Beginning Sounds Train Border
Use the Train dies to reinforce beginning letter sounds and the alphabet.
Create a classroom border to identify words that begin with the same letter. Maintain student interest by regularly updating pictures and discussing the beginning, middle and ending sounds of each word. Create this border for any letter of the alphabet. This border can be used to meet any curriculum need. For example, consider creating a multiplication or division train.
Reinforce beginning sounds and letter recognition by having students place train cars with words behind the correct letter of the alphabet.
Note: The Coal Car (shown in the Main Image) has been retired. Consider substituting with the Boxcar, Tank Car or Caboose from the Train Set.
Supplies Used: Construction Paper, Colored Pens, Crayons, Double-Sided Tape, Glue, Hook and Loop Dots, Scissors, Self-Adhesive Letters
The teacher will die-cut the materials for student use prior to the lesson.
- Die-cut the Train, Locomotive from multiple colors of construction paper or cardstock.
- Decorate and layer Locomotive die-cuts using glue, double-sided tape or other adhesive. To layer, leave one shape whole and cut highlights out of other colors. Create subtle shadings using colored pens or crayons.
- Use self-adhesive letters or hand-write the beginning sound on each Locomotive (Figure A).
- Die-cut the Coal Cars or any other train cars from multiple colors of construction paper or cardstock. Die-cut enough Coal Cars to have 4 or 5 for each beginning sound.
- Decorate and layer the Coal Cars as above.
- Use self-adhesive letters or hand-write words beginning with the corresponding beginning sounds (Figure B).
Note:A variety of Locomotives could be placed on a poster or bulletin board area. Locomotives could be followed by a series of hook and loop dots placed so Cars could be attached behind the Locomotives. On each Car place the opposing hook or loop dot for easy usage.
- Figure A
- Figure B
English Language Arts: Evaluation Strategies
K-12: Standard 3
- Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
English Language Arts: Applying Language Skills
K-12: Standard 12
- Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English, Copyright 1996 by the International Reading Association and the National Council of Teachers of English. Reprinted with permission.