Suggested Materials for Early Reading First 2007 Early Childhood Catalog

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1 Suggested Materials for Early Reading First 2007 Early Childhood Catalog Lakeshore Learning Materials 2695 E. Dominguez Street Carson, California (800) FAX (800) Lakeshore S3815

2 Introduction The Early Reading First Grant is designated for various language and literacy activities. These age-appropriate activities range from letter and sound recognition to concepts of print. Lakeshore provides supplemental materials to assist children in becoming successful with these activities. This resource contains general suggestions for products as well as specific classroom strategies intended for use by any educator. Lakeshore determines product development needs based on: Research related to the latest trends in early childhood education Feedback from focus groups consisting of educators from across the United States Structured and unstructured classroom observation Customer Information We Make Ordering Easy Call us toll free at (800) , send us a purchase order or a fax, use our mail-order form, or order online! Check or Credit Card Ordering Pay by check or charge orders to VISA, MasterCard, American Express, or Discover/Novus. Be sure to include shipping charges! Add 15% of merchandise cost, or a minimum of $5.00. Add sales tax or provide us with a tax exempt number. Include 20% for shipping if you live in Alaska or Hawaii. Charge Accounts for Schools Institutions with authorized purchase order numbers and private schools with established credit are free to charge their orders. With your principal s written permission, we can charge teacher orders directly to your school. Questions? Concerns? If anything we send is damaged, lost, or left out of your order, we ll replace it immediately. Just note any inconsistencies on the freight bill prior to signing, and contact us within 10 days. Call us at (800) , Mon.-Fri., 6 a.m. to 6 p.m., PST. It s Always in Stock We work hard to keep every item in stock with a 99% success rate! If we do need to back-order, we won t bill you until every item has shipped. We Deliver Fast! Getting your order on its way is our number one goal from the minute we receive it! You can expect delivery within 7 to 10 business days. Our website features simple online ordering for every item in the catalog plus detailed information about our retail stores, professional development resources, and more. Our Guarantee We unconditionally guarantee every item. We stake our reputation on the quality of our products. If you re unhappy with any item for any reason, return it to us for a full refund or exchange. Your satisfaction is our number one priority! Michael A. Kaplan, President

3 Purposes: To demonstrate language and literacy activities based on scientifically based reading research that supports the age-appropriate development of: (A) recognition, leading to automatic recognition, of letters of the alphabet. EE228 Giant Alphabet Beads $ *Make a necklace for each child with the letter of the week that can be worn at school throughout the week and taken home at the end of the week for the child to keep. *Place known letters and numbers in a center, allowing children to make a necklace or bracelet with them. Have each child tell a partner the names of the letters on the necklace. Teachers can also use the necklace as an assessment tool to determine letter knowledge. AA322 Magnetic Alphabet Fishing Set $ *Once the children have a familiarity with certain letters, place the letters that are known in a center. Have the children take turns fishing out the letters and telling their partners the name of each letter. If a child doesn t know the name of the letter, she can ask the partner for help. The letter then gets put back into the letter pond. *With a whole group, the teacher can choose a fisherman. As the fisherman pulls out a letter, partners tell each other the name of the letter. FA253 Alphabet Picture Stencils $ *Trace over a variety of materials (for example, sandpaper or felt) as a tactile exposure activity. *Trace with a pencil or crayon to learn the forms of each letter. Have stencils accessible in an art center. *Stencils can be used as an assessment of automaticity. State a letter name; the child should find the letter and point to it or trace it with his finger while saying the letter name. LA278 Uppercase Alphabet & Number Dough Stampers $ *Allow children to play with dough while using stampers to explore the letter shapes. This can be a center activity. *Have students take turns finding the stampers they need to write their names. Let each child stamp her name and say the names of the letters aloud. Assess students on letter recognition skills. JJ957 Read-Along Alphabet Chants Big Book $ *Read the book several times; then take it page by page and extend the learning by making the sound of the letter and asking the children what letter sound it is. Or ask "can you find something in the room that starts with the /b/ sound?" RR932 Jumbo 5" Magnetic Letters - Uppercase $ *Use single letters to introduce letter names and words connected to them. Place in an obvious location so students can refer to the posting. Add a hands-on object to help children relate to the letter (for example, macaroni on letter M). *After introducing a letter and making a real-life connection, place the letter in its sequence above or below an alphabet strip. This will help children understand how many letters there are, how many they have learned and where the letter belongs in sequence. AA363 Lakeshore Alphabet Big Book $ *Have children identify persons, places or things that begin with the same letter. *Cut pictures from magazines to create your own alphabet book. Page 1

4 Purposes: To demonstrate language and literacy activities based on scientifically based reading research that supports the age-appropriate development of: (A) recognition, leading to automatic recognition, of letters of the alphabet. EE904 Alphabet Ring Toss Games $ *Encourage children to think of names or words that start with each letter the ring falls on or sound out the letter only. EE229 Alphabet Jigsaw Puzzles $ *Ask children to identify the uppercase and lowercase letter on each puzzle. *Have children name the objects on each letter puzzle assist in emphasizing the beginning sound. GG118 Alphabet Theme Box $ *Allow children to take home the theme box to encourage family literacy. Be sure that families understand how to best use the materials to assist children with learning. *Along with the activities in the theme box, reinforce letter knowledge by adding art activities such as cutting from magazines pictures of objects that start with the letter of the week to create an alphabet placemat. JJ539 Write & Wipe Alphabet Practice Cards $ *Use the practice cards as a word bank by adding new words learned to the associated letter. Post in the classroom. TT831 Alphabet Readers Big Books - $ *After initially reading the story, read it again, emphasizing the focus letter. Use a pointer or other means to highlight the focus letter. *During rereading, choose students to come up and point out the focus letter. Or, have students tell their partners how many examples of the focus letter they can find on each page. Page 2

5 Purposes: To demonstrate language and literacy activities based on scientifically based reading research that supports the age-appropriate development of: (B) knowledge of letter sounds, the blending of sounds and the use of increasingly complex vocabulary. RA536 Phonemic Awareness Paperback Library $ *Prior to introducing a new sound, read one of the stories that emphasizes that particular sound. At the end of the reading, see if students noticed hearing the same sound repeated. *Make the books available for students to explore sounds and build vocabulary. LC1470X Big Book Theme Packets - $ *Prior to reading aloud to students, increase understanding with an introduction of new vocabulary. Use hands-on objects to introduce the vocabulary. For example: My turn, Peacock. Your turn, Peacock. My turn, The peacock has many beautiful colors. Your turn, The peacock has many beautiful colors. *After introducing new vocabulary with hands-on objects, read the story aloud. Then, hold up one of the new objects and have the children tell their partners the name of each object. AA248 Building Language Photo Library $ *Increase student vocabulary by using the picture library when introducing new concepts and ideas. Post the appropriate pictures for students to refer to later in their learning. *Give a student a few pictures, and have the student make a story from the pictures. EE620X Sound Matching Manipulatives - $ *As a group identify all pieces of the game to avoid recognition errors. *Have the children create silly words that rhyme with the objects. RR537 Listen & Learn Letter Sounds Activity Program - Cassette Version $ *Use as a small-group or individual activity. Students can play with newly learned sounds or practice known sounds. *Assess (ongoing) students on letter-sound knowledge by reviewing their activity cards. *Ask children specific questions about the activities to assess their comprehension skills. RR283 Alphabet Sounds Activity Chart $ *Introduce picture cards that relate to the letter. Emphasize the initial sound of the object on the card. For example : Apron, /A/, /A/, apron. What sound does apron start with? *During free time, allow small groups to sort the picture cards into appropriate pockets. *Use the chart with individual students as an assessment of letter-sound recognition. TT732 Beginning Phonics Picture Card Library $ *Emphasize specific sounds of each letter within each word. Repeat several times. *Provide manipulatives in a box and have children choose an item that matches the letter-sound for each header card. Page 3

6 Purposes: To demonstrate language and literacy activities based on scientifically based reading research that supports the age-appropriate development of: (C) an understanding that written language is composed of phonemes and letters, each representing one or more speech sounds that in combination make up syllables, words, and sentences. EE131 Circle Time Song Posters $ *Along with showing children the written chants and rhymes, model for children emphasis on syllables versus words versus sentences. *Use pointers to emphasize beginning and end of sentence, words that rhyme and other concepts of written language. EE132 Circle Time Songs - CD $ *Can children match rhyming words? For example: What rhymes with toes? AA104 Word Bank Thematic Flip Books $ *Have children think of other words that support the same theme. *Allow the children to create silly sentences using the words and, if possible, incorporating a theme into each sentence. For example: Sports - Sarah wears sweats while she plays sports in the snow. AA410X Match-A-Sound! Phonemic Awareness Boxes - GG300X Phonemic Awareness Listening Lottos - $ *These cards already present an opportunity for children to practice with pictures and sounds. To introduce the concept of phonemes and written language, begin by printing the written word on a small board for the group, then use the word in a sentence. *Teach children how to be the teacher in the above-mentioned activity to write the word. $ *Prior to participating in this activity, identify each item on the cards with a group or class. Children can also tally the number of like rhymes or beginning or ending sounds for all 12 objects on the cards. GG278 Lakeshore Rhyming Big Book $ *Allow children to offer more words that rhyme with the word on each page. *Document all the new words on a word wall or in a word bank. TT545 What Rhymes? Game $ *Start with a few (4-6) objects to match with rhyming pictures and add a few more gradually to increase difficulty. *Allow children to locate people, places or things that begin with the same sound. TT701 Alphabet Read-Along Literacy Packs - $ *On any given page, ask students to point to a letter, word or sentence. Use this information to determine teaching needs. *Post each letter, along with some words and sentences, for students to refer to at a later time. Page 4

7 Purposes: To demonstrate language and literacy activities based on scientifically based reading research that supports the age-appropriate development of: (D) spoken language, including vocabulary and oral comprehension abilities. DD460X Language Development Poster Packs - $ *After lots of discussion about each poster, ask the children additional questions to extend the learning and include their personal feedback. Example "What else do you see in this picture?" "What do you like or dislike about the picture?" "Is this familiar to you?" Allow the children to expand on the concepts of each poster. AA248 Building Language Photo Library $ *Introduce a picture and a statement. For example: This is a dress. Then, children add more detail: This is a red dress. Have children repeat and add on with more detail. *Choose a few pictures and tell a story using those pictures. Allow children to use pictures to develop their own stories with their partners or teammates. AA680X Listening & Following Directions Activity Packs - $ *Test children s comprehension of verbal cues with following directions activities. *Teach children how to create their own following directions activities to use with each other in small groups. EE258 Uppercase Tactile Letters $ EE259 Lowercase Tactile Letters $ *After completely introducing each letter, mix and match a few at a time to challenge letter recognition skills and provide practice in matching uppercase and lowercase sets. *Hide letters in the room. Give each child a paper bag with an uppercase and lowercase letter printed on it. Challenge students to seek and find the corresponding tactile letter. TT831 Alphabet Readers Big Books - $ *Throughout the read-aloud, ask students comprehension questions to be discussed first with their partners and then as a whole group. Use student answers to determine teaching needs. *After reading, hold a comprehension discussion about the story. For later reference, post the focus letter and important information regarding the story that affects comprehension. *After reading a rhyming book, work as a whole group to write a class-created rhyme book. EE261 Read-Along Nursery Rhymes Big Book $ EE263 Nursery Rhymes CD $ *These well-known and repetitive stories are ideal for oral repetition. Students can sing along and practice songs during transition times, etc. *Ask students oral comprehension questions that are first answered in partnerships and then as a whole group. This method ensures that all students get the opportunity to answer aloud at least once. Page 5

8 Purposes: To demonstrate language and literacy activities based on scientifically based reading research that supports the age-appropriate development of: (D) spoken language, including vocabulary and oral comprehension abilities. BK129 I Went Walking Big Book $ *Big books are a great way to work with the whole group or small groups to highlight print, punctuation, words, sentences, directionality and many other concepts of print. *Use Lakeshore Word Wands or highlighters to point out particular concepts of print following the read-aloud of a big book. Highlight concepts while using a think-aloud. LC1492 Polar Bear, Polar Bear, What Do You Hear? Big Book Theme Packet $ *The repetitive nature of this story allows the teacher to focus on how the sentence begins, where it begins and how it flows from left to right. *Many children will already know the text or will easily become familiar with it. Model the difference between pictures and print. DD410 See It! Say It! Word Rings - $ *Use cards for conversation prompts during circle time. *Picture word cards can be used as temporary labels or for word banks. LC1639 Magnetic Story Board $ *Place selected words on the board and have students use them to make sentences or practice directionality and word recognition skills. *Use as an assessment tool as individuals arrange letters to make words and arrange words on the board to make sentences. LK522 Heavy-Duty Small Pocket Chart $ *Build sentences using the provided tools, then allow the children to write their own sentences. Have them read their writing to you, and assess possible concepts of print used, such as one to one, directionality, and so on. LA837 Picture Story Write & Wipe Board - Each $ *Students can practice their knowledge of concepts of print by writing their own stories and drawing their own illustrations. *After the reading of a story during which the teacher has focused on concepts of print, students can retell the story on their own boards. Their retellings can be illustrations and/or print. Use these retellings as an assessment tool. RR106 Student Pointers - Set of 8 $ *Allow children to follow the teacher s model of pointing out concepts of print. One child can point out the text versus the picture. Another student can point out a word, another sentence, and so on. *Students can follow the teacher s model by pointing out concepts of print in centers or during free time. Page 6

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