The Word Work lessons in this section correspond to the books used for the lesson plans section.

1.Llama Llama gram and grandpa

Word strategy: Draw and Label/Cut and Paste

Materials needed: Chosen words from the book Llama Llama gram and grandpa

Procedure: Drawing the meaning of the word just as-is provided in the book for a picture in a frame would be fun activity for children to do and at the same time it add to their store of new words.

Suggestions for independent work: Try some words from the book such as squishy. Children can draw their favorite soft toy. Another great word for them to learn would be snug as they can use their toy again.

If children do not like to draw then they can find a picture of the words squishy and snug and do the cut and paste activities.

2.Chicka Chicka Boom Boom

Making Up Rhymes: The book lends itself to a lot of play on words such as Skit skat skoodle doot or Flip flop flee.

We can practice rhyming words such as looped and stooped and twisted alley -oop or boom and moon.

Materials needed: Pictures of rhyming objects such as room, broom, flee, and tree.

Procedure

1.Introduce a rhyming element. Ask your children to say oom. Explain that you are going to make words that have oom in them. Hold up a picture of a room and ask children to say the word room and listen to the sound of oom at the end. Emphasize the rhyme in a whole word. Say r-oom, emphasizing the oom.

2. Hold up a picture of a broom. Ask you children to tell you what it is. Tell them brrom has oom in it. Hold up other pictures (flee and tree in it) and ask if they can hear ee in it at the end.

3. Ask if the children if they can tell what sound is the same in room, broom, flee, and tree. Emphasize the oom/ee at the end of each word makes them rhyme.

Suggestions for independent work: Make children brainstorm other words that rhyme with rose: goes, chose, and blows. Try out other rhymes in a similar fashion.

Adapted From: Bear, Invernizzi, Templeton, & Johnston. (2016). Words their Way. Boston: Pearson

3.Blueberries for Sal

Vocabulary strategy: Context clues are those that are included around the unknown word, whether in the same sentence or not, that help the reader under- stand the target word. For the early readers, pictures serve an important part of the explanation for the context.

Materials: The book Blueberries for Sal.It has some great illustrations and you can help children to understand the meaning of words by drawing their attention to the pictures.

Procedure: 1.Do a read aloud using the book once.

2. Select words that are new to the child and are depicted well in the book.

3. For example: Clump of bushes shows Sal sitting among small bushes (image on the right).
Suggested words for usage for your independent work:

Some of the words you can try are:.

Tremendous Mouthful

Tramping

Choking

4.The Very Lonely Firefly

Anchored Vocabulary Instruction

Printing words on cards that are the focus of vocabulary instruction during a read-aloud is a way to anchor the meaning of the word to its sounds and spelling. These vocabulary cards will also serve as a reminder to review the words over time and in different contexts.

Materials: The book, The Very Lonely Firefly and a supply of 2-by 6 inch index (or larger) cards. Print words neatly with markers.

Procedure: 1. Select words you think the child will find challenging.

2.Print these words on the index card.

3. Say the word aloud by stretching the sounds.

4. Select some other words and this time let the child say the word stretching the sounds he/she hears within it.

For example:

Suggestions for independent work-Flickering, Glowing

Adapted From: Bear, Invernizzi, Templeton, & Johnston. (2016). Words their Way. Boston: Pearson pgs. 175-176.

5. Lilly's Big Day

Use of Compound words: When two words are used together to yield a new meaning, a compound is formed.

Materials required: The book, Lilly’s Big Day, selection of compound words.

Procedure:

1.Select compound words.

2.Make illustrations of both the words in the word.

3. When both words are brought together then the overall meaning of the compound word is enhanced. This needs to be explained to the child.

Suggestions for independent use: Chalkboard, pinkeye.

Please see the example below for reference:

Sun light

Sun rays provide light. .(image on the right).

6. Owen

Word Poster Strategy: Children love to draw and this strategy is a perfect one to show the vital relationship between the word and its meaning through illustration. It shows the picture/illustration of the word and aids in understanding the meaning of the word.

Materials Needed: The book Owen, any plain sheet of paper, pencil, eraser, crayons

Procedure:

1.Select the word you feel the child will find difficult to understand.

2.Moreover, Select the word which the child is not able to understand through the illustrations provided in the book but is present in the book.

3.Draw the meaning of the word.

For example : See the meaning of the word -dipped. Strawberries dipped in chocolate (please see the image on the right).

Suggestions for independent work:

Buried

Essential

7. Chrysanthemum

Concept Sort: Sorting words by category or meaning such as the flowers is a way to focus children’s attention to vocabulary. The words from this book can be classified under the concept of flowers.

Materials Needed: The book, Chrysanthemum, concept word cards.

Procedure:

1.Select words from the book which relate to the concept of flowers.

2.Try and select these words with the child.

3. Make sure to include a couple of words not related to the concept of flowers but related to another category so that child can think and select the right ones.

Concept Sort based on Chrysanthemum (flowers and related terms)

Chrysanthemum

Wilted

Marigold

Carnation

Daisy

8. The Very Hungry Caterpillar

Chunking- is used to help early readers break up long words such as caterpillar into two smaller words so it becomes easier for children to pronounce the word easily.

Materials needed: The book -The Very Hungry Caterpillar, selected words.

Procedure:

1.Select words that are difficult to pronounce for the early readers.

2. Demonstrate to the child how to chunk the word into two separate parts for e.g: Stomach+Ache.

3. If the child has difficulty, work with the child on a word or two.

Suggestions for independent work:

Stomachache

Cocoon

Monday

Friday

10.Polar Bear Polar Bear

Being the character in the book: Make the child to play the sound of the following action words and help the children repeat the sound from the book and then help them enact it as if they were the characters in the book. (Do refer to the last page of the book).

Materials needed: The book Polar Bear Polar Bear

Procedure: Let the child listen to the sound the Polar Bear makes (either through using the book which has such sounds available or through YouTube. Draw the picture of the Polar Bear or download from here and print the one provided and stick it on an ice cream stick or any other stick/straw available for making a puppet Let the child use this puppet on a particular animal they like and make the sound of the animal chosen along with saying aloud the word.

Suggestions for independent work:

Growling – Polar Bear

Roaring-Lion

Snorting-Hippopotamus

Fluting -Flamingo

Braying -Zebra

Hissing -Boa constrictor

Trumpeting -Elephant

Snarling -Leopard

Yelping -Peacock

Bellowing -Walrus

Zookeeper-Whistling