Tag Archive: PWIM


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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.

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Kdg Interactive Writing

IMG_8057My Kindergarten kiddos are rocking and rolling!  I’m loving the progress they have made from the beginning of the year.  We have been working on a 4 day process.

Day 1 we read a new story.  Lately I’ve been using book builder books where I get to put in a name.  I’ve been using their classroom teacher’s name, which they find funny.  Mrs. Byers has been swimming, running, jumping, eating treats, and doing all kinds of fun things in our silly stories.   We do word work with each of our stories.  We highlight these high frequency words in our book.  We’ve been working on building and writing words such as: the, in, on, see, up, can.  These are words we need to know to be ready for 1st grade.

Day 2 we re-read our silly story for practice.  This gives me a chance to see what reading strategies they are using.  Do they have word by word matching?  Do they use multiple strategies when stuck?  Do they follow the correct direction? (They do!!)  Then I have a picture that we label.  This gives them a chance to see how words look.  We work on what letter sounds they hear in the word, specifically the beginning.  They get to locate something in the picture, draw the line, and then I label it.  We have a lot of fun finding all the new things.

Day 3 we look at our picture we labeled.  We come up with a story from our picture we labeled.  Each student gets to come up with a sentence of their own.  We write our story as a group.  They each get a white board and they practice writing the words in the story.  If they know the word they get to write it on our group story.  If they don’t know the word then I get to write it.  I often have them help me with the initial sound in the word as that is something they are able to do.  They get to put in the punctuation in our story, too.  Everyone gets lots of opportunities to write on our group story.

Day 4 we re-read our group story.  We practice rereading and word by word matching.  Then they come up with their own story that they write in their personal journal.  They can pick the same sentence they said yesterday, but they have to do it independently.  I’m looking for spacing between words, punctuation at the end, and getting multiple sounds in an unknown word or the whole word for high frequency words.  They get to draw a picture at the end and I get to conference with kiddos.  I check mark each correct sound they got in the words and then show them “how it looks in a book’ and write it the correct way for them to see.

That’s our whole week!  Then we start all over with a new book and picture the next week!  We definitely work hard!

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.