Activity Instructions

Preparation

Print the PDF document provided below onto printer-friendly cardstock and cut out all the square tiles.

300g cardstock is recommended, but any weight 200g or above will be sufficient.

(Printing on normal printer paper and then laminating is not recommended for these materials, because the tiles will not be able to sit neatly side-by-side.)

The tile are organized into pairs that need to be glued back-to-back. These pairs are always arranged side-by-side on the print document. Due to space limitations, instructions on which tiles are pairs is not usually provided directly on the document.

It is very important that the correct backs are glued to the correct word image tiles. The number and letter codes on the tile backs will make it easy to find the right tiles for a lesson if they are glued to the correct tile front.

 

Activity Set-Up Instructions

 

Printable PDF Document
Restaurant - Step One - Preview Restaurant - Step One - Preview Restaurant - Step One - Preview Restaurant - Step One - Preview Restaurant - Step One - Preview Restaurant - Step One - Preview
See PDF Download Options

 

Activity Description

The provided tiles can be used to practice matching beginning consonant sounds, ending consonant sounds, and vowel sounds to the one syllable words depicted in each word image card (the larger tiles).

It isn't necessary to practice matching all of the above types of phonics sounds every time you use these tiles. For example, you can use these tiles to allow student to just practice matching matching beginning phonics sounds to words. Similarly, you could have them just practice matching vowel sounds to words.

Eventually, however, the goal is for students to be able to match phonics sound tiles (the smaller tiles) to all of the symbols shown on the edges of all of the word image tiles.

 

Activity Presentation Phase Instructions

 

Learning Sequence

In Level 1 of this curriculum program, the provided tiles are intended only for practice matching beginning and ending consonants. In Level 2, vowels begin to be incorporated.

In the table below, the lettered Steps are for practice matching both beginning and ending consonants.

Numbered Steps are for practice matching beginning consonants, vowels, and ending consonants.

 

Learning Sequence

 

Consonant Only Learning Steps
Level 1
Unit 1 Step A bad, bird, duck b, d, k/c
Unit 2 Step B big, cat, dog, food, good f, g, t
Unit 3 Step C boot, cage, jet, juice, red, rice, sock, suit j, r, s/c
Unit 4 Step D bad, big, bird, book, boot, cage, cat, dog, duck, food, good, hot, house, knee, like, line, neck, sad, safe, sock, suit, tail h, l, n
Unit 5 Step E bad, big, bird, book, boot, bun, cage, cat, dad, dog, duck, face, farm, food, foot, game, give, good, have, hot, house, jet, juice, like, lip, man, meat, mom, move, sad, safe, see, sock, sun, suit, tail, van, yell, m, v, y
Unit 6 Step F bad, bee, big, bird, book, boot, bun, cage, cat, cub, cube, dad, dog, duck, face, farm, food, foot, game, good, hot, house, jet, juice, like, line, lip, look, man, meat, mom, neck, nose, pen, pig, put, red, rice, rule, sad, safe, see, sock, son, suit, tail, tube, win, yell, zip p, w, z
Unit 7 Step G    
Unit 8 Step H    

 

 

Consonant & Vowel Learning Steps
Level 2
Unit 1 Step 1 bad, cage, cat, dad, face, game, have, man, pan, sad, safe, tail, tap, van ă, ā
Unit 2 Step 2 bad, bee, bell, cage, cat, dad, eat, face, game, have, jet, knee, man, meat, neck, pan, pen, piece, red, sad, safe, see, tail, tap, tea, van, yell ĕ, ē
Unit 3 Step 3 bad, bee, bell, big, buy, cage, cat, dad, eat, face, game, give, have, in, jet, knee, knife, like, line, lip, man, meat, mix, neck, pan, pen, pie, piece, pig, red, rice, sad, safe, see, tail, tap, tea, van, win, yell, zip ĭ, ī
Unit 3 Step 4 bad, bee, bell, big, buy, cage, cat, dad, eat, face, game, give, have, in, jet, knee, knife, like, line, lip, man, meat, mix, neck, pan, pen, pie, piece, pig, quick, quiet, quiz, red, rice, sad, safe, see, tail, tap, tea, van, win, yell, zip qu
Unit 4 Step 5 bad, bee, bell, big, buy, cage, cat, comb, dad, dog, dough, eat, face, game, give, go, have, hot, in, jet, knee, knife, like, line, lip, man, meat, mom, neck, nose, pan, pen, pie, piece, pig, quick, quiet, quiz, red, rice, sad, safe, see, sock, tail, tap, tea, toe, van, win, yacht, yawn, yell, zip ŏ, ō
Unit 4 Step 6 bad, bee, bell, big, box, buy, cage, cat, comb, dad, dog, dough, eat, face, fox, game, give, go, have, hot, in, jet, knee, knife, like, line, lip, man, meat, mix, mom, neck, nose, pan, pen, pie, piece, pig, quick, quiet, quiz, red, rice, sad, safe, see, sock, tail, tap, tea, toe, van, win, yacht, yawn, yell, zip x
Unit 5 Step 7 bad, bee, bell, big, boot, box, bun, buy, cage, cat, comb, cub, cube, dad, dog, dough, duck, eat, face, food, fox, fun, game, give, go, have, hoof, hot, in, jet, juice, knee, knife, like, line, lip, man, meat, mix, mom, move, neck, nose, pan, pen, pie, piece, pig, quick, quiet, quiz, red, rice, rule, sad, safe, see, sock, sun, suit, tail, tap, tea, toe, tube, up, van, win, yacht, yawn, yell, zip, zoo  ŭ, ū
Unit 6 Step 8

air, arm, art, bad, bee, bell, big, bird, boot, box, bun, buy, cage, car, cat, comb, cub, cube, dad, dark, dog, door, dough, duck, ear, eat, face, far, farm, food, fork, fox, fun, fur, game, girl, give, go, hair, hard, have, hear, hoof, horse, hot, in, jet, juice, knee, knife, like, line, lip, man, meat, mix, mom, move, near, neck, nose, pan, park, part, pen, pie, piece, pig, quick, quiet, quiz, red, rice, rule, sad, safe, see, sock, son, suit, tail, tap, tea, toe, tube, turn, up, van, win, word, work, yacht, yawn, year, yell, zip, zoo 

 er, ar, or, air, ear
Unit 7 Step 9

 

  
Unit 8 Step 10

 

  
Level 3
Unit 1 Step 11 book, foot, good, house, put,  oi, ow, ʊ 
Unit 2 Step 12    
Unit 3 Step 13    
Unit 4 Step 14    
Unit 5 Step 15    
Unit 6 Step 16    
Unit 7 Step 17    
Unit 8 Step 18    
Level 4
Unit 1 Step 15    

 

 

Practice

Show your students how to play a modified form of Go Fish with these cards by inviting one student to join you for a demonstration.

Be sure to communicate the following game rules.

  1. At the conclusion of a round of play, the game is won by the player with the most sets of three identical cards.

  2. If a player has three identical cards in their hand, they can place the set of three in front of them on the table (or the floor, if they are playing seated on the floor).

  3. Players take turns playing their turns by going in a clock-wise circle.

  4. At the start of their turn, a player can ask any other player if they have a particular cards. They should use sentence pattern "Do you have a _________________?" to ask one of the players if they have a card with a particular animal pictured on it.

  5. If the player they ask does have 1 or more of the card they are asked about, they must say "Yes, I do." and give 1 of those cards to the player who asked.

  6. If they player they ask does not have any of the card they are asked about, they must say "No, I don't. Go fish!"

  7. When told to "go fish" the player must pick up one card from the deck (which should be placed as a stack (face-down) in the middle of the table.

  8. Then the player to the right plays the next turn (starting back at rule 5 above).

  9. Players must display the cards in their hands with the cardbacks clearly showing. The other players must be able to see the phonics clues on the backs of the cards.
  10. Play continues until one player has no cards remaining in their hand.

 

Activity Practice Phase Instructions

 

Production

Once your students appear to understand how to play the game (enough to begin playing), divide them into groups 3-4. A group of 2 is also acceptable if you are teaching a one-on-one lesson, but if there are only two students, the teacher should join as a third player.

Playing with 5 players will be too slow and students will be bored, so if there are 5 students in your lesson, set up two separate games (you'll need to prepare two sets of the provided cards) with the teacher playing in one of the two games (so that there are 3 players in each game).

Important! Be sure to draw your students' attention to the fact that cardbacks provide clues about the word pictured on the other side.

 

Activity Production Phase Instructions

 

Expanded Learning

  1. You can encourage your students to say "thank you" and "you're welcome" when passing a card from one player to another.

 

Activity Expanded Learning Options

 

 

Important Note

The above instructions are provided as suggestions for best practices. However, the teacher should always be the ultimate decision-maker about which learning approaches are best suited to a particular student / group of students.

Teachers are encouraged to modify the game rules if they believe that there would be a better way for their students to play it.