Sight Words

Last Friday I had shoulder surgery and needless to say, I have been confined to my room/recliner for the last week.  I have had time to create some worksheets and such that I have been wanting to make for a long time!  Thanks goodness for laptops!  One of the ideas I saw on TPT was a Magnify Sight Word worksheet.  You know students love to use tools!  This worksheet lets students use a magnifying glass to find the sight words and then list the sight words on the right.  I created 13 lists with over 100 sight words.  I am excited to get back and test it out on my students.  Hopefully they will love it as much as I do!!

The ABC Book

Here's a quick look at the color version of the 'ABC' Book,  I have found by reading this every morning at calendar, students begin to utilize the chart independently.  Each sound also has a 'hand sign'.  (i.e.  For 'A' we say /a/ with our hands in the air as if we were scared.  For 'B' we 'bounce' a basketball and say /b/ /b/)  These are all tools and resources my students use while writing (and of course reading!)

Calling All Parents...

I believe writing in kindergarten is very challenging.  Students are not only learning new vocabulary and sight words everyday, but are learning 'how' to write a sentence.  I also believe in a strong home/school connection.  By sending home 'Tips for Writing Success' families have a better understanding of the writing expectations in kindergarten.  Families are our number one partner in children's educational success.  I feel making the home/school connections is vital to every students' success. 

My Very Own Word Wall

One of the writing resources I teach my students to use is a word wall. I created a 'personal' word wall that each child could use at his/her desk.  We fill the word wall in together as we learn new sight words.  I also post the same words of the classroom word walls. The four pages of the personal word wall go onto a file folder.  The two word wall pages (I only have one of the pictured here) go on the inside and the 'My Very Own Word Wall' goes on the front.  The Common Core standards expect students to recognize and use high frequency words in their writing.  This personal word wall allows each child to do just that.
     On the back of the file folder I put the Alphabet chart.  This chart uses the pictures from our 'ABC' Book that we chant every morning.  "A apple /a/'  'B basketball /b/' etc.  This makes it easier for each child to independently utlize the sound chart on the back of the folder.  This is just one resource I teach my students to use.  Future posts will elaborate on other various resources my students have when writing.

Part of Planning

     When starting the two week process, we always begin with planning.  I believe we need to teach the children how to 'think'.  The first thing we do is talk about what we already know about the topic.    The topic we were discussing was Spring.  I have the students tell me in complete sentences what they know about Spring. (Always, always, always have students answer you in complete sentences!!!  This will only make sentence writing easier later.)  I  like to put the students name at the end of the sentence so the list can become a resource later.  A child may remember 'oh I said butterflies come out in Spring'  and then go check the list for his/her answer.  Of course any kind of graphic organizer could be used here, but kindergartners do not need 'bells and whistles', they need something easy to use.  Model writing as you go, thinking and talking as you write.  Who knew so many skills can be taught in something as simple as a list?!  You can also have an interactive writing session when making the list.  This is only the beginning of the planning process!

Writing Rules!

     An important part of writing is revising work.  Teaching kindergarteners conventions in writing I believe should be consistently and explicitly taught.  In my classroom, we focus on four conventions: staying on topic, upper-case at the beginning, space between words, and punctuation at the end.  These revising conventions are aligned with the Common Core Standards.  Under 'Production and Distribution of Writing', kindergarteners are required to 'plan' revise' and edit'.  I feel the four conventions I use are the foundation for writing.  These rules are posted on the wall of classroom. I introduce one convention at a time.  I also have a hand signal for each rule that helps visually cue students to the convention.  The first one is 'Staying on Topic'.  My hand signal is point to my forehead to 'write about what you are thinking about'.  When writing, my expectation for the students staying on topic also includes adding details.  

      The second convention I teach is upper-case at the beginning of sentences and the beginning of names.  Using student names, writing them on surveys, lists, or in notes is a great way to show writing upper-case at the begninning of names.  All of the conventions should be explicitly taught prior to starting the bi-weekly writing process.  Students should have a solid understanding of what a sentence is and looks like.  The beginning of the school year is dedicated to letter writing, shape writing, and writing in informal ways in order to give the students the solid foundation they need to write sentences successfully.  The hand signal for this convention is the 'thumbs up' sign.
     The third convention is space between words.  There are alllllllll kinds of cute ''spaceman', 'worm' spacers, and 'space' sticks out there, but we just use a plain old popsicle stick.  I used to teach the two finger space, but having so many lefties over the years, I have found it easier to lay down a flat popsicle stick.  Also, they are cheap and can get broken, bent, or lost  and there is little to no cost to replace. ;-)  For a student who needs a larger space than the popsicle stick, you can use tongue depressors.  You can also get them all in colors for fun!  The hand signal for this is the two fingers in the air.
    The final convention I teach is punctuation at the end of the sentence.  I teach the children about the period, exclamation mark, and question mark.  The hand signal for this is my pinkie out and a 'pop' noise.  The hand signals, if you use your left hand, also go progressively from left to right in the order you use them in the sentence. (Wait a minute you say, that doesn't go left to right...It will go left to right to the students sitting in front of you!) Thumbs up (upper-case), two fingers (space), and pinkie pop (period).  
     You can begin to see why the formal bi-weekly process does not begin until the end of quarter two.  Students need a solid foundation in letters, letter formation, and sentences prior to creating formal writing.  Please do not get me wrong, my students are 'writing' from day one, using pictures, names, labels, and other beginning forms of writing.  

Plan, plan, plan

     My writing program usually runs in two week intervals.  In the two weeks the students plan, write, revise, and create a final draft.  The students usually complete four sentences on topic.  Of course, students ability can determine the amount of work completed..  I feel it is more important a student understand how to effectively write a sentence than write lots of incorrect sentences.  Remember, this is a structured writing time. Students should have ample opportunity throughout these two weeks to write for fun and enjoyment at other times.  Journals, note writing, and surveys are all fun ways to incorporate writing at other times.
     I believe the first first thing to do when writing is activate students prior knowledge.  I typically read one or two books to begin.  I also have many books in the reading center on that weeks topic.  The students know they can go to the reading center to use the books as resource as well.  Researching on the internet is also a fun way to learn about the topic, especially when we are completing expository writing.

     In addition to reading and researching topics, the students will draw a picture about the topic.  It is important the students label their drawings as well.  The students can use the 'Topic Board' (a future blog about this!)  or books to help with labels.  I also help the children learn how to use dictionary to label objects as well.  The students are expected to spell phonetically (sound by sound) unless they are using resources such as the Topic Board or a dictionary.  You can see on the example, this student knew how to spell her family member's name, but spell 'grass' and 'cloud' phonetically.  The planning stage is a vital part of writing.  Sometimes we will spend two days planning to write.  This is a great time for a teacher to have discussions with students about their interest and knowledge on a particular subject.  Take this time to learn about your students!