Scholastic teaching resources mini file folder centers in color reading writing grades 1 3

12 Irresistible and Easy-to-Make Centers That Help Students Practice and Strengthen Important Reading and Writing Skills Mini File-Folder Centers Reading... In addition, the unique mini

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Pocket-Folder Centers in Color:

Reading

Grades 2–3 ISBN: 0-545-13035-2

The Most Trusted Name In Learning ®

www.scholastic.com

Just cut and fold standard file folders for instant centers!

12 Irresistible and Easy-to-Make Centers That Help Students Practice

and Strengthen Important Reading and Writing Skills

Mini

File-Folder Centers Reading

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This book is dedicated to my husband, David (educator and secondary school administrator), who has provided consistent support and encouragement throughout my teaching career Without his guidance, my life as a teacher, presenter, and writer would not have been possible.

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, or transmitted in any form

or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher

For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012

Edited by Immacula A Rhodes Cover design by Jason Robinson Interior design by Solas Cover and interior illustrations by Teresa Anderko, Maxie Chambliss, and Rusty Fletcher

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About This Book 4

What’s Inside 5

Making & Using the Mini File-Folder Centers 5

What the Research Says 8

Meeting the Language Arts Standards 8

Mini File-Folder Centers Owl’s Wonder Words (synonyms) 9

Antonym Antics (antonyms) 14

Prefix Mix (prefixes)

Scoring With Suffixes (suffixes)

Compound Words Playground (compound words)

Plural Nouns on Parade (irregular noun plurals)

Cool Contractions (contractions)

Doggy-Bone Word Sort (nouns and verbs)

Shopping for Syllables (syllables)

Build a Yummy Burger (sequencing)

Fruity Fun With Sensory Words (describing)

Fact Fill-In (summarizing) 5

3

18 22 27 32 36 41 45 49 53 7

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About This Book

As teachers, we realize that students learn at different times and in different ways The desire to help every student succeed leads us to research, learn, and gather information to make teaching as effective as possible We are constantly in search of ideas and materials that capture students’ interest and motivate them to engage in independent reading

and writing activities Mini File-Folder Centers in Color: Reading & Writing, Grades 2–3 was created for just this purpose

In the 3rd edition of Best Practice: Today’s Standards for Teaching and Learning in America’s Schools by Steven Zemelman, Harvey Daniels, and

Arthur Hyde, (Heinemann, 2005), the authors remind us that, “A room with centers offers kids variety in the day, a chance to engage content actively, natural occasions for quiet talk, opportunities for spontaneous collaboration, and the responsibility for making choices ” The classroom-tested learning centers in this book give students a fun, engaging way to practice and build skills that help them meet the language arts standards, including the Big Five—phonemic awareness, phonics, vocabulary,

comprehension, and fluency—the essential components in the Reading

First Program guidelines identified in the No Child Left Behind Act (See

“What the Research Says” and “Meeting the Language Arts Standards,” page 8, for more ) In addition, the unique mini file-folder format appeals

to kids of all learning styles, while the self-checking activities encourage independence and lend support to students who need extra help in reading and writing

The mini centers are a snap to set up and store: Just cut out the templates, glue them inside file folders that have been cut in half and folded into quarters, and you’ve got twelve instant centers! The activities are designed to reinforce students’ reading and writing skills and include topics such as synonyms, antonyms, prefixes, suffixes, compound

words, parts of speech, sequencing, and more And they make a great classroom management tool—whether used as anchor activities or sponge activities (exercises that support learning by giving students opportunities to practice, reinforce, or extend skills they already know)— the centers are perfect for individual or partner work, as well as for small-group instruction

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What’s Inside

Everything you need for the mini file-folder centers is included in this resource

Each center activity includes the following:

Making the Mini File-Folder Centers

Follow these easy directions to prepare the mini file folders and

assemble the centers

How to Prepare the Mini File Folders

each mini file folder toward the center fold Fold it to the right two more times

When finished, you’ll have a foldout mini file folder that’s divided into four sections by the folds

teacher that shows how the center is assembled

prepare and use the activity

writing activities that continue reinforcing students’ skills and interest

center for the file-folder tab

of the file folder for storing the activity cards

to the inside of the folder

students how to use the center

of colors, if available)

* scissors

* glue stick or rubber cement

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Assembling the Mini File-Folder Centers

to the front Glue only along the top, bottom, and left edges of the pocket, leaving the right side open to serve as the pocket opening (Note: Instead of a pocket, a front label is provided for Fruity Fun With Sensory Words, page 97, and Fact Fill-In, page 105 )

inside sections (Glue the directions to the far-right section )

After laminating, use a craft knife to carefully slit open the pocket

Assembly Tips

* Before cutting the

activity cards apart,

make additional color

or black-and-white

copies to have on hand

in case pieces are lost

* To help students keep

the activity cards in

place when using a

center, you might affix

self-adhesive Velcro®

dots to the inside of

the folder and on the

back of each card

Template 1 Template 2 Template 3

Pocket (front of folder) Pocket Opening

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Using the Mini File-Folder Centers

mini-lessons to review the reading concepts used in each center

and encourage students to use them for independent learning activities before or after school, during

center or free-choice time, when they have finished other tasks, or while you work with other individuals or small groups

available with the centers Have students complete

a writing component for each activity Some center directions specifically include a step that involves writing, and you’ll find additional writing activities in the Extending the Activities section for each center

share their work, including the writing component, with others Afterward, you might have them place their writing sample in a specified location You can use their work to track progress and assess skills

or for volunteer tutors to use as instructional tools

to give them extra practice and to encourage family involvement in their learning

One Step Further

Sharing learning is a key component in using the mini file-folder centers After students complete an activity, provide the time and opportunity for them

to share their responses with a friend, partner, small group, or the entire class When students share what they learn with others, they get further practice

in applying their reading and writing skills as they also build vocabulary, communication, and social skills

Storage Tip

A small shoebox makes an ideal storage container for your mini file-folder centers You might reinforce the corners of the box and lid with strapping tape for durability, then cover both with decorative paper or vinyl

To prepare for use, set the box inside the lid Then stand the folders tab end up in the box

so students can easily see the labels to find the center they’ll work with For storage after the school year, lay the centers flat

in the box and place the lid

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What the Research Says

In their book, In a Reading State of Mind: Brain Research, Teacher Modeling, and Comprehension Instruction (International Reading

Association, 2008), Douglas Fisher, Nancy Frey, and Diane Lapp note that

“The more we practice new information, the more familiar the information

in the neuronal pathway becomes and the less difficulty we have with retrieval and related learning This is why it’s so important to provide time for students to practice any new learning that you’re modeling Without this practice and use, the brain will prune this information, which it views as irrelevant It will do so to make space for the next new learning to occur ”

Connections to the McREL Language Arts Standards

Mid-continent Research for Education and Learning (McREL),

a nationally recognized nonprofit organization, has compiled and evaluated national and state standards—and proposed what teachers should provide for their Grades 2–3 students to grow proficient in reading The activities in this book support the following standards:

Reading

Uses the general skills and strategies of the reading

process including:

prefixes, suffixes, root words, compound words, spelling patterns, contractions) to decode unknown words

including synonyms and antonyms

Writing

Uses the general skills and strategies of the writing process:

• Uses strategies to organize written work (uses a sequence

of events)

• Uses writing to describe familiar persons, places, objects,

or experiences

Uses the stylistic and rhetorical aspects of writing:

• Uses descriptive language to convey, clarify, and enhance ideas

• Uses declarative sentences in writing

Uses grammatical and mechanical conventions in written compositions including:

• Writes in complete sentences

• Uses pronouns, nouns, verbs, and adjectives in writing

• Uses contractions, roots, suffixes, and prefixes in spelling

• Uses conventions of capitalization and punctuation in writing

Source: Kendall, J S., & Marzano, R J (2004) Content knowledge: A

compendium of standards and benchmarks for K-12 education Aurora, CO: Mid-continent Research for Education and Learning Online database:

http://www.mcrel.org/standards-benchmarks/

Connections to the Reading First Program

The activities in this book are also designed to support you

in implementing the Reading First Program, authorized by the U.S Department of Education’s No Child Left Behind Act The National Reading Panel has identified the five key areas of reading instruction as follows:

Vocabulary Development

The ability to store information about the meanings and pronunciation of words necessary for communicating, including vocabulary for listening, speaking, reading, and writing

Fluency

The ability to read text accurately and quickly that allows readers to recognize words and comprehend at the same time

Comprehension

The ability to understand and gain meaning from material read

Source: Guidance for the Reading First Program (U.S Department of

Education Office of Elementary and Secondary Education, 2002).

Meeting the Language Arts Standards

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Owl’s Wonder Words

How to Assemble

answer key on page 11 Glue the label onto the

file-folder tab Then glue the top, bottom, and left

edges of the pocket to the front of the folder Glue

the answer key to the back of the folder

cards on pages 13, 15, and 17 Open the file folder

and glue each template and the directions to the

inside sections, as shown When the center is not

in use, store the cards in the pocket on the front

of the folder

Extending the Activity

To extend learning, instruct children to do the following:

dictionary or thesaurus

Then rewrite the sentence, replacing the word

with one of its synonyms

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1 Take out the cards.

2 Read each word

3 Check the barns to find a word

with the same meaning.

Place the card on that word.

4 Check your answers

5 Write each set of synonyms

on a sheet of paper.

enormous huge

large small tiny wee glance

glare stare exclaimed muttered stated

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donate present share cheery

glad pleased chuckle giggle

snicker gallop race sprint

evil mean rotten excellent

fantastic great actually certainly

truly gloomy miserable unhappy

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Antonym Antics

How to Assemble

cards on pages 23 and 25 Open the file folder

of the folder

Create a sentence for each word

Use each of the words in a sentence

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2 Read each word

3 Match the word to its antonym

5 Write each antonym pair on a

sheet of paper.

empty rare small

outside silence left

frown dark truth

whole sour soft

boring under dangerous

Word Cards

Template 3

Word Antonym

large right myth crisp safe

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Prefix Mix

How to Assemble

cards on pages 31 and 33 Open the file folder

of the folder

what it means

and un- Try to come up with three new words for

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2 Read each word

Find a prefix that can be added to the word to make

a new word

3 Place the card next to

that prefix.

5 Write each new word

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Scoring With Suffixes

How to Assemble

of the folder

with each suffix Write a sentence with each word

to show what it means

and -less Try to come up with three new words for

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high neat pr oud quick soft str ong sweet

ing: allow fall go hear know pour say see

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Directions

1 Take out the cards

2 Read each word

Find a suffix that can be added to the word to make

a new word

3 Place the word on 1st base

for that suffix.

4 Continue until you fill up the

bases for each suffix

Start at 1st base and end

at home plate.

6 Write each new word on

a sheet of paper.

7 Clear the bases

Repeat, using the rest of the cards.

HOME

2nd

1st 3rd

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hard high neat proud

quick soft strong sweet

allow fall go hear

know pour say see

friend hair heart joy

life pain speech thought

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Compound Words Playground

How to Assemble

of the folder

Write one sentence for each word

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Template 3 Directions

Directions

1 Take out the cards

2 Read each word

Find two words that can be put together to make a compound word.

3 Put the words side by side

on a pair of boxes.

4 Make a compound word

for each pair of boxes.

6 Write each compound word

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