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Word Work- Long and Short Vowels

Short Vowel activities for word work

Our groups are working hard on learning vowel sounds!  Young readers that do not achieve a firm foundation in vowel sounds struggle with reading.  And for some students vowel sounds are just HARD!  Short vowel sounds seem to trip up some of my students. 

Having vowel posters with pictures to link to sounds really help students to learn those sounds.  And of course, if they can move to chunking the word- even better!

Short Vowel word work ideas

I also like for students to get in some practice reading those words and noticing chunks.  Struggling readers need a lot of practice with this.  They also need to practice these sounds in context and not just in isolation.  I like to keep a notebook with posters and students can practice reading the chunks during word work for guided reading or during RTI intervention groups.

Long vowel posters help with those silent, sneaky, super e words too!  

Long Vowel Posters and activities

Sometimes just adding in a fun pointer helps with engagement as students practice reading in their notebook.  It is important to take it to the next step too.  When students are reading in their books point out that they will be reading silent e words and see which ones they notice.  That application part is essential to getting a solid foundation with their vowel sounds!

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Informational Text Response Booklet-Free

Informational Text Response Booklet

Students love to read informational text.  I think they especially enjoy real photographs and all the cool facts that they learn!  But for some students informational text can be a bit tougher to navigate through than fiction text.

Informational Text Response Booklet

I have quite a few of these National Geographic informational books.  I like to give the students a choice of which one they are interested in reading.  Choice is huge!

Informational Text Response Booklet

An easy way for students to organize their learning is by using an informational text response booklet.  Students can fill it out as they read and learn or after reading the entire book.  It is fun and engaging with open-ended questioning that gives them more choice in what they enjoyed learning.

Informational Text Response Booklet

After completing the booklet, students can share the new information learned with each other or the booklets can be hung for a display. 

Informational Text Response Booklet

You can find this Informational Text Response Booklet here or by clicking any of the pictures!

Check out these phonics word work intervention binders:

word work intervention binders


Guided Reading: ABCs & Linking Charts

Guided Reading:  ABCs and Linking Charts

Do you use linking charts during guided reading?  We use them all the time and in so many different ways!  

The Next Step in Guided Reading

If you use Jan Richardson's The Next Step in Guided Reading you know she has several ways for students to practice identifying letters.  I use a lot of her letter ideas and this is a good supplement to your guided reading if you haven't checked it out yet.  

Guided Reading:  ABCs and Linking Charts

One way I have my kindergartners that are significantly behind in identifying letters is to do an ABC Tracing Book.  Richard Allington says kindergartners need to be able to identify their letters by Halloween.  I take that as a challenge and work to be sure my kids are there.  The tracing book has a lot to do with getting the kids to meet Allington's benchmark.  

It is best if the pictures in your traceable book match the ones on your ABC linking chart.  You can do full size pages or small books like this one.  The student traces the capital A and says the letter name-A.  Then traces the lower case letter and says the letter name- a.  Last the student touches the picture and says it's name- alligator.  This must be done every day and it is best if it is done one on one.  Also, be sure the student is using the correct path of movement as they trace with their finger.  

Guided Reading:  ABCs and Linking Charts

You can take those same ABC cards that you used in the traceable book and use them as quick review cards or exit slips.  Laminate them or print them on cardstock, cut them into two pieces for matching capitals to lower case letters in centers.  

Guided Reading:  ABCs and Linking Charts

Read your ABC Chart every day.  At first, we read it going forwards.  Then the letters we knew plus a new one or two added in, we would match to the correct box.  We would speed read the letters after matching them to try to build automaticity.  Once their brains got good at going across the rows, I switch things up to make their brains learn new ways- going backwards across the rows and then backwards from bottom up.  We read the chart all kinds of ways.  

Guided Reading:  ABCs and Linking Charts

Same concept with my other them in different directions to build new paths in the brain and to keep it engaging.  Individual students read different rows.  You can have them mark the boxes with Bingo chips that have the same chunks as the words you call out.  They can write words in the boxes if the chart is in a plastic sleeve.  I have the students keep their charts in their reader's notebooks.  Several times a week, this is one of the first things we work on in our group.  

Guided Reading:  ABCs and Linking Charts

Different groups will be working on different skills and need the chart they are ready for.  So having a lot of different charts makes it easy to differentiate for each group.  Use charts with pictures only to see if they can still identify the letters.

Guided Reading:  ABCs and Linking Charts

Having black and white charts are nice for notebooks too if you don't want to use colored all the time.  Colored are nice for practice in centers or for the teacher's copy too.  

Guided Reading:  ABCs and Linking Charts

Practicing quick and smooth reading of the charts several times a day during guided reading or RTI intervention groups really seems to help build that automaticity in letters and in chunks.  Use charts with chunks only and have students write words with those chunks or you call out a word with that chunk for them to write in the correct box.

You can click on any of the pictures or here to see the linking charts.  It has made a big difference for my students.  

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