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Zoo-Phonics® Program Georgene E oo-phonics® A Language Arts Resource Manual Using the Wild to Teach the Child By the Authors of the Zoo-phonics® Program Georgene E. Bradshaw, Illustrations by Irene M. Clark Irene M. Clark & Charlene A. Wrighton and Cynthia D. Clark oo-phonics® z© 1999 Language Arts Resource Manual By Charlene Wrighton Illustrated By Printed in the USA Irene Clark ISBN 1-886441-16-2 Cynthia Clark ©Copyright, 1999 by Zoo-phonics®, Inc., P.O. Box 1219, 18800 Hwy 120, Groveland, CA 95321. All rights reserved. Printed in the United States of America. The purchase of The Zoo-phonics® Language Arts Manual entitles the individual teacher to reproduce copies of the student worksheets for his/her individual classroom use. The reproduction of any part for an entire school or school system or for commercial use is strictly prohibited. Acknowledgements With every written endeavor there are special people who help bring a work to fruition. In fact, because of their ideas, suggestions and expertise, they make it better. I’d like to acknowledge those people now. A very special thanks to our dedicated proofreaders, Janis Schneider and Karen Heffner who fine tuned the writing, making it easy to understand, and most important, literate. To Irene and Cindy Clark (mother and daughter), a special thanks for the wonderful artwork that always bring a lightness to the page, as their illustrations help explain the preparation of the activi- ties, make the connections to text and bring a smile to our lips. Thanks to Phyllis for deciphering my awful handwriting and catching my inconsistencies! A special thanks to Tori Armstrong and Pam Cassaretto for their amazing graphic art ability. They, too, make the text easy and fun to read. Thanks for allowing me to change my mind after the pages were designed. These two ladies really care about a perfect product for our teachers and students. Thanks to Cindy Barnett who was undaunted in her search for just the right literature piece to match the phonetic concepts. These literature titles have been hand picked by both Cindy and the authors. Recommending them is a joy. Thank you to all those teachers who have tried Zoo-phonics, have used it well, and who have shared their wonderful ideas with me, so I can share them with you. To the incredible Zoo-crew, who keeps us flourishing as the authors create, a huge thank you. Every staff member gets extremely excited with the addition of each new Zoo-phonics family and each new Zoo-phonics Kid! Thank you to my sister Gigi, without whom we would have nothing to write about. Remember, she created the very core and essence of this Program. Gigi, along with accomplishing so many other Zoo-phonics projects, edited each chapter with love and great suggestions. Thanks goes to my very patient family, to whom I often say, “Things will slow down, I promise.” They allow me to become Zoo-phonics-obsessed when the need arises. Last but not least, to all the precious children around the world to whom we have made this commitment. Thank you to the following teachers for their ideas and contributions to this book: The Large Picture Cards, Chapter 3: Thanks Cathy Siever, Saddleback Valley Unified School District: Secret Password. Give your students a secret password before reading a story to the class. Tell them ahead of time (for example), “Every time you hear the Sound that Missy Mouse makes, I want you to Signal. She’s our secret password.” Have a student find Missy Mouse in the stack of Large Picture Cards and place Missy in a highly visible place. Perhaps Missy could sit in the seat of honor next to the teacher or near the student helper of the day. Have a different secret password each day. The Body Signals, Chapter 4: Thanks to Paul Andrews, Kindergarten teacher, Tenaya Elementary, Groveland CA: Silent Signals. Stand in front of your students and silently Signal the “a—z’s” one at a time. Your class must immedi- ately Signal, Sound and call out the Animals’ names! Go slowly at first, and then as your children become more sure of themselves, build up speed. The Sound Flash Cards, Chapter 6: Thanks to Beth Palmer, Tenaya Elementary School, Groveland, CA: Partner Banners. Copy the Partner, the Cue Word, and the Sentence on sentence strips. Hang them from the ceiling. As you and your students discover a new Partner, make another banner and attach it to the ceiling. Your room will look like an open dictionary. It will be a constant reminder for the students. All they have to do is to look up (literally) to find needed information. From time to time, point to various banners and have the students recite and Signal. How to Teach the Digraphs, Chapter 9: Thanks to Marcia Raos, Walnut Creek, CA: Yarn Web. Divide the class into two or three groups, depending on the size of your class. Hand a ball of yarn to each group. The group leader is to call out a digraph word and roll the ball of yarn to the next child who must spell it, think of another digraph word, and then toss it to the next person. Each time the ball of yarn comes to a student, s/he must wrap it around one foot before tossing it to the next person. The object is to make quite a tangled web as the children continue to think, Signal and spell more and more digraph words. The ball of yarn cannot be rolled to the next person unless a digraph word is spelled. I Say My Own Name, Chapter 11: Thanks to Sarah Gonzalez, Sally Perez and Lillian Fong: Variation: Write “I Say...” words on slips of paper and hand them out to the students. They are to find the appropriate category in which to staple the word (on the bulletin board). Thanks to Beth Palmer, Tenaya Elementary School, Groveland, CA: Sentence Strip Reminders. Take the sentence found on the back of each “I Say... ” Sound Flash Card and put them on separate sentence strips. On a smaller piece of paper, write the Partner and attach that to the sentence strip. Hang them from the ceiling. This will help the children’s memory and provide a source of information. Add to the collection each time you learn a Sound Flash Card. Thanks to Mary Enos, Pat Giovacchini, Suzanne Lauritzen, Cricket Whitling, Sue Kraus and Lynda Moss.: And Bingo Was His Name-O. Sing this famous song. As you spell out this famous dog’s name, Signal each letter in his name, and pull your thumb to your chest! Bossy “e,” Chapter 12: Thanks to Kim Mauer, Teacher.: “Being the ‘rookie,’ I was reluctant about being the sole implementor of the Zoo-phonics program in the primary level. However, once back in the classroom, I found many opportunities when this approach became invaluable. I even found myself using techniques taught in the workshop to enhance the current phonics program, and felt it come alive for both my students and myself. I started talking Bossy “e” and using hand Signals inadvertently when decoding a word. It made sense as I incorporated this multi-sensory approach into my lessons. The students who already had a command of phonics and had good decoding skills soared with this approach, but the group that was so exciting to watch develop was my non-readers. It makes sense!” Thanks to Carolyn Brothers, Excelsior Elementary School, Garden Grove, CA.: Bossy Elephant Mix- And-Match. Pull out all of the Bossy “e” Intermediate Sound Flash Cards (“ade,” “ete,” “ide,” “ole,” “ule,” “ere,” “ire,” “ore,” and “ure”). Place each in a pocket chart. On sentence strips, write the “Catch” Sentences (“I made lemonade in the shade,” etc.) that are found on the flip side of each Sound Flash Card. Place the sentence strips on the chalkboard or bulletin board. Object: The students are to read a sentence strip, Signal the Bossy “e” Partner, and match it to the Sound Flash Card to which it belongs. For example: A student reads the “I made lemonade in the shade” sentence strip, Signals, and then matches it with the “ade” Sound Flash Card. Continue this until all the sentence strips and Cards have been matched or until each student has had a turn. Thanks to Stacey Moore-Warner. Use this same idea to deal with the concept of “mad-made,” “kit-kite.” Make two boxes at the top of the pages so the students can write in each word (for example, “kit,” “kite”). The children will write a story using these two words as springboards for their stories. They are to illustrate their stories. Silent Letters, Chapter 14: Thanks to Marilyn Rubin.: Play A Game Of Silent Partner Checkers. Use the Checkerboard blackline master found on page 195. Fill in the rectangle on the black squares with a Silent Partner or Silent Letter word. You can select all the words from one Silent Letter family (“kn” for instance) or from several different families (“gn,” “kn,” “wr,” etc.). Copy enough for every pair to play. Give a handful of lima beans as checkers (see directions). Preface Zoo-phonics was born in 1984 by two sisters and a dear friend (our illustrator) who had a dream and a method of teaching children how to read and spell. It started in a special education class in Jamestown, California and spread to a special education class in Groveland, California, 26 miles away. Within a year, Zoo-phonics went from a way to teach special educa- tion students to a Program designed to meet the read- ing and writing needs of all children, regardless or age, ability or language.
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