workbooks and have them cut out and match a picture to each object shown.
G379- Use 48 Cards with 24 pairs of like pictures. Deal the cards to the players. Students take turns drawing cards from each other and matching like pictures. Player with most pairs wins.
G380- Use a stuffed animal to demonstrate positional concepts. Hold animal over the chair, under the chair, around the chair, through the back of the chair. Give animal to the student, and instruct him/her to place it in specific positions. Then ask, ‘Where is it?’ while holding it in different positions. Finally, let the student play teacher.
G381- Use a game layout like shuffleboard. The student slides a marked shell toward the layout. On each shell is a printed word that could be ended with s, ed, ing or any other suffixes being studied. The selected suffixes are printed on the game layout along with numbers.
G382- Use a pocket-sorting chart to sort word cards following either V-C-E or C-V-C patterns. The student should place the V-C-E words in the long vowel pocket and C-V-C words in short vowel pocket.
G383- Use a sectional TV dinner tray. Have the student place name cards of a specified category into each of the sections. Examples: (1) food, (2) animals, (3) furniture. Either pictures or words can be used. Each of the sections should be labeled.
G384- Use a variety of scratch and sniff stamps to expose students to the numerous scents they should know.
G385- Use actual signs or picture of signs. Display on bulletin board.
G386- Use an easel as a ‘Sign Center’. Place a sign or symbol on the easel each day. Explain and use it during the day.
G387- Use an egg timer to get students to complete assignments quickly. Turn timer as soon as they begin. Try to get students to beat the timer.
G388- Use an old newspaper. Cut out the section headings from the newspaper and mount on poster board. Cut out articles from the different sections and laminate them. Have students read each article and place on the correct section heading.
G389- Use basal reader or other reading materials. A selection is chosen that contains words representing rules taught. Students find and/or list words in each category.
G390- Use colored poster board to make a car and 4 wheels. Cut out the car and wheels separately. Make sets of different colors. Have students match the correct wheels to each car.
G391- Use Frostig program and then use blocks, letters, or other objects to practice and reinforce positional relationships learned.
G393- Use heavy opaque plastic or poster board. Cut .25 x 4-inch in cards to assist students in going left to right.
G396- Use puzzle pieces to set up a matching activity with analogies. Have students match the pieces.. The student reads the completed analogy aloud and tells what the analogy compares. Ex: ‘A fish swims and a bird flies’ tells how they move.
G397- Use sound effects, rhythm band, or noise makers to encourage students to make sounds or gestures when key words are said.
G398- Use spelling words in sentences. Tape the sentences onto cards for a card reader. Use a variety of questions, explanatory, and other sentences. Have students write the sentences on paper putting in the correct punctuation.
G399- Use swatches of material with different textures. Have students explain how the textures feel.
G400- Use the days of the week and activities during the day to review temporal relationships. Examples are: ‘What day comes before Wednesday’, after Friday’. ‘What do we do after lunch?’
G401- Use the overhead projector to help students develop visualization techniques. Have students copy words of a like size.
G402- Use two shoe boxes with one uniquely-shaped slot in lid of each. The two-syllable words ending in y will be a unique shape to fit only into the ‘long e’ box. The one-syllable words ending in y will fit through the ‘long i’ box slot. Take turns picking words and using in sentences.
G403- Use word wheels with 2 and 3 letter blends. When a word is formed (blend, vowels, ending) have student write it on the chalkboard and decide whether it is a real or nonsense word.
G404- Write a selection or paragraph that contains words the students do not know. Put story on worksheet; underline these words. Distribute to students. Have them read silently and sound out the underlined words. Go over the words orally to see how well the skill of decoding new words is being learned.
G405- Write an upper case A on board. Have the students whose last names begin with A write their last names on board under the letter. Have students decide whose name should be written first, second, etc. Continue activity through the letters of the alphabet.
G406- Write each of the desired words on paper cut into foot prints. Mount a path of footprints on the wall. Have students review the words frequently. Change the words to reflect new vocabulary.
G407- Write notes on an overhead transparency. Have students copy them. Explain why each item is important.
G408- Write out a short story or paragraph for each new vocabulary word. Include a number of words which pertain to the word. Have the student circle all the words which would help him/her understand the new word.
G409- Write sample multiple-choice questions and answers on the chalkboard. Have students discuss each of the possible answers. Have them tell why each wrong answer is wrong.
G410- Write sentences from rhymes or other known material. Leave out some letters. Have students supply the missing letters.
G411- Write sentences using sports farce facts. Ex: ‘The Baltimore Phillies can kick a ball’. Have students rewrite the sentences correctly. A list of correct words can be included at the bottom of the paper for reference.
G413- Write words containing long or short vowel sounds on index cards. Place a piece of magnetic tape on the back of each card. Make 2 columns on the board. Label one Short Vowels and the other Long Vowels. Have students classify the words by placing them in the correct column.
G414- Write words on chalkboard. Give each word a value of 1 to 3 depending on difficulty. Have students take turns going to the board and reading a word. He/she erases it if it is correct. Give the student the number of points for each correct word.
