Making Words

Hello and happy Sunday!!!

I want to tell you today about a sweet activity I do once a week (on Fridays) in my classroom - Making Words!

I first learned about Making Words when I was doing a clinical in a third grade classroom. My cooperating teacher did the activity once a week and I really loved it so I decided to do it in my own classroom!

If you aren't familiar with this situation, here is the scoop. Every student gets a worksheet with 5-6 letters on the top of it in boxes. They cut out the boxes and then I call out words for them to make with their letters! Typically, each week has one or two word families that they're working with. This week I think it was -an and -ack maybe? Anyway, as you can see in the picture, the words start easy - "an", for example. As you move on, they get a little more complicated - beginning blends, digraphs, what have you.

I love this activity for several reasons, and here they are!

1. It gives all of my students a chance to practice decoding, encoding, and reading skills in a low-stress environment. Their affective filter is low, so to speak, because they are doing the activity in a large group and can lean toward a friend if they need a little help.
2. The kids LOVE coming in the front of the room to make the words. As you can see in the picture, I have magnetic letters that I use to have the kids demonstrate the correct spelling.
3. The activity is differentiated in and of itself. The "easier" words are challenging for my low first graders, and the harder words are just right for my second graders. I can call on lower students to show the first few words and I can call on higher students for the last few. Nobody has any idea that I am handpicking the kids for certain words... :)
4. It is great for kinesthetic learners! They get to manipulate the letters on their desks AND on the board if they get called up! It hits visual and auditory as well - the visual learners SEE the letter magnets on the board, and the auditory learners HEAR us spell it together out loud!
5. It touches on vocabulary if they give you some weird words to make!
6. It gives some of my students some MUCH NEEDED cutting practice. That's all I have to say about that......

I bought a book to just print the pages out of. Here is what I have (except I have the first grade version...).

There is probably a new or updated version without a lady in a denim jumper on the front but whatevs. :)

You can also make your own letters and lists of words if you are focusing on a specific word family or spelling pattern for the week.

Yay for Making Words!

Monday Made It: Bead Slides

It's Monday! Two more days until I can get back into school to start setting up and I am SO PUMPED! Also I'm excited because it is Monday Made It day again!

This Monday, I made bead slides to use for phonemic awareness activities!

I read about bead slides from Katie at Two Can Do It who originally read about it from Julie at Make, Take & Teach!

You use bead slides to help students learn how to segment phonemes. As you may know, phonemic awareness is important because children's level of phonemic awareness is highly correlated with their success in beginning reading! (I feel like I should put an in-text citation here, haha.) Anyway, when you're asking a student to segment phonemes, you would give them a word like "book." If they are comfortable with this skill, they would be able to tell you that the sounds in book are: b-oo-k. 3 sounds - 3 phonemes!

Bead slides just give students extra kinesthetic support so they can build this SUPER IMPORTANT skill!  They move a bead with each sound that they say.

Anyway, let me tell you how to make them. :)

You'll need...

• regular flat shoelaces. I bought 54" shoelaces from Target. They were about $2 a pack, and I was able to make 12 bead slides using one pack of shoelaces (6 on each lace).
• beads. I got mine at Hobby Lobby for about $2.50. You could actually use pony beads if you want, you just want to make sure that the holes aren't too big so there is some resistance when you move the  beads up and down the shoelace.

Then you're ready to start!

You'll want to put groups of 6 beads onto the shoelaces and tie off about 5-6" inch sections for each bead slide. Here's a picture to show you what I mean.

After you have put on your beads and tied off each section, cut in between the knots and you will have your bead slides!

If you use Michael Heggerty's phonemic awareness book, you could absolutely use these for the segmenting and blending portions of the daily routines!

Julie at Make, Take & Teach has a video about bead slides as well as extra resources to use these! :)

Bead slides are fun to play with, too, so if you don't teach phoneme segmentation, you could easily use these as fidgets in your classroom!

What We've Been Up To

I wanted to share today some fun things we have been doing in our classroom! It has been a rough week (I seriously need a classroom management coach...... it is ridiculous), but I have labored on!

I mentioned yesterday that we did the reading response for the Ugly Pumpkin. I remembered to take pictures today! Here were some of the highlights. It was so hard not to die laughing at their writings.... I knew they were sad events but they wrote them in such a funny way!

We also made the math turkeys that I saw on Fun in First. I let the kids pick their own numbers - first graders picked 2-10 and second graders picked 10-20. Each feather was a different representation of their number. We did... word form, expanded form, tallies, a picture, an addition sentence, and a subtraction sentence. They seemed to like this! However, if I were to do it again, I would tell them that they couldn't pick the same number that I picked... I had a ton of first graders pick 8 like I did, and they just copied off of my sample. Not the intention of this activity... oh well. You live you learn, I guess!

In first grade, we've been learning /sh/, /ch/, /th/, and /wh/. We just did /wh/ today, actually. Yesterday, I reintroduced these digraphs as Letter Teams, and we talked about how they have to be together to make the sound. Then I made an impromptu chart paper poster and told the kids that when they saw a word with any of our letter teams in them, like when they were reading, they could go over and add it to the chart. I didn't think this would be quite as exciting as it was, but OMG, they lost it every time they found one of the letter teams. I don't think the chart lasted longer than an hour before it was packed with words. Also it got a little packed with decorations. I guess we need to talk about that!

And let me leave you with a little funny. So every Friday we go to Mass, and a student from each classroom is responsible for coming up with a petition, or something to pray for, and going up in front of church and saying it into the microphone. Up until this point, I've only had second graders do it, since I know they can read (since I write down what they want to pray for so they don't forget when they go up there). But today I asked one of my higher first graders if she wanted to do the petition, and she said sure. So usually I write the kid's name on the board so that on Friday morning I don't forget to remind the kid that it's their day. She did me a favor and wrote her own name on the board along with her invented spelling of "petition."

I love first graders.

Math Manipulatives and Reading Program Frustrations

It's been a LONG week of orientations, trainings, and institutes!

First, for the good news! I follow ETA/Cuisenaire on facebook, and a while back, they offered a giveaway of a set of their new mini VersaTiles cases. I entered it, and then they ended up giving it away to everyone who entered! I got my set of 10 in the mail today.

I'm so excited about this! As you may remember, my math manipulative situation is pretty desperate. Although these aren't really manipulatives, they're more like a review tool, I still think they will complement our math program well! Also I can use them for other subjects! And I found out that I can create my own VersaTiles activities using the template on their website!

And now for the semi-bad news. Yesterday, I went to two trainings so I can learn how to use my new reading program, Superkids.

I'm pretty sure no one uses this besides the Archdiocese of Chicago. This program was created by the woman who made American Girls. It is extremely phonics heavy, as in, they don't want you to teach any other word-attack strategies. Their idea of differentiation is using the same decodable reader for all of the students, but just "teaching it in different ways." If you have a high reader, you aren't supposed to give the kid a chapter book - you're just supposed to force the kid to read the -sh digraph story regardless.

I read a LOT this summer, including the Daily Five, Reading With Meaning, and Growing Readers books. Everything these books told me to do is opposite of this program. In the first grade program, they even literally said in the training manual that students should only be reading SuperKids materials - no authentic text.

I am just beside myself. Luckily, having read all of these books, I had enough backup to convince my principal that I can't teach SuperKids the way they intend and that I need to supplement it highly. Luckily, he said that was fine and he is supporting my choice! If I did everything according to their crazy plan, I would spend 90 minutes on first grade and 120 minutes on second grade. Ummm...???

So that's the scoop! We start school, I'm pretty happy with how my room looks, and I'm going in tomorrow with my next-door buddy to continue getting things ready!