We Offer:
1. ADAPTED DOLCH WORDS
Creative Ideas for Teaching Dolch Words
These are ideas for introducing a new Dolch word to a student or class. You can act these things out and have the students identify the word or the meanings, or the students can act these out. There are many variations and different ways to use these ideas.
^FLY 4(10)
Props:
2 paper airplanes (1 that flies, 1 that does not fly that well)
1 fly (bug) drawn on one of the paper airplanes
The contest is to see which paper airplane well be successful (FLY 3).
Throw the planes to see which plane goes the furthest.
Notice the lazy FLY 2 (bug) on the plane "catching a ride".
Go to pick up the planes after they have been thrown and turn to zip your FLY (4).
Entry by Justin Carvitto (Washington)
For Five Year Olds
Story:
Joey is going to visit his grandmother and it s his first time to FLY on an airplane.
Joey is scared but gets on the plane.
While waiting for the airplane to take off, a FLY keeps bothering him.
Before Joey realizes it, he has arrived at the airport and told him mom it was fun to FLY.
But as he stepped off the plane, he noticed his FLY was open.
*To make this an advanced activity for older kids you could use the above story but use pictures to show the timeline of the story.
Picture of an airplane.
Boy sitting on an airplane in the air.
Fly bothering boy.
Boy stepping off plane with his fly down.
Students then identify which word is shown throughout the story and create their own story.
Entry by Latrisha, Annie, Reina, Amy (Houston)
^SAW 2(5)
Students can be given this story and attempt signng the appropriate signs for SAW in the appropriate places in the story.
Story:
One morning I woke up and it was so cold, but we were out of wood. I walked to the window. I SAW a tree I could SAW down. I went outside and tried to SAW down the tree, but it was too slow and difficult. Then I went to the garage for a different SAW. I knew the table SAW wouldn't work so I took the chain SAW. Down came the tree! I took in some logs, built a fire and was toasty warm.
Entry by Julia Jech (Washington)
^WELL 4
Story:
When I was your age long ago, I knew how to make jello really WELL. One day I woke up, felt WELL, but hungry. I asked my mom and she said sorry, we have no water. I said "WELL..." and thought for a minute. "Aha!" I thought, "I can go get water at the WELL." I went up the hill, got water, came back home adn make strawberry jello. It tasted delicious because I worked so hard for it.
Entry by Barbara Petersen (Washington)
^CAN 3
Props:
Can of pop
Garbage can
Acting:
"Mom, CAN I have a CAN of pop?"
"Sure, but make sure you throw your CAN in the garbage CAN."
Entry by Alice Anderson
Middle School Activity
1. Have students read and sign the following sentence.
"I CAN put the coke CAN in the trash CAN."
2. Have each student model the sentence by taking a coke can adn placing it in the trash.
Entry by Dr. Maryann Johnson, Catherine Hipps, Myra Njoku, Katie Parrish, Angela Tillis
Extension Activity:
Have pictures of each different meaning of CAN and students place the pictures in the correct blanks. "I _______ put the coke ________ in the trash ________."
Entry by Avis, Beth, Mike, Gwen, James, Ramona (Houston)
^LOOK 3(4)
Acting:
"You LOOK sad. Why?"
"I can't find my dog. I have LOOKED and LOOKED!"
"Hey! LOOK here he comes now."
Entry by Diann Rockstrom (Washington)
Acting:
A child goes into the grocery store.
He LOOKS very sad. He is sad because he lost his money.
He LOOKS around the store for his money, but he can't find it.
He becomes frustrated and begins to LOOK harder for his money.
After searching for a long time he finds the money.
He LOOKS very happy now.
Activity for Pre-K/K
Using picture cards of people's faces showing different emotions, ask the students to find the pictures of the faces that LOOK happy (sad, angry, etc.)
Go on an Easter Egg Hunt (LOOK)
Using a door strobe light (or any light), place the light in different places in the room while students are closing their eyes. Then flash the light in the hidden place and the children LOOK toward the light.
Entry by Quinn, Brenda, Mary, Jackie, Rashida (Houston)
^HER 2
Activity:
Have a picture of someone in class; show students the picture. Have the students tell who is the picture of "HER"
Have something of someone else's (i.e. coat) -- sign "Mine?"
Students respond "No, HER coat."
Entry by Carol Carrothers (Washington)
^LIKE 2
Activity:
Have students place picture cards or objects in two piles: "LIKE" pile and the "DON'T LIKE" pile.
*This can also be done as a taste test!
Entry by Art, Billy, Dwight, Jon, Melisa
Activity:
With a set of picture cards, students make pairs of pictures that are "LIKE" (similar).
Entry by Sandy T., Debbie L., Cheryl B., Nanette H. (Houston)
^JUST
Story:
I JUST went to the store.
When I arrived at the store, I knew JUST what I wanted.
I wanted two apples but they JUST had one.
It was not JUST.
^PULL 3
1. gather up something
2. tug on something
3. tow
Acting out a fishing trip:
Go on a fishing trip.
Drop the line in to catch a fish.
Reel in the line (PULL #1)
PULL on the line (#2)
Place the fish in a wagon and PULL (#3) it to Grandma's house.
Grandma PULLS (#2) out her skillet for a fish fry.
Entry by Monica G., Anita F., Lydia S., Mindy M., Beth H., Linda M., Marilyn W.
^UNDER 2
5 Year Olds
1. Tell a story.
My mom bought me a shirt that was UNDER $5.00
Oh no! I can't find it! Oh, it's UNDER the table.
2. Activity
Bring 2 shirts for comparison.
Red shirt=$5.00
Yellow shirt=$2.00
We will compare the prices of the shirts and compare the price of each. This way we will illustrate UNDER (less than) $5.00.
We will actually show two $1.00 bills and five $1.00 bills to show that the red shirt costs more than the yellow shirt.
Then, the teacher will demonstrate that she is looking for the shirt and found it UNDER the table.
Entry by Roselia Menoza, Robyn Southworth, Karen Panlillio, Kerrie Prestridge, Sarah Lea Gelbart (Houston)
^FULL 2
Supplies:
Milk
Blender
Ice Cream
Chocolate Syrup
Activity:
Making milk shakes
Give everyone an empty glass.
Fill glasses with mik shakes until FULL.
Then they will drink their shakes until they are FULL.
Entry by Michelle Hardy, Gillian Brown, Mirna Saucedo, Doris Calderon
WE
Activity:
1. Get students up; post sign for Zoo over the door.
2. Walk to the door; state that I am going to the Zoo.
3. Get another student; "I saw my friend and WE (#2) are going to the zoo.
4. Continue activity all the way to 5 students.
5. Meet up with another class and state that as a group WE are going to the zoo.
Entry by Molly, Shannon, Marie, Kathy (Houston)
Dolch Follow-up Games
Fairview Jeopardy
Create a poster board with index cards velcroed onto the board. Behind the cards are the different Dolch words. You can make many cards from all of the Dolch words adn rotate them each time you play the game.
Play with 2 teams.
Use different colored index cards for each category.
100 point category: words with one meaning, i.e. "a"
200 point category: words with two meanings, i.e. "better"
300 point category: words with three meanings, i.e. "get"
400 point category: words with four meanings, i.e. "fly"
500 point category: words with more than four meanings, i.e. "run"
Entry by Diann Rockstrom, Julia Jech, Nancy Edney (Washington)
Context Cards
Using an assortment of different pictures (you can buy picture cards or make them yourself using internet pictures), the student is asked to place the picture cards under the meaning that fits the picture.
For example, the word ^OUT 3: refers to place, refers to amount, emphatic out.
The student would need to create 3 different piles of the pictures under each meaning
OUT 1 OUT 2 OUT 3
house milk baseball
car bread trespassing...
room... candy...
Entry by Justin Carvitto
Concentration
Match different meanings on cards like a traditional Concentration game.
You can have students match pictures of the different meanings or sentences.
The pictures/sentences must be different but convey the same meaning.
For example:
^CAN 3
Meaning 2: soda/food
You could have a picture of a soda can and a picture of a can of soup and the student needs to match these together.
OR, using sentences:
I have a can of soda in my lunch.
My mom made tomato soup from a can.
*Sentences may or may not contain the actual word.
*Could also match picture of sign to the printed word.
Entry by Carol Carrothers (Washington)
Around the World
2 students compete against each other. They are shown a Dolch card, the first student to sign all the meanings moves on to compete against the next student with a new card.
The game continues in this manner.
This is a great activity for a 5-10 minute break.
Entry by Alice (Washington), Ashley Catonia, Ashley Thorwaldson, Christi Fish, Sherry Garrett, Dorothy Owens (Houston)
Wordo
Game played like BINGO
Put all known Dolch words on a chart.
Give each student a blank WORDO (BINGO) board.
They choose the words they want and fill in their boards.
The teacher signs the word, dramatizes, or shows a picture and students put a chip on the correct printed word.
First one to fill-in one line, square, etc. wins.
Entry by Nanette Heuser, Cheryl Baldridge, Debbie Lancaster, Sandy Tutles (Houston)
Simon Says
Practicing one word at a time in the traditional fashion of Simon Says.
Ex. Simon says put the ball UNDER the chair.
Entry by Kerrie Prestridge, Sarah Lea Gelbart, Roselia Minoza, Karen Panilillio, Robyn Southworth (Houston)
Grocery Store
Have an assortment of objects with prices ranging from $1.00-$5.00.
Have students place the items in their baskets that are UNDER (less than) $5.00.
Using a timer, give each child less than 1 minute to do this.
Entry by Kerrie Prestridge, Sarah Lea Gelbart, Roselia Minoza, Karen Panilillio, Robyn Southworth (Houston)
World's Fastest Storyteller
Supplies:
Feltboard
Smartboard
OR
Pocket chart
Write out a paragraph using four different multiple meaning words.
Include all meanings of the word in different sentences throughout the paragraph.
Leave blanks where the multiple meaning words should go.
Above the paragraph have different pieces with the word and a picture describing the meaning of the word.
Have a student come up and race the clock by placing the proper word/picture in the proper blank of the paragraph that was given.
Entry by Dr. Maryann Johnson, Katie Parrish, Catherine Hipps, Myra Njoku, Angela Tillis (Houston)
Guesstures
Using the original game of Guesstures with Dolch cards that fit in the slots.
Place 4 cards on the board.
Act out the words like charades. You cannot sign or fingerspell.
The team must guess what the word is.
Picture Board
Create a picture board containing pictures of all the words you have taught or are currently working with.
Teacher signs a sentence and the student points to the corresponding picture.
Ex. Teacher signs LOOK (1)
Student points to a picture of a TV or someone watching TV.
Dolch Ball (Baseball)
Batter chooses a Dolch Ball
Single meaning/one sign=1st base
Double meaning/two signs=2nd base
Triple meaning/three signs=3rd base
Four meanings or more/four signs=HOME RUN
If batter gets one wrong it is a strike.
The Shell Game
There are 3 cups.
Under each cup is a concept/picture of one meaning of a Dolch word.
Student picks up a cup and looks at the picture.
Student signs the correct word.
Entry by Beth, Avis, Mike (Houston)
Dolch Roll
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Six number cards 1-6
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Place a Dolch card at each number.
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Student rolls the number cube.
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Student finds the correct card that matches the number rolled.
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Student must give all the meanings for the card.
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If student signs/says all the meanings, the student keeps the card. If student doesn't know all the meanings, they lose the card.
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Card is replaced by a new Dolch card. Play continues.
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After a predetermined time the winner is the student with the most cards.
Entry by Ana Vasquez, Diana Alderete, Sarah Anthony, Jean Fehr, Victoria Hernandez (Houston)
2. BRIDGE LISTS
3. PHONEMIC AWARENESS
Phonemic Stories
The following are silly stories created using one LONG vowel pattern.
The stories can be used in class with students to demonstrate the pattern and encourage students to create their own.
Long "e":
ea, ee, _e_
Pete hit the street, he was three feet. Pete can see three bees in the trees. Pete meets a flee on a bee. In one week his cheek is filled with beets and leeks. And now you see, he's filled with glee, because it cured his feet.
Entry by Nancy Edney, Justin Carvitto (Washington)
Long "o":
oa, _o_
Joe owed Moe a boat. So he rowed over to Moe's home wearing a coat so as not to get soaked and told Moe, "I towed your boat to the road, but a goat ate the rope."
Moe said, "I hope you don't feel like a dope, don't mope but also don't gloat."
So Joe loped down the road with the choking goat in tow, no joke.
Entry by Amy Brown, Carol Carrothers (Washington)
Long "i":
i_e, igh, _y
I'd like to buy a hi-fi. I'll ride my bike to Ikea. I'll try to find a hi-fi but I might cry by and by. Why? No hi-fis. Sigh...
Entry by Julia Jech, Barbara Petersen (Washington)
Long "e":
ee, ea, ey, _e
The monkey beat feet down the street to the sea. He met a green seal. They were stung by a bee so went to have tea. They were offered peas and beets. Wow! What a treat. How neat!
Entry by Alice Anderson, Diann Rockstrom (Washington)
4. READING COMPREHENSISON
5. SPONTANEOUS WRITTEN LANGUAGE (Language Experience Stories)
6. ASL DEVELOPMENT
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