Language Arts Manipulatives
Item: Clear Page Protector
Phonemic Awareness
 Student makes a mark using a dry erase marker
indicating same, different, yes, no… for a prompt
related to phonemic awareness
 Place the clear page protector over pictures that
represent various phonic elements (beginning sounds,
ending sounds, words that rhyme) student marks
according to mark given
(See optional Phonemic Awareness Assessments)
Phonics
 Student writes words that rhyme
 Circle targeted sounds
 Circle or underline syllables
 Search for words with a defined category: sound, word
pattern…
Vocabulary
 Highlight keywords; locate content area words
Fluency
 Place the clear page protector over text and frame a
sentence, paragraph, or a page to practice reading
 Different color border helps students focus on a
section
Comprehension
 Place the clear page protector over the text and
locate information related to comprehension questions
(underline, circle, …)
Oral Language
 Place the clear page protector over text on
designating a section to for student conversation
 Under key words to include in a retell
Writing
 Place the clear page protector over text and
underline key words to include in written response
 Write questions to go with a passage
Language Arts Manipulatives
Item: Wikki Sticks or Pipe Cleaners
Phonemic Awareness
 Circle or underline pictures that represent various
phonic elements (beginning sounds, ending sounds,
words that rhyme)
Phonics
 Circle beginning or ending sounds
 Create letter(s) and discuss sound symbol
relationships
 Chunk words
 Circle blends
Vocabulary
 Circle important words
 Circle targeted vocabulary words
 Mark Synonyms, antonyms, contractions, compound words
Fluency
 Mask phrases and read smoothly
 Mark determined area for the student to practice
(pause, stop, take a breath…)
Comprehension
 Underline keywords for content retention
 Underline information supporting questions
Oral Language
 Locate and discuss words that describe things you
see, hear, smell, & feel
 Locate a section of text with Wikki sticks you want
to discuss with a thinking partner
Writing
 Form letters, numbers
 Mark top/bottom line for letter formation
 Make spelling words or word wall words
Language Arts Manipulatives
Item: Magnetic Punctuation Marks
Phonemic Awareness
NA
Phonics
NA
Vocabulary
NA
Fluency
 Using magnetic punctuation marks have the student
adjust reading accordingly
 While reading pause at punctuation and have the
student hold up the corresponding punctuation symbol
Comprehension
 The student is given prewritten sentences, questions,
or a short paragraph in addition to a baggie of
punctuation marks. The student is then asked to place
punctuation marks in the correct locations. An answer
key is provided on the back.
Oral Language
 A magnetic punctuation mark is placed on the
chalkboard and the student is asked to use oral
language that represents the selected punctuation
mark.
Writing
 Have the student place the correct punctuation
magnets on chart paper or sentence strips that
completes that statement.
Language Arts Manipulatives
Item: Highlighter Tape
Phonemic Awareness
 Highlight chunks, blends, or sounds heard
Phonics
 Highlight specific letters (beginning, middle, end,
blends, etc.)
Vocabulary
 Highlight words fitting a category
 Highlight vocabulary words in the text
Fluency
 Tape phrases in a short passage and have the student
perform repeated reading
Comprehension
 Highlight topic sentences
 Highlight very important points and share with
partner
 Highlight keywords and use for retell
Oral Language
 Highlight key words, concepts, or ideas and have
students turn and talk
Writing
 Highlight key words that refer to main idea, B/M/E,
etc. for writing a summary
 Highlight topic sentences in paragraph and write a
supporting detail
 Highlight grammar in text: verbs, nouns, and
adjectives…
Language Arts Manipulatives
Item: Post-It Notes (Variety of Samples)
Phonemic Awareness
 Each small sticky note can represent a sound heard or
# words in sentence
Phonics
 Mark beginning sounds or ending sounds
 Write words containing (Digraphs, word families,
prefixes, suffixes)
Vocabulary
 Keyword – write definition, or draw on large post-it
 Use for matching – list term on paper or board, put
definition on sticky and match
 Marking unknown words
Fluency
 Mark a section for the student to practice repeated
reading
 Frame phrases with slim sticky notes to practice
repeated reading
Comprehension
 Mark where context cues were used
 Cover a section for read/cover/remember/retell
 VIP’s used for retell or written summary
 Write Keywords
Oral Language
 Write keys words and/or ideas to generate discuss
Writing
 Write key words from beginning, middle, end to use
for retelling and/or writing
 Brainstorm – Write all ideas on stickies, then move,
edit, and organize to complete a written response
Language Arts Manipulatives
Item: Dice/Blocks
Phonemic Awareness
 Place a block for each sound or syllable heard
Phonics
 Each cube color represents a sound symbol
relationship
 Number of vowels and consonants (by color)
Vocabulary
 Put words on the large dice and play mix and fix (Jan
Richardson~ Next Steps In Guided)
 Roll a vocabulary word on the dice and use it in a
sentence
Fluency
NA
Comprehension
 Comprehend question on dice, roll and answer question
relating to passage
 Five words – practice developing test style questions
 Key words on dice ~ roll and chat
Oral Language
 Key words on dice ~ roll and chat
Writing
 Roll and Write To The Topic ~ Inferencing
 Roll a question starter to generate a written
question
 Roll a punctuation mark and write a sentence or
question to match
Language Arts Manipulatives
Item: Rubber Balls
Phonemic Awareness
 Bounce ball for number of syllables heard
 Toss a ball up when you hear a rhyming word or sound
Phonics
 Toss at the letter or word dictated
 Toss a ball up when you hear the phonic element
stated
Vocabulary
 Give meaning of a word/concept – pass ball to next
person for their turn
 When get the ball say a synonym or antonym
Fluency
NA
Comprehension
 Toss the ball to retell the text in sequence
 Toss and make a comment about what you just read
Oral Language
 Toss ball on word and use in sentence
 Ask question and toss ball to another student to
answer
Writing
 Toss the ball to share ideas related to a topic for
writing
Language Arts Manipulatives
Item: File Folder with Small Envelopes/
Media Pockets
Phonemic Awareness
 Place a stick or marker in pocket labeled with the
sound you hear (beginning sound, ending sound, 1
syllable, rhyme…)
Phonics
 Sorting pictures according to beginning sounds or
word families
 Match words to various word families
 List blends on each card, put picture/word that
matched in pocket
Vocabulary
 Matching word (on pocket) with definition
 Prefix, suffix, root/base words
 Personalized Word Wall
Fluency
 Read passage found in pockets by level (one sentence,
two sentences, etc.)
Comprehension
 Group ideas and/or sort Very Important Points
 Read a short selection and make keywords on index
card to place in pocket folders
Oral Language
 Pull out a picture from a pocket in a folder to chat
about
 Put different parts of speech in each pocket, pull
cards and form sentences
Writing
 Organize topics
 Put all ideas on cards then organize ideas with
pockets – serves as a graphic organizer
Language Arts Manipulatives
Item: Index Cards
Phonemic Awareness
 Given pictures on index card, the student arranges
cards by an phoneme pattern
Phonics
 Write down chunks/word families
 Letter sounds and blends
Vocabulary
 Key vocabulary put on index cards in word bank
 Match vocabulary words with definition
Fluency
 Have sentences and phrases on index cards and the
student selects a card to practice repeated reading
Comprehension
 Summarize VIPs
 Use index cards with prewritten answers~ to model how
to answer a BCR question~ using evidence from the
text and including the brain thought
 Notes written on index card as student reads a
selection to use for an assignment
Oral Language
 Use information from index cards to promote
discussion
 Given ideas or pictures on index cards students
generate sentences
 Oral language paragraph-topic sentence one color,
detail sentences another color, ending sentence
another color ~ Human Paragraph
 Physically arrange index cards to create a sentence
Writing
 Make mini-graphic organizers, then use to response in
writing
 Use index cards to identify the elements of a story
Language Arts Manipulatives
Item: Clear Chips
Phonemic Awareness
 Count the number of sounds they hear using clear
chips in sound boxes
 Count the number of words in a sentence using clear
chips
Phonics
 Place chips to cover consonants, vowel, chunks, or
other phonic elements
 Sounds – use clear chip for each sound in word
 Mark words in text belonging to the same word family
Vocabulary
 Place clear chips over key words
 Pick up clear chips if you know the word with wand
Fluency
 Apply “3 or 5 Finger Rule” using clear chips to
determine text difficulty
Comprehension
 Put clear chip to mark the “Right There” answers to
comprehension questions
 Put clear chips on information that supports the main
idea
Oral Language
 Place clear chip on place in text you want to discuss
 After reading use “Conversation Chips” to represent
each idea shared and have the student write notes or
bullets about what was said
Writing
 Place clear chips on ideas or key words to use in
writing