Tag Archive: cut up sentence


We are cruising along in Kindergarten.  At the beginning of March we transitioned into READING BOOKS!  This is such a big deal.  Learning to read is such a monumental life experience when you think about just everything you need to do at once to be able to read.  For the last several months we’ve been “practicing” getting ready to read by labeling, word by word matching, learning letters and sounds, putting sounds together, learning word parts, building simple words, and finishing sentence starters.  We’re reading basic patterned books and still working on those word by word matching skills, but we’re getting there.

IMG_0413One thing we’ve had to work on is keeping our eyes on the text unless we need to check the picture for help with a word.  Many friends memorize the pattern and only look at the picture, but when a page changes the pattern of the text then students have difficulties.  We’ve had to really work on even if we think we know the pattern making sure we are correct by looking carefully at words.

IMG_0417We’ve even transitioned from finishing a sentence Ms. Acuff has written to students actively participating in the Interactive Writing and writing the stories themselves.  They practice words on their white boards while another student adds the word to our chart.  I help with more difficult words I know they don’t know.

We still do the cut up sentence portion of the lesson, but instead of students copying the cut up sentence, they then write their OWN sentence about the story we wrote together.  Most of the kids are doing a great job of using parts they know (ee, ou, ow, oa) and applying them into their writing.  Some IMG_0416students still need a little more support and structure with the writing as this is very new for us.

I’m starting to notice students writing in capital letters as they are more comfortable with those than lower case letters and we’ve had to work on when we use capital letters and also working on letter reversals.  These are common and we just keep practicing the correct way to write them.  We’re also working on different punctuation–periods, exclamation points, IMG_0415and question marks–when do we use them and how do we make them?

We are seeing lots of great things in Kindergarten and are overjoyed with how well students are applying their phonics knowledge every day.

img_0251Kindergartners continue to work on labeling pictures but now we add in letters/sounds we know in the word.  We are starting to know more and more letters and sounds so we don’t let Ms. Acuff do very much work anymore.  In fact, she often says, “I don’t even have a job anymore because you are doing so much on your own.”

img_0253We continue to cut up our sentences and put them back together.  She has us write our sentence underneath our cut up.  It’s still a little tricky getting spaces between our words.  Sometimes we use spaces and sometimes Ms. Acuff draws a line for each word we need so we know where to put words.  We’re making a lot of progress.  Most of us know almost ALL of our upper and lower case letters and lower case sounds.  Kindergarten is fun.



img_0247In Kindergarten we are getting better and better at matching our words.  We still aren’t ready to write our own words and sentences yet, but we can make up sentences.

Ms. Acuff still has us label pictures and finish a sentence she started about the picture.  She then writes our sentences on a sentence strip.  She cuts it up, mixes it up, and then we have to put it back together.  She has us searching through words and looking at the beginning of the word to make sure we are right.  She has us re-read our story over and over again.  Once we have practiced our sentence and matched it then we can glue it into our writing journals.  We love using glue sticks!

img_0248After we glue our sentence into our journal then we have to write that sentence below it.  Ms. Acuff says this is the time where we can practice letter formation and spacing between words.  Making sure there are spaces between our words is still really tricky.  We need lots of reminders, but we’re getting better at remembering.  When we are finished writing our sentence then we can draw and label a picture in our journal that goes along with the story we wrote.  We love using the smelly markers.  We usually leave with lots of dots on our noses from smelling every color we use.  Ms. Acuff HATES the licorice smelly marker and we always try to make her smell it and then giggle when she says, “YUCK!  No licorice!”

Kindergarten Group

Check out the excellent work from Kindergarten!  We’ve been doing A LOT of work on directionality, word by word matching, and letter formation.  I’ve been reading poetry and mentor texts to go along with our picture we label, then write about, and then use a cut up sentence from.

IMG_9621IMG_9622 This has been a fun experience as I’ve really seen the kids grow in their letter formation and they are getting stronger in knowing where to start reading, which way to go, and where to return when they get to the end of a line of text.  We’ve been having fun writing silly stories and then putting them back together when they are cut up.

I spend half of my day teaching a 1st grade intervention called Reading Recovery.  I am able to teach four 1st graders individually for 30 minutes daily.  The lessons are individualized and tailored to meet each students’ personal needs in reading and writing.  What exactly is Reading Recovery and what happens during a Reading Recovery lesson?

Before the 30 minute lesson begins, sometimes the student gets to write new words he is learning on the whiteboard.  The child is learning to write little important words as fast as he can so he can write them and read them in stories.

Once the lesson has started we start with rereading familiar books.  Everyday he gets to read lots of little books.  He gets to pick some of his favorite stories that he has read before.  This is easy and fun for him.  He tries to read his book like a story and make it sound like people are talking.

Then I do a running record where I take notes on reading behaviors.  Is the student correcting mistakes?  Is the student rereading or repeating certain words?  Was the story too hard, too easy, or just right?  This is where I’ll be able to get more information on what the student does as a reader.  Now he has to read a book all by himself.  I will check on him and won’t help unless he has a problem.  If he just can’t figure out a word or he gets all mixed up I will tell him the word or say, “try that again.”  He read this book for the first time the previous lesson.  I helped him work hard to figure out the tricky parts.  Now he is able to read it pretty good all by himself.

Next we move on to letter identification and word analysis.  He works on learning about letters and important parts of words.  I know the things he needs to learn.  He likes to move the magnetic letters around the whiteboard.  He’s learning how to use letters to build up new words to help him read new words in his books and write new words in his journal.

After word work it’s time to write a story.  Every day he gets to think up his own story to write in his writing book.  He can write lots of the words all by himself.  I help him to figure out how to write some of the words.  We use boxes and he says the word he wants to write slowly so he can hear the sounds and then he writes the letters in the boxes all by himself.  He reads the story when he’s done.  He reads the story and I write it on a long strip of paper.  I cut up the story so he can put it back together.  He has to think real hard to get it all back together.  He has to check himself to see that everything looks right.

Finally a new book is introduced.  I pick out a new story just for him and I tell him what the story is about.  We look at the pictures and think about what the people and animals will say in the book.  I help him think about some new, important words in the story.  Now it is his turn to work hard again.  When he comes to a hard part I will ask him questions to help him think or I might show him what I should try to think about or try to do.  I am trying to teach him to do all the things that good readers do to help themselves.

We pack a lot into those 30 minutes!  When the 30 minutes are over he picks out 2 familiar stories to take home and practice with his family.  He also takes home the cut up sentence and will need to glue it into a sentence book with his family as well.

Reading Recovery is a program for struggling 1st grade readers.  The program occurs every day for 30 minutes and is a 12-20 week intervention.

Below is a video showing and explaining a little bit more about Reading Recovery and how students are selected.