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Friday, January 27, 2017

Word Work with Word Families

We have moved passed working on beginning and ending sounds!  Now we need to work on word families!  This really helps the students look for chunks when reading.

1st we read/sing a  "Kid Rhymes" book.  Click to go to their web site!  It supports research on phonological awareness, word study, sight vocabulary, comprehensive strategies, and concepts about print.  The kiddos love the humorous, colorful illustrations.

Then we create an anchor chart to write word family words as a group. Click here to see how we share with parents.
It takes a week for this to happen!  We create the list and practice reading it each day.  One day the students chorally read the word. One day I say the rhyme chunks, and the students have to find the word.  One day, I segment the word.../c/  /a/  /t/...the students have to say the!  Then someone finds it! So we focus on phonemic awareness and phonics! I pick one of these things to do each day, and have fun!

Once we have 2 charts, we are ready to sort some words!

We focus on the -at and -an chucks!  Cut and paste to sort the words and practice reading.
Then we add more sorts! Check out the student below that is writing his own words for a challenge!

This is the resource I used to help the students look through the word and focus on the word families.  It has really helped my students!  Hope it helps yours! Word Family Word Work!

Check out the sequence below to help you plan!
The Same Vowel
Short A families:
vAT -AN (Start with 2 families.)
vAP -AT (Add another and review one.)
v –AT, -AG, -AP (Try 3, but include a familiar one for review.)
vAT, -AG, -AN (blends for differentiation)
vAT, -AN, -AP
v–AD, -AN, -AP
v-AN, -AD, -AP, -ACK (Try 4, with some familiar ones.)
Short I families:
v –IT, -IP
v –IT, -IN
v IG, -IP, –IT
vIN, -ID, -ILL, -ICK ( Be ready to pick up the pace.)
Short O families: 7. –OT, -OG, -OP, -OCK
Short E Families: 8. –ET, -EN, -ED, -ELL

Short U families: 9. -UT, -UG, -UCK, -UMP

Friday, January 20, 2017

Fun Bubble Gum!

We have learned all letters and sounds, but some are still confused so we played a fun game! Yes, you can play games in school!  We call them educational games!

We reviewed the letters and sounds to help make this information solid but added a more difficult skill to stretch our minds!

What did we do?

We chose a letter card (cat).  Said the beginning sound /k/. Then found the letter to color that matched the sound on our bubble gum boards.  If it was on the board, the letter name was said, "c."  
If all bubble gum circles are colored, we yelled, "Bubble Gum!"

How did we stretch our minds?

After marking the letter....if the word had 4 or less sounds we stretched the word to work on phonemic awareness.  It was so exciting to see students able to complete this difficult skill independently!
Segment cat- /k/  /a/  /t/           Segment vest- /v/  /e/  /s/  /t/

Give it a try!  See if you can segment a few times a day!  Make it fun!

If you want to make you own cards, click below on the picture.
This resource has an editable page so you can differentiate!

Thursday, January 19, 2017

Blending Made Easy!

When we are asking our students to decode a CVC word we are asking them to first recall the sound correspondence for the letters, hold those individual sounds in their memory, then go back to blend the sounds together.

 So not only are we asking them to blend, we are asking them to remember each sound. 

This could be a little much for our beginning readers; it is especially difficult for students with ADD or memory issues.
Isabel Beck, author of  Making Sense of Phonics: The Hows and Whys, explains how to do successive blending so they do not need to hold more than 2 sounds together in their memory at a time.

Sequence for blending.
1.Place the letter cards n” “e” and “t” separated in a pocket chart or on table
2.Point to the “n” and say /n/                                             
3.Point to the “e” and say /e/
4.Physically slide the “e” over to the “n”
5.Slide finger along the “ne” and say /ne/
6.Point to the “t” and say /t/
7.Move the “t” card next to the “ne” to make the word “net”
8.Slide finger under “net” and say “net” slowly
9.Read the word naturally

Once we read the word, we spell the words.  Sometimes I have to say, "Spelling means we say the letter names."
Hopefully, the student will then reply, " n   e   t."

I am not sure if the movement of the letters actually helps the
students remember, but I have found that if we use this process... reading seems to happen quickly!
Then we practice, practice, practice with a lot of fun games!

Give it a try!  I hope it works as well for you as it did for me!

Thursday, January 12, 2017

Poor Handwriting and Falling off a Chair!

Do you students have difficulty sitting in a seat?  Do they fall of the edge or slump?  How is their handwriting?  horrible?
They could have poor upper body strength! What! Yes, build their upper body strength and watch these things improve!
Build their upper body strength!  How can you ever do that with all the standards pushed as a focus?

Add movement!

Kindergarten students need to practice counting so...We do planks and crab push ups! WHAT?!?
 We start at 1 and count to 10 in the plank position!

Then we switch to the crab position and count to 29!
We switch to plank position and count from 30-39!  We change direction at each decade until we reach 100!  Boy does it work our upper body!

Then we do push ups to count from 10-100 by 10's three different times!

How else do we build upper body strength?  We don't walk on our feet around the room!  We crab or bear walk!

Give it a try with any memorization skill!  Ask any OT and they will be so excited!

You can see other things we do to build our upper body strength to help us sit better by checking out another way to build upper body strength!  Click here!

Friday, January 6, 2017

Snowmen Segmenting!

We had so much fun segmenting snowmen that showed us pictures on their bellies!  We used snowballs (cotton balls) to segment and search for sounds.
Say the first sound as you move a cotton ball onto the first snowman.
Say the second sound and move the snowball.
Say the last sound and move the final snowball!

Then we went back and wrote the letters that stand for the sounds!

We practiced reading the sounds and saying the word!

Each page had a specific short vowel sound!  Next week, we will work on mixed vowels to help us solidly understand all the parts of a word!

Here is the resource

Other products to help segment!


Wednesday, January 4, 2017

Letter Sound Fluency

The students have practiced and learned the letter names and sounds!  Knowing these 2 things is just the start!  It is so important to know them fluently!

How do you develop fluency of letters and sounds?

Practice with GAMES, of course!

We pulled letters from a popcorn container (Dollar Store must) then a played different games.
  The student had to say the letter and sound. We matched the letters already found and placed on the table!

A few different letters were placed on a table.  Students raced to find the letter/sound said by the teacher.  Whoever touched it first won!  Placing a few letters down at a time makes it easier.  For students that really struggle, I placed only 3 popcorn cards on the table.

We also played a game where we picked a popcorn letter, said the letter name/sound. Then found the letter on the alphabet sheet and colored the matching beginning  sound word!  The fluency happen with saying the letter name/sound but finding it on the ABC table first makes it fun!

The last FUN game was....SAY IT FIRST!  I pulled out a popcorn card.  The student that said the letter name first kept the card!  (We did sounds the next day!)  We found the winner by comparing the number of cards won!

We also read the popcorn poem each time we began a lesson with the popcorn letters!  It helped develop auditory memory and reading fluency with choral reading.  I also had the students point to letters in the poem to see who could find it the fastest!  Just for fun, of course!

You can find these resources and other games and ideas in this product!  Hope it works as well for you as it does for me!

Tuesday, January 3, 2017

Conversations From the Classroom

I have teamed up with a bunch of teacher friends to create a new blog called Conversations from the Classroom! It launched Jan.1.  We come from all over the country (as well as other countries too!) and work in a variety of classroom settings (Pre-K through Middle School). 
Click Picture to go to blog!

I am guest posting today!  Hop on over to CFTC and join the conversation!

Sunday, January 1, 2017

Check it out! Conversations From the Classroom

I'm so excited to be posting as a contributor to this blog, the 3rd of the month!  I have learned so much about teaching and learning from these amazing facilitators!  You might want to follow this blog. 

Check out the sale and give away! Conversations from the Classroom