Table Writing : Students use their fingers to write the word on the table. Whiteboards: Students write the word on the whiteboard saying the word as they write. Word Study work (3-5 Minutes) Picture sorts-(If you have my word Families Galore bundles, these picture sorts are right in there that you can use for these.) level a-initial sounds level B-medial short vowels (a and o) level C-medial short vowels (i, e and u). Level b-take three letters and make a word and then make the rhyming words that go with it so you are only changing the beginning sound level c-take three letters to make one word and then change beginning and ending letters to make new words. Sound boxes: Use sound boxes for students to write the sounds they hear. For sound boxes I like use paint sample cards. you can get them in 1, 2, 3, 4 and even 5 boxes, and they just seem to hold my kiddos interest a little better than some plain old black and white squares.
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Click on the pictures below to see everything. I have two different versions. Emergent guided reading lessons again, richardson maps out the time and materials youre going to need very nicely. There is a two day plan for emergent guided reading lessons that Richardson suggests. Day 1 Sight word review (1-2 Minutes Students practice three previously taught sight words. (Youll be assessing during this time to see who has mastered these words and who still hasnt.) Introduction (3-4 Minutes talk about main idea story walk Introduce new vocabulary read the Story (5-8 Minutes Students read independently: Students should read the book several times for. (Listen to see if they are using strategic behaviors to solve problems. You will be taking notes during this time.) teaching points (1-2 Minutes Use your observation notes to teach and reteach strategies. Teach One sight Word (1-2 Minutes you will not move on to a new sight word until first one is firm. Follow the activities below everyday with every word in this sequence: Whats Missing: Write the word and and remove letters for students to replace. Mix and Fix: Students get the letters to make the new word.
I dont have a abc book that matches my word wall letters and pictures so i made one up here and Im offering it to you in case you need one too. You can get it in either plain letters without lines or with lines. I prefer without lines personally because i think its too confusing for some of my kinders in the beginning, but i know some of you like. And its for d only you because you follow my blog for free. Just business click on the pictures. Richardson emphasis the need for all these components to match in order to minimize confusion and create a stronger connection between the letter and beginning sound. If youd like to grab the posters and editable name plates that go with these, they are available as a complete package.
Interactive, writing (5 Minutes dictate simple sentence, cut-up Sentence, heres another thing Richardson insists is necessary for these young ones that have not mastered their letters yet: so all these materials essays should have consistent graphics for your early learners. That means your small alphabet chart should match your large, classroom alphabet posters, which will match your word wall letter headers and finally your alphabet tracing book. Of course, i have students practicing tracing letters consistently throughout the beginning of the year when they do know fluently recognize them but have i ever had every student without 40 letters or more sit with a tutor and trace an abc book such. Am I willing to try it? Of course. . I currently use my top Bananas letter mastery program to get my students recognizing their letters fluently and it works well as a pre-curser to ball Words (sight word master) but if I can get a volunteer to come in everyday and sit and trace. my problem is that lately, we do not have that kind of readily available, reliable and consistent support in our kindergarten classrooms. And because this is something that should be done outside of guided reading, Im not sure how it will get accomplished.
I actually use the picture cards from my word family packets, but I have a small sample for you to use hear if youd like. . I also try and make it a bit more fun by using finger claps, clickers or whatever you have laying around. Working With Rhymes: Again, i use picture cards from my word family sets and say two words. If they rhyme, students can put up their thumb or use these thumbs up, thumbs down symbols from my word family unit that I place on craft sticks. (As independent practice, i place these same cards in a station for students to sort into buckets or onto clothesline to make it more kinesthetic and engaging.). Move this lesson to your independent stations after for more practice. Mix it up and make it kinesthetic by letting students sort and pin their responses. Picture sorts: Students sort pictures by initial sound. Working With books (5 Minutes guide and Discuss Pictures, read with Students, read on Own (During this time, work with students on teaching points: concept of a word, first/last word, concept of a letter, first/last letter, punctuation, capital/lowercase letters.).
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Free copy of my bead starter pack to get you started below by clicking on the picture.). Name letters left to right-Just line them up and name them quicklyyou can even say beat the clock; and make a game. Name a word that begins with that letter-Students pick a letter and give you a word. Name a letter that begins with a word-teachers say or word or use picture cards and have students pick a random card to tell you with which letter it begins. Find the letter that makes the sound.
teachers give a sound and students find the letter. If you are interested in extending these kinds plan of activities but using different kinds of materials to hold your students interest in independent work stations, try this. Free beading starter kit measure for many of the same skill practice listed above. Its important to note that she also advises using about a minute of this time to also work on letter formation each day. (I personally introduce letters in the sequence that Handwriting Without tears suggests. It can take several days for students to pick up one new letter formation so this daily practice is important.). Working With sounds (2-3 Minutes Clapping syllables-Use picture cards or just say the word.
Now i know that some of you have letter charts and thats all good and fine, but Richardson suggests that your chart should match your word wall letters and pictures and mine did not. so, of course, i had to make a new one. If youd like this chart, its my gift to you. Just click on the picture. It comes in black and white.
Heres some activities that she suggest for each of the four components involved with Pre-a lessons: pre-a lesson FormatWorking With Letters (3-4 Minutes match The letters In the bag: Place multiple sets of magnetic or other letters in a bag and match them. Match letters to an alphabet chart-Students get a chart and several letters in a bag and match them. Match Caps with Lowercase letters-Place several sets in a bag for matching. have your chart available if needed. (I actually do this with my letter beads. you can get.
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So whats the difference and how do we address their needs differently. So lets start with Pre-a and Richardson suggest for these students. Richardson does a nice job of breaking out how much time you will need for your lesson and each lesson component as well as materials and checklists that you are going to want to keep on hand for this group. I have the plastic colored ones that you can buy almost anywhere, but I prefer this kind for working with a chart or later making words. They seem to fit better. you can get them from Amazon (free shipping too!). Just click on the picture if you need more information on this type. I often use the other plastic kind for sorting, but changing them up by using letter beads to keep my kinders revelation engaged.
Chapter 3: The next Step, you know, i tell myself every year, this summer, youre not going to do a book study. . And every summer, of course, i do and I never regret it because, quite honestly, every time (so far) ive learned new things or have been able to tweek what Im currently doing to make things better in my classroom. . This year is no exception. . i am lovin this book and these ideas because it really does attend to all the readiness levels in my class and I can totally see how I can make it work in my room. Luckily, i get to host this weeks chapter along with jeannie from. Kindergarten Lifestyles, Mandy from, a special Kind of Class and Lidia from, kinderAlphabet and its a big one. So get yourself a comfortable spot, a cool beverage and be ready for some good information. Chapter 3 talks about Pre-a or Non-readers and, emergent or readers of levels a-c.
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