Word Works Daily: Reading Skills Routine for Kindergarten (Win it!)

Wow, wow, wow! It has been a busy time. I haven't blogged in 4-EV-ER. I really don't have time now with working at Summer School every day, preparing for another year of Kindergarten and trying to take a breather while it is summer...... but some things have to be shared. This is it:


My baby is ready to enter the World!! No, I'm not pregnant (as much as I wish). I'm referring to my Reading Skills Routine BABY!!!

This is her! Isn't she gorgeous? (Click on any image to visit her on TEACHERS PAY TEACHERS!) 

This is the beginning of a REVOLUTION in Reading Skills Practice. We test over these skills, we know their importance in a child's ability to read, but do we really give them the attention they deserve on a daily basis? 

I didn't and I'm not ashamed to admit it. (Okay, maybe just a little.) :(

But, I do have an excuse. My excuse is, I didn't have the resources or the know-how to incorporate these skills daily. But, after many months of pondering, creating and prayers.. I'm here.
 
Here is a little more explaining: 

Here are some close ups of some of the skills that are included in Set #1.

Word Counting (Word Discrimination): 

When using this portion, I don't show the sentence at first. I read it to the students, they repeat it and then count the words. Students ten put their thumb up if the know the answer. 

I then choose a child to demonstrate. Before allowing them to come to the front and putting up the number card, we read the sentence (while I point to the words) and then we go back and count the words.

  

 Rhyming Word Recognition (and Production): 

 

This seems easy, but for beginning Kinders it is NOT. In order to master the skill of rhyming, it has to be encountered over and over again.  With this much exposure, students will definitely get the hang of it. Further continuing practice, internalizes those abilities even further. 

When completing this component, I remind students what rhyming words are and even ask for students to recall. I then say, "Find the word that rhymes with.." and put up my picture card. They then raise their thumbs when they recognize it. Sometimes, depending on the abilitiy levels and the pictures, I will dictate the choices. 

After a child has identified the answer, we sing a song with the two words inserted and then I ask for volunteers to produce other words that rhyme with the identified word. 

Syllable Blending: 

This component is referred to as "What's the Word?" In set #1, it begins as syllable blending. As students progress, this will progress into phoneme blending. 

As shown in the picture, it begins with two posted graphics. When students are listening, I then dictate the word I want them to choose as syllables. For example, I would say, "zip  -  per." The students would then raise their thumb and I would choose a child to come up and place the correct picture in the box. 

To take this a step further, I would then say, "Okay, let's try another without any pictures. What word do you hear now... trac-tor." This ensures that students are getting practice without the extra scaffolding that the pictures offer and that higher-performing students are being challenged a little more

Counting Syllables (Segmentation): 

 

Counting Syllables is a student favorite in my summer school class. During this practice, I first reveal the word by putting up the card. I say the word, students repeat, they "clap-it-out" and "chin-count." They then know to hold up their thumb. I choose a student to demonstrate the clapping and counting and they get to come up and add the number next to the picture. I do take this skill a step further by asking them to produce other words with two syllables. 

 Beginning Sound Recognition:

 

In this part, I simply have the two pictures on the bottom already up. When we get to this section, I then reveal the first word (hand). I do slow down the first sound for students to hear (if they need this extra help) and then dictate the other two words. When students get better at the skill, they won't need that. They then identify the right word and I have them come up. 

After that, we go around and produce other words that begin with that sound (/h/ in this instance).  

Ending Sound Recogntion: 

This part is identical to beginning sound recognitoin except for ending sounds. Becuase this skill is a little tougher, we do slap out the sounds of the words on our arm. (First sound is near the shoulder, second sound in the elbow, last sound on the wrist.) We catch that last sound and then test the other words to see which has the same ending sound. Once students get a solid understanding of this skill, we discontinue the slapping-out part. 


My product is very unique. I know this because I searched for something like it to use in my classroom and nothing surfaced. After using it in my Summer-School Classroom, I know its abilities and have seen a difference in my students. 

Would you like to have a free copy? If so, follow my BLOG and comment with your thoughts and e-mail and I'll choose three lucky winners to get this first set for FREE. Right in time for the new school year. You'll only be required to tell me about your endeavors with it. I'll choose the winners on July 18th and notify you by e-mail. 

Like my FB page for another chance to win as well! (Click on the FB symbol at the top of my blog.) These are two separate chances, both yeilding 3 winners each. That is a total of 6 WINNERS! :)

 
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