Students love to relive and reread familiar stories. An easy way for them to do this is to have them use pictures AND words in conjunction. When students have pictures in addition to the words, they have a support that builds their confidence. With activities like this, students do enjoy familiar pictures, while they also work on reading short sentences. This activity builds sight word knowledge, connecting that pictures can be clues to the words and reading stamina and fluency! In addition, they are able to practicing sequencing in this activity as well (which is a necessary skill for our kids to practice again and again)! Overall, this doesn't take too much time to make and is always enjoyed by all students- while they learn!
- Printed sentences
- Printed pictures that correspond with the sentences
- Corresponding writing sheet for students to copy sentences onto
I try to find and/or create sentences that 1) use sight words we are working on, and 2) use CVC words and/or words that are easy to sound out. Also, I really try to make sure that the sentences in this activity are related to the story or topic we are currently working with.
Students will read the sentences. Once students have slowly read and/or sounded out a sentence, they will read it fluently to their partner. Then, their partner will find the picture that corresponds with the words. Students will take turns reading or finding the picture until all matches have been made. Once all sentences have been read and matched, students will re-read them fluently together. Students will do this so they can put the sentences in order.
After students think they have put all of the sentences in order of the sequence from the story, they can move to the last step- they write their sentences in proper order.
Here is a video that shows how to complete the sentence and picture match!
I will check students’ sentence papers for the following:
Sequence is almost completely correct (the order of events should be mostly spot on).
Handwriting is neat.
*I also have students leave their sentence strips and pictures on the floor for me to check for correctness. This is a great time for small teachable moments!
This activity is really easy to change and to mold to meet the need of your students and/or the topics you are covering. At the beginning of the year, I might have students just sound out character names, then I might have them sound out character names and matching adjectives, and around mid-year, I would begin having students read complete sentences and match them to their pictures. This activity can be done whole group, small group, at centers or even independently! Once I teach this game two times at the beginning of the year, students always know what to do!
To support this lesson later on, I like to use center materials like this fast food themed sentence picture match or this CVC Word and Sentence Reading Picture Match Cut and Paste.
I have a few students who may have difficulties reading and/or sorting these sentences, so I have two supports in place for them.
1) I number the sentences and the pictures on the back so students can check to see if they indeed match. (“This is Jack.” would have 1 on the back, as would the picture of Jack’s character.)
2) Sometimes, I will give a higher student the permanent job of being the reader.
Once they read the sentence, they help someone else read the sentence for themselves and then guide them to finding the picture.
3) I have one student who is still a really slow writer, so he is able to trace the sentences.
This saves time for him but also helps him gain confidence by getting his work done.