Beginning Sound Match - Really Good Stuff€¢ Demonstrate how to tidy the center when the game is complete. • Store the center materials in the bag and hang it alongside other Centers-in-a-Bag

Congratulations on your purchase of Really Good LiteracyCenter-in-a-Bag™ Beginning Sound Match–a fun and engaginggame that strengthens your students’ phonologicalawareness skills.

ObjectiveThe student will match beginning sounds in words usingpicture cues.

This Really Good Stuff® product includes:• 48 Really Good Learning Deck Cards™

• 4 Game Mats• Center Task Card• This Really Good Stuff® Activity Guide

Beginning Sound Match reinforces early readers’ beginningsound knowledge and builds auditory discrimination skills.Students take turns matching the beginning sounds of thepictures on the Learning Deck Cards to those of the pictures ontheir individual Game Mats. Through repeated play, they becomeskilled at identifying and matching beginning sounds.

Managing the Center-in-a-Bag• Display the Center Task Card.• Use the color of the Game Mat borders to find the

corresponding Learning Deck Cards.• Demonstrate how to tidy the center when the game is

complete.• Store the center materials in the bag and hang it

alongside other Centers-in-a-Bag.

Introducing Beginning Sound MatchBeginning Sound Match provides a fun setting for students topractice matching beginning sounds in words using pictureCards. Students must isolate the beginning sound of eachpicture on their mat and then use their auditory discriminationskills to find a matching picture Card. Included are 24 different

beginning consonant and vowel sounds. The double-sided GameMats have a unique combination of six beginning sounds on eachside, offering a variety of challenge and fun. This practice buildsearly phonological awareness skills and prepares students formore advanced sound study.

Model the ActivityBegin by modeling the game, discussing every step withstudents. Start with a single Game Mat for practice. Reviewand name the pictures, emphasizing beginning sounds bystretching them out: zzzipper. Explain that the object of thegame is to cover all the pictures on the mat by making a matchfor each beginning sound. Turn over a Learning Deck Card, andhave students name it and say its beginning sound. Ask if ithas the same beginning sound as any of the pictures on themat. If a match can be made, place the Card on that space. Ifno match can be made, return the Card to the bottom of thestack. For example, on Game Mat 2A, place zookeeper overzipper and return gum to the bottom of the stack becausethere are no pictures on the mat with the beginning sound /g/.

Continue until all the pictures on the mat are covered. Selectanother mat to practice a different combination of beginningsounds.

Center Task CardPost this at the literacy center in a visible position. The studentor helper can refer to the Center Task Card for instructions.Refer to the shaded section at the top of the Card for centerpreparation, including needed materials.

Meeting State StandardsThis type of practice in beginning-sound identification andmatching helps students meet grade-level expectations andbuilds a strong phonological-awareness foundation.

Beginning Sound Match

Helping Teachers Make A Difference® © 2010 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304135

All activity guides can be found online:


Beginning Sound Match

Beginning Sound Match GameOne to four playersObject: Match beginning sounds in words using picture cuesMaterials: Learning Deck Cards, Game Mats1. Each player receives a Game Mat.2. Place all the picture cards face down in a stack.3. Name the pictures on your mat and say their beginning

sounds.4. Take the top picture Card, name it, and say its beginning

sound. If it has the same beginning sound as a picture onyour mat, place it on that space. If it doesn’t, return thepicture Card to the bottom of the stack.

5. Keep playing until you cover all the pictures on your mat.

For two to four players, take turns. The winner is the firstplayer to cover all the pictures on his or her mat.

Variation:Turn over the Game Mats and play with a differentcombination of beginning sounds.

Related Really Good Stuff® Products:Ending Sound Match (item #304144)

Pictures on Game Mats

1A baghatmilksawyo-yoigloo

2A dogkeynighttackzipperoctopus

3A fishjarpailvaseantsandwich

4A giftlambringwolfeggunderline

Really Good Learning Deck Cards™

That Match Game Mats Side A

applebibkitedollelephantfeetgumheninchjetlipmatnutostrichpaintrootssadsocktireumbrellaviolinwingyellzookeeper

Pictures on Game Mats

1B alligatorunderfirelockrakewhale

2B elfbootsghostmousesoapyarn

3B illcakehandninetenzoo

4B oxduckjampoolvanheart


That Match Game Mats Side B

addbutterflycardeskelbowfoxguitarhairhorseinsectjuglemonmoonnoseolivepumpkinroadsingturtleumpirevetwebyellowzero

Congratulations on your purchase of Really Good LiteracyCenter-in-a-Bag™ House of Rimes, a hands-on activity thatstrengthens your students’ phonological awareness skills.

ObjectiveThe student will sort ending rimes in words using picture cues.

This Really Good Stuff® product includes:• 50 Really Good Learning Deck Cards™

• 2 House of Rimes Folder Mats• Center Task Card• This Really Good Stuff® Activity Guide

Understanding and recognizing onsets and rimes is animportant part of phonological awareness. With House ofRimes, early readers have fun recognizing and sorting endingrimes. Students fill in houses by identifying five pictures thathave the same ending rime.

Managing the Center-in-a-Bag• Display the Center Task Card.• Separate the Door Learning Deck Cards™, which represent

the categories, from the Window Learning Deck Cards™ forsorting.

• Store the rime groups separately so you can easily choosethe Cards students will sort in the center.

• Demonstrate how to tidy the center when the activity iscomplete.

• Store the center materials in the bag and hang italongside other Centers-in-a-Bag.

Introducing House of Rimes House of Rimes provides a fun setting for students topractice listening for and sorting rimes using picture cues.Pictures in a rime category have different onsets, or beginningsounds, but the same vowel and ending sounds. They rhyme,but also they are spelled the same, as in lock, rock, sock, dock,clock, etc. There are two House of Rimes Folder Mats forstudents to fill in. Of the 50 Learning Deck Cards, 10 have adoor on the back. These Cards are placed in the doorway,picture-side up, to represent the rime category. There are 40Cards that have a window on the back; these are the picturesfor sorting.

There are many possible variations on this activity. For example,you can have one student sort two rime categories onto twoMats. Or, two students can work at the same time, filling in onehouse each or filling in two houses together, taking turns.

Model the ActivityBegin by modeling the activity, discussing every step withstudents. Open two House of Rimes Folder Mats for practice.Select the Cards for two rime categories, such as –an and–op. Name all the pictures with the students. Place the canand mop Door Learning Deck Cards in the two houses’

doorways and ask students to repeat the picture names withyou. Explain that words with the same rimes will go together.Mix up the remaining Cards. Hold up a picture and askstudents to name it again. Ask if the word, such as fan,sounds like can or mop. Place the picture in its House of Rimes.Continue until all the cards are sorted into the two houses.Review the sort by naming all the pictures.

Center Task CardPost this at the literacy center in a visible position. The studentor helper can refer to the Center Task Card for instructions.Refer to the shaded section at the top of the Card for centerpreparation, including needed materials.

Meeting State StandardsThis type of practice in recognizing and sorting rimes helpsstudents meet grade-level expectations and builds a strongphonological-awareness foundation.

House of Rimes


All activity guides can be found online:


House of Rimes

DoorCategory

Cardscanmappenlipmopbugbellpinlockjump


fannaphenrippophugtellfinrockbump

House of Rimes ActivityOne or two studentsObject: Segment, blend, and match onsets and rimesMaterials: Selection of Window Learning Deck Cards,corresponding Door Learning Deck Cards, and House ofRimes Mats1. Open both House Mats.2. Place a Door Card face up in the front door of each

House. Say these words.3. Shuffle the Window Picture Cards and place them

face down in a stack.4. Take a Window Picture Card, say the word, and place the

card face up in the house with the matching rime in thedoorway. If the word does not go in either House of Rimes,set it aside.

5. Continue until the windows in both Houses are filledwith pictures.

For two students, take turns drawing and matching picture Cards.

Variation:Working with one Mat, the student turns over Window Cardsto see if they match the rime pictured on the Door Card. Heor she continues until all the windows are filled.

Related Really Good Stuff® Products:Rhyme Time Sort (item #304140)Onset and Rime Blending Tiles (item #304094)

Window Cards

vancapmenshiptopjugwellchinsockstump

panclaptenziphopmugyellwindockpump

mantapdenhipstoprugshelltwinclockhump

Helping Teachers Make A Difference® © 2015 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in China #306585

All teaching guides can be found online.

Comprehension Gigglers: BeginnerCongratulations on your purchase of this Really Good Literacy Center-in-a-Bag™ Comprehension Gigglers: Beginner, a funny comprehension activity that offers very-first test-taking practice using the process of elimination to find the correct answer. This center also helps students develop an awareness of literary elements such as “who,” “what,” and “where.”

ObjectiveAnswer text-based multiple-choice questions by the process of elimination, identifying the silly answer, the answer worth considering, and the correct answer, with tokens.

Meeting Common Core State StandardsComprehension Gigglers: Beginner aligns with the following English Language Arts Standard(s): Key Ideas & DetailsRI.K.1 With prompting and support, ask and answer questions about key details in a text.RI.1.1 Ask and answer questions about key details in a text.Reading LiteratureRL.K.3 With prompting and support, identify characters, settings, and major events in a story.RL.1.3 Describe characters, settings, and major events in a story, using key details.Text Types & PurposesW.3 Use a combination of drawing, dictating, and

writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

This Really Good Stuff product includes:•20Two-sided, Write Again™ Text Cards (20 green nonfiction passages and 20 blue fiction passages)•4 Two-sided Response Mats (one side for Tokens, the other side for dry erase marker response)• 1 Answer Choices/Strategies Card• 12 Tokens (4 color-coded, 3-piece sets)• 1 Answer Key• 1 Center Task Card•ThisReallyGoodStuff TeachingGuide

Why not giggle and learn at the same time, especially whenpreparingsuchyoungstudentsfortesting?Readaloud short, simple passages and present multiple-choice questions with three answer choices. Students use the process of elimination to determine the correct answer. One answer choice is a text-based, correct answer, one is worth considering but not found in the text, and the other is a very silly answer that will bring giggles to your comprehension lessons! Cards and mats are dry erase for marking text or for readers to work independently, filling in the correct-answer bubbles.

Managing the Center-in-a-Bag •UsetheAnswer Types/Strategies Card to teach reading strategies and to clarify the three answer types.•Mats have two sides, one for tokens and one for filling in bubbles with a dry erase marker.•Youmaychoosetostorethefourcolor-codedsets of tokens in baggies and store them in the bag. •YoumaychoosetomakecopiesoftheStudent Response Sheets (for fill-in-the-bubble practice) and store them in the bag.•YoumaychoosetomakecopiesoftheProgress Monitoring Sheet.• Visit our Web site www.reallygoodstuff.com to

downloadReallyGoodStuff TeachingGuides.

Introducing Comprehension Gigglers: BeginnerBegin by teaching comprehension strategies using the “Good Readers…” card. Explain to students that they need to listen for important key details in text, such as “who,” “what,” and “where” in order to answer questions about the text. Next, explain that in this activity, select-ing the correct answer will be fun because students will discover that one answer is very silly—a giggler—and one is worth considering and could be correct but is not found in the text. And finally, there is one correct answer that can be found in the text. Students will identify each of these answer types using their tokens.ReviewtheAnswer Types Card to ensure students are aware of the mean-ing of their tokens and understand using the process of elimination to find the correct answer.

Comprehension Gigglers: Beginner


Model the ActivityBegin by modeling the activity, discussing every step with students. Provide each student with a colored, three-piece set of tokens and a mat (use the tokens side). Readafiction(blue)ornonfiction(green)text card aloud. Students place their three tokens on the a-b-c choices on their mats. Discuss reasons the Hmm answer is worth considering but is not found in the text. Also discuss the reasons that the Giggler is silly, and point out the textual clues that support the correct answer. Have fun!

Extension Activities 1. Invite readers to fill in correct-answer bubbles using a

dry erase marker on the text cards for individual work or the mats for small-group work.

2. Markuporinvitereaderstomarkupthetext card to show textual evidence.

3. Invite students to use a combination of drawing, dictating, and writing to narrate a single event or short story.

Comprehension Gigglers Beginner ReproduciblesUse the Bubble Sheets for students who are ready to use a pencil to fill in bubble sheets for test taking. Students may complete up to three stories per sheet. Use the Progress Monitoring Sheet to keep track of which stories individual students have completed and their scores.

Center Task CardA helper can refer to the Center Task Card for instructions.

Related Really Good Stuff ProductsComprehensionGigglers:Emergent(#306704)QuestionClowns(#306609)Author’sReasonsRaceCars(#306698)Sequence&RetellingPuzzles(#306747)WHuzzles(#306699)ShadesofMeaningShuffle(#306706)MakingMeaningMatchups(#306700)ThisGoesWithThat(#306744)PunctuationPirates(#306738)ReallyGoodLiteracyCenters™ Comprehension Set Grades2-3(#305493)ReallyGoodLiteracyCenters™ Comprehension Set Grades4-5(#305510)


Comprehension Gigglers Beginner Bubble Sheets Reproducible

Comprehension Gigglers Student Progress Monitoring Sheet


Name:

Fiction Date Score Nonfiction Date Score

1. /3 1. /3

2. /3 2. /3

3. /3 3. /3

4. /3 4. /3

5. /3 5. /3

6. /3 6. /3

7. /3 7. /3

8. /3 8. /3

9. /3 9. /3

10. /3 10. /3

11. /3 11. /3

12. /3 12. /3

13. /3 13. /3

14. /3 14. /3

15. /3 15. /3

16. /3 16. /3

17. /3 17. /3

18. /3 18. /3

19. /3 19. /3

20. /3 20. /3


All teaching guides can be found online.

Shades of Meaning ShuffleCongratulations on your purchase of this Really Good Literacy Center-in-a-Bag™ Shades of Meaning Shuffle, a motivating activity that boosts vocabulary skills— a predictor of reading success and comprehension.

ObjectiveDistinguish three words’ shades of meaning and order them from least to greatest intensity.

Meeting Common Core State StandardsShades of Meaning Shuffle aligns with the following English Language Arts Standards:Vocabulary Acquisition & UseL.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.L.K. 5.d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.L.1.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.Integration of Knowledge & DetailsRL.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).Text Types & PurposesW.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

This Really Good Stuff product includes: •4Mats (two-sided for differentiated practice) •20Three-PiecePuzzles (60 Pieces) • 1Center Task Card •ThisReallyGoodStuffTeachingGuide

Thisactivityisbasedonthevastresearchthatindicatesvocabulary knowledge is among the best predictors of reading achievement and that effective vocabulary in-struction needs to be active, interactive, daily, and varied. Learning best occurs in social interaction where there is dialogue and where the learner engages in purposeful talk negotiatingmeaning.Thisactivityprovidesaninstructionaldesign that allows students to verbally and physically manipulate word concepts and apply critical thinking skills

dailyfor10to15minutesormore.Lineararraysare visual representations of degree (along a continuum or line) that help students examine subtle distinctions and relationships in word meanings within a word group. Arranging words along a continuum is useful when comparing words or concepts that vary by degrees.

Managing the Center-in-a-Bag • 60puzzlepiecesarenumberedandcolor-codedon

the back. • Youmaychoosetomakecopiesofthereproducible

and store them in the bag. • YoumaychoosetomakecopiesoftheProgress

Monitoring Sheet. • Youmaychoosetoputthepuzzlesinseparate

baggies. • VisitourWebsitewww.reallygoodstuff.comto

downloadReallyGoodStuffTeachingGuides.

Introducing Shades of Meaning ShuffleStudents decipher or read three pictured words, then verbally demonstrate understanding of word relation-ships and nuances in word meanings by ordering the words accordingtolevelofintensity.Theybecomefamiliarwithgroups of common words whose meanings become clearer bytheirorderandrelationshiptoeachother.Thistypeofvocabularypracticeinworkingwithgrade-appropriatewords encountered through reading and listening helps students develop language skills and fluency, improving comprehension.

Model the ActivityBegin by modeling the activity, discussing every step with students.Placeamatandapuzzlesetinfrontofthestudent.

Shades of Meaning Shuffle


Usingthink-aloud,sayeachword,describehowitrelatestothe others, and place the pieces on the mat in order from least to greatest intensity. Check your work (answers on puzzlebacks).

Extension Activities 1.Invitethestudenttodescribetherelationshipsamong

the words.2.Invitethestudenttouseacombinationofdrawing,dic-

tating, and writing to describe the relationships among the words.

3.Invitethestudenttodefineandactoutthemeaningsofthe three words.

4.Invitethestudenttocompletethebacksideofthemat,fillinginthemissingwordsandpicturesusingadry erase marker.

5.InvitethestudenttocompletetheShades of Meaning Shuffle Reproducible using these words or alternative words.

Differentiation • Forstrugglingstudents,showthefirstandthirdwords

from a set and invite the student to determine the missing middle word.

• Forstrugglingstudents,usethebacksideofthematand complete the missing spaces together using a combination of drawing, dictating, and writing.

• Forreadystudents,showonlyoneortwoofthewordsand invite them to determine the missing word(s) as well as other words that share similar shades of mean-ing.

Shades of Meaning Shuffle ReproduciblesInvitestudentstocompletetheShades of Meaning Shuffle Reproducible,fillinginthemissingpictureandword.Keeptrackofwhichpuzzlesyourstudentshavecompletedusingthe Progress Monitoring Sheet.Youmaychoosetoaddthedates, incorrect words, or number of correct words (out of 3) in the boxes.

Center Task CardA helper can refer to the Center Task Card for instructions.

Related Really Good Stuff ProductsComprehensionGigglers:Emergent(#306704)ComprehensionGigglers:Beginner(#306585)QuestionClowns(#306609)Author’sReasonsRaceCars(#306698)Sequence&RetellingPuzzles(#306747)WHuzzles(#306699)MakingMeaningMatchups(#306700)ThisGoesWithThat(#306744)PunctuationPirates(#306738)ReallyGoodLiteracyCenters™ Comprehension Set Grades2-3(#305493)ReallyGoodLiteracyCenters™ Comprehension Set Grades4-5(#305510)™


Shades of Meaning Shuffle Reproducible

Name:

Draw the missing pictures and write the missing words.

Shades of Meaning Shuffle Progress Monitoring Sheet


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Documents

Beginning Sound Match - Really Good Stuff€¢ Demonstrate how to tidy the center when the game is complete. • Store the center materials in the bag and hang it alongside other Centers-in-a-Bag