Phonics Stationery€¦ · phonics study by helping children create personal links to written letters and their sounds. Phonics Stationery helps reinforce long and short vowels, as

Phonics Stationery

by Marilyn Myers Burch

N E W Y O R K • T O R O N T O • L O N D O N • A U C K L A N D • S Y D N E YM E X I C O C I T Y • N E W D E L H I • H O N G K O N G • B U E N O S A I R E S

Phonics Stationery © Scholastic Teaching Resources

Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use.No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, ortransmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, withoutwritten permission of the publisher. For information regarding permission, write to Scholastic Teaching Resources,557 Broadway, New York, NY 10012.

Cover design by SolasCover and interior illustrations by Maxie Chambliss

Interior design by Solutions by Design, Inc.Edited by Betsy Yarbrough

ISBN: 0-439-51771-0

Copyright © 2003 by Scholastic.All rights reserved. Printed in the U.S.A.

1 2 3 4 5 6 7 8 9 10 40 10 09 08 07 06 05 04 03

Special thanks to Betsy Yarbrough, Danielle Blood, Maxie Chambliss, Jacqueline Swensen, and John Furlong

for their contributions to this book.

26

BLEND

sn

Word Bank snowman snack sneeze sniff snore snug

Pho

nic

s St

atio

ner

y Sc

hola

stic

Tea

chin

g R

esou

rces


Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Phonics StationeryVowels

Long a (snail) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Long e (tree) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Long i (pie) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Long o (boat) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Long u (unicorn). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Short a (basket). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Short e (tent) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Short i (pig) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Short o (frog) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Short u (duck). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Blends

cl (clown) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

fl (flag) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

pl (plate) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

br (bridge) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

cr (crayons). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

dr (dragon) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

tr (trophy) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

sk (skunk). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

sn (snowman) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

sp (spider) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

st (stage) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

sw (swan) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Digraphs

ch (cheese) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

ph (phone) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

sh (shell) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Contents


4

Welcome to Phonics Stationery—a delightful way to makewriting time extra special and help children build phonicsskills! Each lined sheet of reproducible stationery is in the

shape of an object or creature whose name includes the featuredvowel, blend, or digraph. You’ll find a unicorn for long u, a frog forshort o, a clown, dragon, and snowman for blends, a phone and ashell for digraphs, and many more. The illustration provides a framefor students’ writing and gives them an image to link to the sound.Below each image is a short word bank to provide additionalexamples of words that include the same sound and spark ideasfor a variety of writing assignments. Emergent writers mightexpand the word bank and draw a small illustration for each word.More advanced writers might write short stories, poems, letters, oreven tongue twisters! Additional ideas for using the stationerysheets in learning-rich activities appear in the next section.

How to Use This BookThe 25 stationery sheets in this book provide a variety of ways to enlivenphonics study by helping children create personal links to written lettersand their sounds. Phonics Stationery helps reinforce long and shortvowels, as well as several consonant blends and digraphs. In thisbook, the term blend is used to describe both the spoken andwritten form of the letter clusters in which each consonantsound is heard. A digraph is a cluster of consonants that standfor one sound.

These pages are designed for flexible use. In addition to theirprimary function as stationery, they can also be used in manydifferent lessons, games, and activities. Suggestions are providedbelow, but you and your students are bound to develop your ownunique ways to put Phonics Stationery to use in your classroom.

Getting StartedLook through the table of contents to choose a stationery sheet for aparticular vowel, blend, or digraph that you would like to reinforce, for example st. Before distributing the stationery sheets, introducechildren to the format with a mini-lesson such as the one that follows for the s-blend st.

Introduction

VOWEL

Short o16

Phonics Stationery Scholas

tic Teaching Resources

Word Bank frog hop log p

lop pond rock

18

Pho

nic

s St

atio

ner

y Sc

hola

stic

Tea

chin

g R

esou

rces

BLEND

cl

Word Bank clown clap clever climb clothes clue

VOWEL

Long u

12

Phonics Stationery Scholastic Teaching Resources

Word Bank unicorn bugle cute huge music use

23

Phonics Stationery Scholastic Teach

ing Resources

BLEND

dr

Word Bank dragon draw dream d

ress drive drum

DIGRAPH

ph

31

Phon

ics

Sta

tion

ery

Scho

last

ic T

each

ing

Res

ourc

es

Word Bank phone alphabet elephant laugh nephew photo


Word Bank backpack black rack snack tack track

5

1. Write the letters st on chart paper. Ask ifanyone can identify the letters and say thesounds they represent.

2. Below the letters, write the word star anddraw a picture. Blend the word out loud,sweeping your finger beneath each letter.Ask a volunteer to come up and underline or highlight the letters st and say the soundsthey represent.

3. Enlarge the st stationery sheet and displayit. You might cover up or cut off the wordbank for this step. Have the class brainstorma list of words that begin with st as yourecord the words on the sheet.

4. Give each child a copy of the st stationerysheet. Challenge students to list words thatbegin with st. (You might have children listwords that include rather than begin withthe featured sound.) They can choose wordsfrom the class-generated list or choose otherwords. Have students draw a smallillustration for some or all of the words.

5. Ask children to work with a partner andmake up sentences about the words on theirlist. Challenge them to include as manywords as they can in a single sentence.Encourage children to be imaginative andeven a little silly as they think of ways toincorporate the words on the list into a fewsentences. (It might be necessary to conducta similar mini-lesson to introduce vowelsand digraphs.)

6. When children are ready for more of achallenge, have them write sentences ontheir stationery sheet that include wordswith the featured sound. You might alsohave them write letters, poems, riddles,tongue twisters, or descriptions inspired bythe illustration on the stationery sheet.

Imaginary JourneysCreate a list of real or imaginary locations toaccompany the blends. For example, you mightwrite Florida, Pleasantville, Snowflake Mountain,Starfish Cove, and Swan Lake. Or you might letstudents explore maps and globes to generatetheir own list. Next, tell students to put on their“walking shoes” and accompany you on a trip.Taking turns, describe what you “see” on yourway to each location. You might start the class offby stating, “On our flight to Florida I saw a flag,but that’s not what Sally saw. Let’s hear whatSally saw.” Sally would then repeat what you saw,describe a new fl sight, and call on someone else.She might say, “On our flight to Florida, Ms.Smith saw a flag and I saw a flattened fly, butthat’s not what James saw. Let’s hear what Jamessaw.” Have a student come to the chalkboard andrecord the items that have been seen. When theclass gets stumped for new words, change to adifferent blend and start again with students whohave not yet had a turn.

Word BuildersMake a set of pink flashcards with a blend ordigraph on each. Make another set of blueflashcards with a word family on each, such as:

-ick -ag -ight-eck -im -ot-ace -ed -in-ip -op -ain

Let students work in pairs to create as manywords as they can by combining one pink andone blue card. You might also have studentscreate “new” words and give them originaldefinitions. Ask volunteers to stand in front ofthe class and present the invented words withexaggerated movements. Have them place thebeginning sound in one hand and the endingsound in the other. Instruct them to say each


6

sound separately while holding up the appropriatecard, and then to blend together the sounds.

Phonics Collage PostersDisplay several large sheets of posterboardaround the classroom. Attach a sheet ofstationery to each sheet of posterboard.Distribute magazines to students and let themwork alone or in pairs to find and cut out imageswhose names feature each displayed vowel,blend, or digraph. After allowing time to findsome images, have students share what they havecut out. If an image fits with a displayed sound,invite the student to glue or tape the image to theappropriate poster and to write the name of theimage beneath the picture.

Sound CircleMake a copy of each stationery sheet and writethe vowel, blend, or digraph in large, colorfulletters in the center of the page (for example,long a). For this activity, you will also need a soft foam ball and a large open space. Selectenough stationery sheets so that each child hasone and place these sheets in a large circle on thefloor. Ask children to select a sheet and stand orsit behind it. Toss the ball to a student. Explainthat this student should say the sound(s)represented by the vowel, blend, or digraph infront of him or her. For a greater challenge, havestudents say one or more words that begin withor include this sound. Once a player completes aturn, the player tosses the ball to someone whohas not yet had a turn.

Stationery for Any OccasionBefore you begin using the stationery, lookthrough the illustrations to get ideas foradditional ways to use the sheets. You might usethe stationery to connect to other lessons. For

example, you might use the long e stationery(tree) for a unit on trees or as part of a seasonalstudy. The sn stationery of a snowman workswell for winter, short a (basket) for spring, andlong o (boat) and digraph sh (shell) for summer.You might also tie the stationery into children’sexperiences at school. For example, childrencould write about their experience in a schoolperformance on the s-blend sheet of a stage. Oryou could compile all of the animal images toform a phonics zoo. Have fun as you find ways touse the stationery in ways that best meet theneeds of your students.

VOWEL

Short a

13

Pho

nic

s St

atio

ner

y Sc

hola

stic

Pro

fess

iona

l Boo

ks

Word Bank basket add glad grass hatch quack

DIGRAPH

sh

32

Phonics Stationery Scholastic Professional Books

Word Bank shell shallow sharp shiny shout shovel

VOWEL

Long e

9

Pho

nic

s St

atio

ner

y Sc

hola

stic

Pro

fess

iona

l Boo

ks

Word Banktree dream

leaf near queen

sleep


7

Here are other high-utility vowel, blend, and digraph lists you may want to review with your class:

Long a Long e Long i Long o Long uface beach bike bone arguegrape feet dime cold cubemaze green fire go fuseplace leap hide joke futuresame mean kite old Januarytake peek light pillow menutale sheep mice shadow mulewave teach wife toad pupil

Short a Short e Short i Short o Short ucat bed big box bumpcrack chest dip clock cupgrab dress fish doll dunkhat egg gill fog fussmatch nest kiss hot hugpal peck six pot lucksplash sell slip soft sudsstamp wet swim stop up

l-blends r-blends s-blends

cl pl br dr sk sp swclam plan brave drew sketch spark swapclass plane bread drift skid spell sweepclear planet brick drink skill spoon swellcling pleasant broom drop skin sport swingcloud plug brush dry skit spout swoop

fl cr tr sn stflame crab trash snail stackflat creek tree snake stayflight crib trip snap steepflood cross truck sneak stirfloss crowd trust snow story

Digraphs

ch ph shchair dolphin shakechange pharmacy shapechart photocopy sharkcherry Ralph showchill trophy ship


8

Wo

rd B

ank

sna

il d

ay

la

ke

na

me

p

lay

ra

in

VO

WE

L

Long

a


VOWEL

Long e

9

Word Bank tree dream leaf near queen sleep


VO

WE

L

Long

i

10

Wo

rd B

ank

pie

din

e

fiv

e

like

s

lice

s

mile


VOWEL

Long o

11

Word Bank boat coast coat float rode row


VO

WE

L

Long

u

12

Wo

rd B

ank

unic

orn

bu

gle

c

ute

h

ug

e

mu

sic

use


VOWEL

Short a

13

Word Bank basket add glad grass hatch quack


VO

WE

L

Sho

rt e

14

Wo

rd B

ank

tent

be

st

he

lp

re

st

sle

pt

sp

en

t


15

Wo

rd B

ank

pig

bric

k

hill

m

ix

tw

ig

wish

VO

WE

L

Sho

rt i


VO

WE

L

Sho

rt o

16

Wo

rd B

ank

frog

ho

p

log

p

lop

p

on

d

ro

ck


Wo

rd B

ank

duc

kb

ug

f

un

m

ud

s

tuc

k

tug

VO

WE

L

Sho

rt u

17Phonics Stationery © Scholastic Teaching Resources

18

BLEND

cl

Word Bank clown clap clever climb clothes clue


19

BLE

ND

fl

Wo

rd B

ank

flag

flap

f

lew

f

lip

flo

we

r

fly


20

BLE

ND

pl

Wo

rd B

ank

pla

tep

lac

e

pla

y

ple

ase

p

len

ty

plu

m


21

BLE

ND

br

Wo

rd B

ank

brid

ge

bre

eze

b

righ

t

brin

g

bro

ok

b

roth

er


22

BLEND

cr

Word Bank crayons cradle craft cricket crown cry


23

BLE

ND

dr

Wo

rd B

ank

dra

go

nd

raw

d

rea

m

dre

ss

driv

e

dru

m


24

BLEND

tr

Word Bank trophy trade travel treasure true try


25

BLE

ND

sk

Wo

rd B

ank

skun

ksk

ate

s

ki

ski

p

ski

rt

sky


26

BLEND

sn

Word Bank snowman snack sneeze sniff snore snug


BLEND

sp

27

Word Bank spider space speak speed spin spy


28

BLE

ND

st

Wo

rd B

ank

sta

ge

sta

nd

s

tar

st

om

ac

h

sto

p

stu

de

nt


29

BLE

ND

sw

Wo

rd B

ank

swa

nsw

am

p

sw

ay

sw

ee

t

swift

ly

sw

im


DIGRAPH

ch

30

Word Bank cheese chase cheer chew chicken chunk


DIGRAPH

ph

31

Word Bank phone alphabet elephant graph nephew photo


DIG

RA

PH

sh

32

Wo

rd B

ank

she

ll sh

allo

w

sh

arp

s

hin

y

sho

ut

sh

ove

l


/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 72 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.00000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages false /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 300 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.00000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile (None) /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False

/Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice

Documents

Phonics Stationery€¦ · phonics study by helping children create personal links to written letters and their sounds. Phonics Stationery helps reinforce long and short vowels, as