SAVVAS LEARNING COMPANY | 2023
SAVVAS LEARNING COMPANY 2023
D’Nealian® Handwriting — the original continuous stroke, manuscript-cursive handwriting program — has been reimagined! The latest edition of this classic program now provides a complete audio, visual, tactile, and kinesthetic approach to teaching and learning manuscript and cursive handwriting.
With a streamlined instructional routine, robust practice options, and multimodal learning, D’Nealian Handwriting provides everything educators need to effectively teach manuscript and cursive handwriting in the elementary grades.
Register today to get online access to D’Nealian Handwriting, including:
To learn more about D’Nealian Handwriting, watch the short video below.
Post images of different animals, foods, and other objects around the room. Give students sticky notes with letters on them. Have students attach the letter sticky notes to the images whose names start with that letter (so the sticky note with the letter C would be attached to the image of a carrot).
Tip: Repeat this activity, but using final sounds (now the sticky note with the letter T is attached to the image of the carrot).
Create a set of flash cards with the uppercase and lowercase for 8 letters (16 cards total per set). Separate students into groups of two or three, with each child receiving three cards, with the remaining cards going into the pile. Have children play Go Fish. Each child should ask another member of their group for a letter to try to make a match. If there is no match, they draw a new card from the pile to add to their hand.
Try this phonics-friendly version of Simon Says: Give each child a card with an uppercase or lowercase letter (limit to no more than 6 total, such as C, c, S, s, O, o). Give instructions based on letters: “Simon Says, if you’re holding an uppercase C, touch your nose!”
Tip: For an easier version, use only uppercase (or only lowercase) letters.
Write a word on your board, such as POT. One by one, let kids erase one of the existing letters and replace it with a new letter to form a new word. For example, POT could become COT, PIT, or POD. COT could become CAT, PIT could become SIT, or POD could become NOD. Continue until kids are unable to form new words.
Tip: Add complexity by allowing students to add or delete letters (POT could become SPOT or POST).
Many letters are formed with straight lines, such as A, M, and T. Create a set of uppercase letters, and challenge students to sort them according to how they’re formed: only straight lines (like X and W), only curvy lines (like S and C), and a mix of straight and curvy (like B and P).
Tip: Repeat this activity with lowercase letter cards. Have kids discuss which letters only use straight lines in uppercase, but use curvy lines (or a mix of straight and curvy) in lowercase (like A / a and E / e).
Get a little friendly competition going on in the classroom! Put students in small groups. Give each group the same set of letter cards (for example, a, d, g, h, i, l, r, u). Set a timer and have each group come up with as many words as they can with the provided letters. At the end, have each group read and spell their words aloud. The group with the largest number of correctly spelled words wins!
To help children differentiate between vowels, pick a vowel and then instruct children to put their thumbs up when they hear the vowel. For example, for short vowel o /o/, use words like pat, pot, pod, pad, sad, sod, tap, top, lot, lit. After the game, have students help you write the words on the board to reinforce spelling.
This is a version of Simon Says that’s completely silent! Create large cards with decodable action words (such as stand, sit, wave, spin) and body parts (such as hand, face, nose, chest, leg). One by one, silently display the cards. If it’s an action word, students should perform the action. If it’s a body part, students should point to the corresponding body part.
The vowel digraph oo can be challenging for some children. Slowly read aloud a list of words, and have children form the two o’s with their hands and hold them up to their eyes like binoculars when they hear the sound. For example, your list may contain ruff, roof, room, rope, hop, hoop, bat, and boot. Go through the list a second time, asking children to help you spell each word.
Use masking tape to create squares on the floor. Next to each square, place a card with a decodable word. Have children line up and play hopscotch one by one, jumping forward one square for each word they read correctly.
Tip: This is a helpful activity to strengthen students’ proficiency with tricky spelling patterns, such as -le (as seen in candle, sample, table, tickle, etc.).
Have a small group of students come up to the front, and give each one a letter card. First challenge the group to spell a word with their letters. Then have one more student come to the front and give them a card with a slash on it. Have the remaining children determine where the syllable break is and direct the “slash” to stand in that position. Swap out the letter cards and repeat with a new word.
Every few words, have children change positions (between holding cards and sitting at their desks).
To help students strengthen their understanding of closed syllables, give them a worksheet with a list of words with a closed syllable, such as lemon, visit, model, and topic. Have students draw a box around the closed syllable.
Tip: Include words that do not have closed syllables, such as hero and baby. Have students try pronouncing these words with closed syllables (such as her/o and bab/y) to see how silly they sound!
Create a 4 x 4 grid. Have students write high-frequency words (such as he, be, we, go, so, no, me) in the spaces; encourage students to put the words in a random order. Then read the words aloud one by one, having students marking off a word when they hear it. When a student has a straight line marked, they have BINGO!
Write or print high-frequency words on a set of flash cards. Distribute one set to each student. Say a high-frequency word and challenge children to hold up the corresponding flash card as fast as they can.
At the beginning of the week, display a “Mystery Sentence” in your classroom. This should be a sentence that is missing the phonics components that you will be teaching that week. For example, for the week that you are teaching diphthong ou and the vowel sound that appears in ball (spellings: aw, au, al, ough), the Mystery Sentence could be: “I s__ a sm___ m__se, and it made no s__nd. It might h__l away my lunch or put its p___s on my desk. What ___t I do?”
As the week goes on and skills are learned, fill in the missing blanks. For example, this sentence would be revealed: “I saw a small mouse, and it made no sound. It might haul away my lunch or put its paws on my desk. What ought I do?”
Be sure to complete the form at the top of this page to get your free copy of 50 Fun Phonics Activities!
You can find even more activities—plus interactive digital practice, educational games, articulation videos, and so much more—in Savvas Essentials™: Foundational Reading, the new supplemental K-2 curriculum. Take a quick interactive tour today to see all that Foundational Reading offers!