LoginClass Books to learn Letter Sounds
Submitted by Jennifer W (10-10-2012)
(I teach kindergarten.)
Every time we learn a new letter sound in reading, we make a class book.
First, I write the same sentence 22 times on my large chart paper (because I have 22 students.)
I'll write (for example) B is for... We then brainstorm (discuss/don't write on the chart yet) as a class things that start with B.
To help kick start the brainstorm session, I made picture/word cards with B items on them to show. (Be sure if a child's name starts with B that it goes on the chart!)
Next, each child gets a chance to pick one thing that starts with B and I write it on the chart with their name behind it. (It's alright if words are repeated; we rarely found 22 different things for each letter.)
Each child will get a paper with the sentence B is for _____ on the bottom of the page. They will find their sentence on the chart and copy their B word onto their paper then illustrate.
At the beginning of the year, I took small slips of paper and wrote each child's word on it for them to copy since finding it on the chart was really hard for a lot of kids. Now, after so much practice, they can find it on the chart themselves.
Once the class books are laminated and bound together, I put them in our class book library and students can read them while at the library.
The books are also available to use at the writing center. They love reading them over and over again!
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What others are saying...
Josie, yes it is very hard teaching across 3 grade levels. What I have done in the past is group the students in ability levels one week, and have them rotate with independent activities and guided reading with you. The following week, match the younger ability students with a higher achiever and the "buddy" can help the younger one, while the younger ones are having guided reading with you, the older ones can have independant reading on their own.
good luck.
These are all great ideas from everybody.
I am teaching Prep to Year 3 this year and must admit I am very nervous about the management and organization of 21 children in a room ranging in ages from 4 to 8 years. Groups of littlies need an adult with them just about all the time and with all these different age groups and the variety of needs and myself having only one pair of hands I am stressed about groups being on their own while I do a focussed lesson with another group. I have a teacher aide some of the time and with a 1-3 it would be fine but add seven preps to the mix and I am stressing out!! Has anybody ever taught P-3 who could offer me some ideas on managing the groups? What I mean for example, is in the case of having three different reading comprehension groups from Years 1 to 3 __ somebody needs to be with each reading group at this age. So, if I take two of the groups and float between them, my teacher-aide takes the other group, how then would I include the Preps so they are doing something constructive and making a minimum of noise??
Any advice would be greatly appreciated! Please email me at felinewisdom@optusnet.com.au
I found an excellent source with ideas similar to those of Jennifer. They are found in an ebook by Janice Cook entitled "The Missing Link in Teaching Reading". At www.onlineeducationalproducts.com , you can buy either the whole year's curriculum or individual chapters. The style of learning is very similar to that described by Jennifer in this article. Janice Cook emphasizes using each child's name and having the class make simple books, again, much like Jennifer's description.
Thanks Jennifer for the great idea. I currently have a prep/One class. I am going to be using this idea in my class. It's a great way for the preps to learn the alphabet and a great way to reinforce it for the ones! Thank you so much!!!! Sometimes I can't think of ideas myself as I think too hard about them, this is fantastic.
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