The Read to Self THINKmark: A FREEBIE for you!

Are you looking for more opportunities to encourage your students to apply what they have learned from your phonics instruction while they read?
Let me share this strategy with you!

We all know that children LOVE to read and be read to! The method described below gives them an opportunity to do both.

When your students are reading independently, have them hunt for spelling patterns that they are currently studying and prepare a THINKmark to share with the class.

This will give each child in your class an opportunity to “teach” their peers, read to the class and learn from each other!

This is especially powerful if you are managing differentiated Word Study groups such as Words Their Way. Your students will be exposed to a variety of phonics rules as they listen for spelling patterns presented by their peers!

Right here, and now, I will share with you my tried and true method of how to disguise Read to Self as a little more: Word Study! Using what kids love:

You can find The Read to Self THINKmark FREEBIE at the shop by clicking HERE!

My Word Study Goal Is…

I have found it extremely beneficial to provide my students with a Word Study goal that changes each time we study a new spelling pattern. I assign these "I can" statements as individual reading goals to hold students accountable for their reading achievement. This set of 47 Phonics and Reading Goals Posters with “I can” statements provide the students with a visual reminder as to what their Word Study focus is. It works! I promise.

My Gumball Is...

I use this Interactive Phonics Notebook as a supplement to our Read to Self, Guided Reading and Reader’s Workshop routines.

While reading, my students hunt for the spelling patterns that they are currently studying. They add each word to their collection of “gumballs”. After they have met the desired number of words on each page they earn a gumball for their gumball machine! The kids LOVE going on a word hunt!

What are “Gumballs”?

Students enjoy this color-coded strategy to help them identify the various spelling patterns in the words they read and write. 

What do you do with the Sticky Notes?

After each child shares their “gumball” we display our sticky notes on our True Interactive Word Wall. Students and teacher interact with the Word Wall houses by writing words on a post-it and display it on the word family house. The windows measure to fit a 3x3 post-it!

This interactive Word Wall includes word family houses for all phonograms appropriate for the primary grades. This method aligns with Words Their Way, any Spelling program AND differentiated spelling lists.

You will no longer worry that your Word Wall is just taking up valuable space in your classroom. I have included a 6-page guide to help you EASILY facilitate and manage your Interactive Word Wall. Simply, display these Word Wall houses and let your students do all the work.

44 Word Family Houses are included that feature graphics to reinforce each phonogram:

Short Vowel Rd.

Blends Blvd.

Long Vowel Lane

Bossy R Way

Digraphs St.

Diphthongs Dr.

To read a full description of how it is utilized in the primary classroom visit: A True Interactive Word Wall.

What is a Smart Cookie?

Our smart cookie jar is filled with "smart cookies"...yes, Cookie Crisp cereal!  It's that simple.  My students will go out of their way to earn ONE "smart cookie" during Share Time.  It is truly a tasty incentive.

You can find three options for the Smart Cookie Jar label HERE at the shop.

I do hope you find the Gumballs Phonics strategy useful in your classroom!  

It has worked wonders in mine!

Disguise Read to Self As Word Study

Are you looking for more opportunities to encourage your students to apply what they have learned from your phonics instruction while they read? Let me share this success story with you!

We all know that first graders LOVE to read and be read to! The method described below gives them an opportunity to do both.  They read independently hunting for spelling patterns AND are read to by their classmates while they listen for spelling patterns!

Right here, on this page, I will share with you my tried and true method of how to disguise Read to Self as a little more: Word Study! Using what kids love:

sticky notes
color coded "gumballs"

decodable "just right" readers

peer teaching

Share Time (they all LOVE Share Time)

(multi-sensory strategies)

BEFORE:
I begin our day (prior to the Daily 5) with a phonics/spelling mini lesson. For example, if we are studying digraphs we might complete a spelling sort or a short fluency passage. To read more about how I manage DiFfErEnTiAtEd Word Study groups using Words Their Way click HERE.

We close our mini lesson by taking a "sneak peak" at their assigned story for Read to Self. The story would include words with digraphs.

I provide my students with Read To Self bookmarks to mark the page in our decodable readers to help them quickly find their assigned story and to remind them of what is expected of them:

If you would like to download a copy of the Read to Self bookmarks click HERE.

DURING:
During the Daily 5 centers, students spend time at the Read to Self center where they first complete their assigned reading and move on to their self selected reading. As they read the assigned decodable story, they hunt for words that contain a digraph and jot them down on a post-it to share with the class after the Daily 5. My students benefit from using a color coded system for our spelling patterns that we like to call "gumballs":

Once my firsties have completed their assigned reading, they may move on to their own self-selected books. I encourage them to look for these spelling patterns in these books as well. It is important for them to use those stickies as a bookmark on the page where they found the word in the book. They will need to find that page quickly during Share Time.

AFTER:
Once all students have had an opportunity to learn at each Daily 5 station, we meet at the carpet for a Share. This is when my first graders take the lead as "teacher" and TEACH their classmates their current Word Study focus.

Share Time is a favorite part of our day! By mid-year, my first graders have the routine down pat and run the show themselves. This leaves me the time to review their work from the Daily 5.

Student script for share time:

• "My Word Study goal is I can read digraphs.  Today I read ________________, and my gumball is /sh/."
• This is the moment when they read the sentence from their book that contains a word with their gumball. The rest of the students listen for the gumball and raise their hand to contribute their answer.
• The "teacher" calls on no more than 3 students to contribute their answer. Once a classmate shares the correct answer, the teacher says, "You're a smart cookie" and both the "teacher" and the student who answered correctly takes a cookie from the cookie jar (Cookie Crisp cereal).
• The "teacher" calls on another student, "_______ would you like to share?" and the new "teacher" responds with "Yes, please."
• The sticky note gets placed on our Interactive Word Study Bulletin Board:

If you would like to learn more about how I manage differentiated Word Study groups as pictured above visit HERE.

Including a Word Study Share as part of your Daily 5 routine is an excellent way to help motivate your students to apply their Word Study focus and to celebrate what they have accomplished.

It is also a great opportunity for children to learn from their peers, especially if you are differentiating your Word Study groups. Children in advanced Word Study groups can introduce new spelling patterns to children who are not yet at that stage. And on the flip-side, children who have already learned a spelling pattern will have an opportunity to review those patterns they have previously learned!

Share Time also allows you to informally assess your students' ability to apply what they have learned.

In the last decade, I have been using the Daily 5 Management for Centers and Small Group instruction. In those years, I have morphed the Daily 5 into a system that combines MANY best practices (differentiation, Daily 5, Words Their Way, Lucy Calkins, Orton Gillingham... the list goes on).

Teaching is an art. If we go about our instruction utilizing the best programs and resources we can get our hands on, we find amazing results! This story is a testimonial!

Words Their Way, OUR way Part 7: Read to Self as Word Study

Why not take your Word Work one step further?  I have disguised Read to Self as a bit more... Word Work... and my firsties don't seem to mind.  Yours won't either.  It's a Win-Win!  Read on!

Read to Self Word Study Assignments

In addition to my students' Word Work during our Daily 5, one of their "Must Do" items is to Read to Self.  During this time the children are assigned a story to read from one of our decodable readers that reinforces their Word Study Goal.  (The students have the opportunity to choose what books to read later in the day during our Reader's Workshop or as a "Can Do" when they finish their Daily 5).

Since I have 5 differentiated word study groups (using the Words Their Way program), I have found it difficult to manage each group's reading assignment from the different sets of decodable readers that I have collected over the years.  I was using post-its, but that seemed like a waste of 20 post-its a day-they quickly disappear. I found it necessary to create bookmarks to mark the story to be read each day:

I currently use the decodable readers from the Journey's anthology that our district purchased for us.  I also saved the last set of readers from our previous anthology.  I have to admit, I finally have a nice supply of readers that allow for each group to have a story to read each day.  If I find I am a story short, I have several sets of reading comprehension passages that I have purchased and I provide them with a photocopy to keep.

Once I determine which decodable reader (and the story within) best matches each group's Word Study focus, I slip the bookmark right to the page and drop the books in their respective baskets!  

It takes me about 5 minutes to prep their Read to Self assignments each day...  now that I have created book marks as a management tool.  Not to mention, the kids LOVE using book marks!

Another plus...directions for the Read to Self assignment is printed on each bookmark to remind my young readers of what must be done.  You will notice that each Word Study group has a color coded bookmark with their group's name printed on it.  This makes it easy for my students to locate their Read to Self assignment for the day.

My students are also encouraged to jot down the words that contain that week's focus in a folder as they read. We call this notebook a "collection".  For example, if they are working on the long vowel sound of /ai/ they would list any words that contain that word chunk in their folder (we call word chunks  "gumballs" because we highlight them with a color coded circle). They love to see their collection of words grow.  This is their incentive. They also receive a real gumball after taking a weekly spelling test if they do well.  If you would like to learn more about our Gumballs Notebook please visit my post:

Our Interactive Phonics Notebook....Chunky Monkey's Gumballs!

As you can see, I have disguised Read to Self as a bit more... Word Work... and my firsties don't seem to mind.  Yours won't either.  It's a Win-Win!

And there you have it!  Words Their Way--OUR Way!

If you would like to download the Read to Self Bookmarks, Bulletin Board Display, bin labels along with the data tracking forms and related resources mentioned in this article visit my TpT store:

Differentiating Words Their Way: Organization & Routines BUNDLE

This is what is included:

This is a seven-part blog series.

Click below to jump right to what you need to know:

Words Their Way-- OUR Way PART 1: Getting Started

Words Their Way-- OUR Way PART 2: Getting Organized

Words Their Way-- OUR Way Part 3: Planning and Prep

Words Their Way-- OUR Way Part 4: Motivation & Goal Setting

Words Their Way-- OUR Way Part 5: Routine & Mini-lessons
Words Their Way-- OUR Way Part 6: Word Study Assessment
Words Their Way-- OUR Way Part 7: Read to Self as Word Study

Words Their Way, OUR way Part 3: Planning for Differentiated Word Study Groups

Data drives instruction! You already have the data from the Qualitative Spelling Inventory. You already grouped your students. Your resources are ready. You are ready to “rock on”.

Planning for Differentiated Word Study Groups

I have a basket for each Word Study Group labeled with their "Rock Band" name right above my filing cabinet. Once the year is under way, within a third of my planning period I am able to pull resources for the next week’s Word Study groups in a pinch.

In each bin, I place the necessary resource files, leveled readers, games and other resources that will support that group’s word study.

If you would like to download a copy of the planning bin labels and related resources to help make planning your differentiated Words Their Way groups a breeze, visit my TpT store:

Differentiating Words Their Way: Organization & Routines BUNDLE

Pre-prep As you go…

Use your “high” group as your guide for the year. At the beginning of the year if your leading spellers (ex. Within Word group) are studying Long vs Short Vowels to start, make a class set because by the end of the year the groups that follow them will need them at varying times throughout the year. File the extra copies. Do the same for any other resources that support each spelling pattern such as reading passages and Anchor Activities. Follow suit with your second highest group, make a set of copies that will prep for subsequent groups following them (perhaps 3/4th of your class). Do the same for your third highest group (a set of copies for ½ of your class…etc. ) You will save yourself time at the copy machine. Be sure to stop this process three quarters through the year, because the other groups may not get as far as your leading group of spellers. This sounds tricky, but it’s a little helpful hint to make your prep a bit easier.

To be honest, at the beginning of the year, prepping for the following week’s word study will take up one of your planning periods (if you make your own copies).

Anchor Activities

When you are prepping your resources for your differentiated word study groups it is important to keep in mind that you will need to run additional copies of resources that you will include in the Anchor Activities folders.

When you are facilitating your morning tune ups (differentiated mini lessons), the students who are not working with the teacher are completing independent activities in their Anchor Activities folder or playing games that reinforce their Word Study for the week. If you have 4 groups running at a time, the students will be working independently for a total of 15 minutes when they are not “rehearsing” with the teacher, they will need to remain “anchored” in their learning.

If you would like a FREE copy of the Anchor Activities Cover and bin label you will find it at my TpT store:  Anchor Activities Folder Cover and Bin Label FREEBIE

The anchor activities folder contains a multitude of activities that reinforce and review the skills they have learned in previous tune-up lessons. Those worksheets include activities that will strenghthen their decoding skills for the word sort they are currently focusing on or have previously learned. The activities may include a reading comprehension worksheet, a puzzle, word search, and other various resources you have accumulated for each spelling stage.

It is important to note, that the students should be able to complete the anchor activity independently without teacher support. You may also throw in a few Math review worksheets as well.

Now that you have prepped your resources, you are ready to forge ahead with your differentiated Word Study groups. But before you do, I have some tips to help you motivate your students to achieve with goal setting!

To learn more, read 

Words Their Way, OUR way Part 4: Motivation & Goal Setting

If you would like to download a copy of the planning bin labels and related resources to help make planning your differentiated Words Their Way groups a breeze, visit my TpT store:

Differentiating Words Their Way: Organization & Routines BUNDLE

This is what is included:

This is a seven-part blog series.

Click below to jump right to what you need to know:

Words Their Way-- OUR Way PART 1: Getting Started

Words Their Way-- OUR Way PART 2: Getting Organized

Words Their Way-- OUR Way Part 3: Planning and Prep

Words Their Way-- OUR Way Part 4: Motivation & Goal Setting

Words Their Way-- OUR Way Part 5: Routine & Mini-lessons
Words Their Way-- OUR Way Part 6: Word Study Assessment
Words Their Way-- OUR Way Part 7: Read to Self as Word Study

Coming soon....Planning Differentiated Word Study Groups...Made EASY!

I am so excited to share with you strategies to help plan your differentiated Word Study Groups easily and quickly.

As teachers, we are always searching for the most effective program, and designing our delivery to best meet the diverse needs of our students. At the same time, we aim to go about each endeavor in the most effective yet efficient and time-saving manner. This is not always an easy task.

When I was first introduced to the Words Their Way Spelling program I was motivated to get started right away. Words Their Way is a program that will help students identify spelling patterns in their reading and apply those phonics rules in their writing….Yup, I’m in!

I was instantly excited to learn how to implement the program, yet soon I was overwhelmed with the task of getting started. Boy, oh boy, am I glad I did! Let me share my experience, tips and tricks to help you start off on the right foot. I assure you, once you get organized and have your management procedures down pat, delivery is a snap. It took me a few years to get comfortable with the program. Let me save you the time. 

Stay tuned...

Read to Self Bookmarks

As part of our Daily 5 routine my students follow a
"Must Do" and "Can Do" list.  

In addition to my students' Word Work during our Daily 5, one of their "Must Do" items is to Read to Self.  During this time the children are assigned a story to read from one of our decodable readers that reinforces their Word Study Goal.  (The students have the opportunity to choose what books to read later in the day during our Reader's Workshop or as a "Can Do" when they finish their Daily 5).

Since I have 5 differentiated word study groups (using the Words Their Way program), I have found it difficult to manage each group's reading assignment from the different sets of decodable readers that I have collected over the years.  I was using post-its, but that seemed like a waste of 20 post-its a day-they quickly disappear. I found it necessary to create bookmarks to mark the story to be read each day:

I currently use the decodable readers from the Journey's anthology that our district purchased for us.  I also saved the last set of readers from our previous anthology.  I have to admit, I finally have a nice supply of readers that allow for each group to have a story to read each day.  If I find I am a story short, I have several sets of reading comprehension passages that I have purchased and I provide them with a photocopy to keep.

Once I determine which decodable reader (and the story within) best matches each group's Word Study focus, I slip the bookmark right to the page and drop the books in their respective baskets!  

It takes me about 5 minutes to prep their Read to Self assignments each day...  now that I have created book marks as a management tool.  Not to mention, the kids LOVE using book marks!

Done & DONE!

Another plus...directions for the Read to Self assignment is printed on each bookmark to remind my young readers of what must be done.  You will notice that each Word Study group has a color coded bookmark with their group's name printed on it.  This makes it easy for my students to locate their Read to Self assignment for the day.

My students are also encouraged to jot down the words that contain that week's focus in a folder as they read. We call this notebook a "collection".  For example, if they are working on the long vowel sound of /ai/ they would list any words that contain that word chunk in their folder (we call word chunks  "gumballs" because we highlight them with a color coded circle). They love to see their collection of words grow.  This is their incentive. They also receive a real gumball after taking a weekly spelling test if they do well.  If you would like to learn more about our Gumballs Notebook please visit my post:

Our Interactive Phonics Notebook....Chunky Monkey's Gumballs!

As you can see, I have disguised Read to Self as a bit more... Word Work... and my firsties don't seem to mind.  Yours won't either.  It's a Win-Win!

If you would like to download a copy of the bookmarks, please visit my TpT store:

Read to Self Bookmarks

Write the Room with QR Codes!!!

I've added QR codes to my existing Write the Room series!!
They are now available in with our without QR Codes at my TPT store:

The K Files

Students love to Write the Room as much as they love to use technology. 

So I thought, why not add QR codes?!?!?

And I did!

These phonics review games are a great opportunity to get your students moving as they hunt the room for words that reinforce the current phonics rule they are studying in their Word Study groups.

After hiding the words around the room, provide your students with a clipboard and the recording sheet. You will see how engaged your students are in their learning.

The students may use a QR reader to check their work. This is a great tool for self assessment and encourages your students to problem solve on their own.

 and I bundled it all up into one product as well: 

Your students will love this!

Here are the links to each product:

Write the Room with QR Codes: Short Vowel

Write the Room with QR Codes: Digraphs

Write the Room with QR Codes: Long Vowels

Write the Room with QR Codes: r-controlled Vowels

Write the Room with QR Codes: Diphthongs

and...

The complete set all in one bundle:

Write the Room with QR Codes: Phonics BUNDLE

Slides and Ladders Long Vowel Games

I am so happy that I took the time to create these Slides and Ladders games for my firsties.  They are truly enjoying interacting with each other, learning new social skills while reviewing the phonics rules they are learning in their differentiated Word Study Groups.

I started off by assigning the children the appropriate game for their differentiated Word Study focus, but when I saw that the children who were not in their group (perhaps in a spelling stage below) were attempting to learn a new phonics rule, I gave in.  Not only were they learning a new spelling rule, but the children who already new the rule were taking the time to explain the spelling pattern.  Higher Order Thinking at it's finest.  Win-win!

I have found these games also to be a successful tool to motivate the children to complete all their Daily 5 center activities.  When they complete their "Must Do's" the Phonics games in our classroom are "Can-do's".  Another benefit is that keeping my firsties engaged and interacting with one another in a fun manner eliminates behavioral problems.  Another win-win!

The Slides and Ladders set includes 8 games for Long Vowel practice:

If you are interested in purchasing the set, please visit my TPT store:

8 Slides and Ladders Long Vowel Games