Increase Student's Assessment Scores Quickly: RTI at its Finest!

Power Pocket Instruction & Practice Cards only $2.00

Are you looking for an easy way to quickly increase rote knowledge of important early skills that are used in Dibels testing and others? Try “Power Pockets!” I have used pockets of this type for about 20 years now, and I have found they provide excellent results. Simply construct, laminate (if desired), cut slits in the pockets, and use.

This product offers instructions for constructions, number circles and title cards, as well as 30 plus pages of practice cards for Alphabet Letter Naming, Segmenting, Sight Words (over 100 to choose from, including Wonders Words), and Numbers 0-20. Instructions for easily making new practice cards of your choosing is included.

The students love these “Power Pockets” and need no additional reward than the accomplishment of learning! Yes, I have found these pockets to be RTI at its finest. The folders and the pockets are available at amazon here: Pockets, Folders.

Find a place to store the pockets that is easy to grab.

I have used Avery Labels and simply layered over time, but recently I have begun using these labels that simply peel off when a new student is ready for the pocket.

I have had this "Power Pocket" for about 20 years and it is still in perfect shape!

Reader's Workshop in Kindergarten

Research shows that the more a child reads, the better reader he will become. Consequently, when Spring arrives in my Kindergarten Classroom, Reader’s Workshop goes full throttle. 

Students have "Eyes on Text."

My school uses an extravention model that allows me 20 minutes to work only with on-benchmark level students. This is a great time to empower these students with the joy of reading. Please keep in mind, that I begin this stage of the readers’ workshop during our 3rd trimester. I have worked my students to this level of independence through mini-lessons, strategy practice, and guided reading instruction the first two-thirds of the year. And of utmost importance to successful readers’s workshop,  I must continually know the exact reading level of each student on it’s fluid level.

To begin the process, each students needs a drawer, bin, baggie, etc. to call their own. I  currently use a drawer. I call a few students at a time (that are on the same level) read a book together using guided reading techniques and have them add it to their drawer. 

As their drawer builds, I am able to call students individually or as a group and listen to them read. If they read a book with no errors, and it is one that has been in their drawer for at least 5 days, I will them give the student a new book in exchange.

While I am working with individual students or small groups the other students are engaged in reading. I never tell students they must read individually or with partners, because children are cooperative by nature and I enjoy seeing them come up with unique ways to read together, or perhaps crawl under a table to enjoy reading alone for the day. I especially enjoy observing students helping and cheering on each other in the reading process. 

I have certainly found this to be the most productive way to reach the Fountas and Pinnell goal of instructional level D by the end of kindergarten. And, more importantly, allow students to experience the joy of independent reading.

If you are looking for guided readers that are at appropriate kindergarten levels, we offer several guided reading sets such as this one. 

Additionally, each of our thematic unit includes at least one thematic guided reader. 

Conquering Those Pesky Vowels: Early Learning Essential

In January, typical kindergartners have mastered the alphabet letter names and now know more than half of the letter sounds, hooray! But with that sigh of relief comes the reteaching and reteaching of those pesky vowels!

Vowels are most easily mastered if the reteaching is thorough and strategic. To begin this strategic teaching, review the alphabet letter that represents the vowel and the sound-card that you are using in your classroom or homeschool setting. If you don’t have defined sound-card you can check out ours. I also recommend abcmouse.com’s videos, they are great and kids love them. I recommend spending at least two days on each vowel for review.

As you provide a visual and auditory (sound song) link for A E I O and U, add further supports. Using hand cues to teach short vowel sounds adds a kinesthetic link. Teach your students these signs as each vowel is reviewed, then continue to use this cues as vowels are continually reviewed (I love how these signs actually match the mouth formation we will discuss below). 

Teach children the linguistic characteristics of these vowels. I found that even though I was scared to take linguistics as an undergrad, and then terrified of advanced linguistics as part of my masters program, I loved these courses! I found the knowledge I gained to be crucial in regards to the effective teaching of reading. Here are the characteristics that one must know to better teach those pesky vowels.

The /a/ sound /æ/
The vowel is a jaw vowel made with the voice on. (Have students feel the sound made by touching their throat).

The /e/ sound /ɛ/
This vowel is a tongue vowel (it rises ever so slightly) made with the voice on. (Have students feel their mouth widen and tongue lift).

The /i/ sound /ɪ/
This vowel is a tongue vowel (it rises ever so slightly) made with the voice on. (Have students feel the sound made by touching their throat).

The /o/ sound /ɔ/.
This vowel sound is a jaw vowel made with the voice on. (Have students feel the sound made by touching their throat).

The u sound /ʌ/.
This vowel sound is a jaw vowel made with the voice on. (Have students feel the sound made by touching their throat).

Using mouth cards and hand signals as mentioned above help children learn the correct mouth placement as they practice and practice voicing vowel sounds. The differences become clear as students feel the changes that happen within their mouth. Make sure to pass out mirrors so students will be able to visually see the differences.

Be patient. It takes a lot of listening and voicing practice to conquer these separate and distinct (pesky) vowel sounds. And remember that with all phonemic awareness practice, English Language Learners will get it, don't give up on them! But it will take added patience and practice as some of these sounds are not even made in their native tongue. Your patience and continued practice will pay off. As with all pre-reading skills, if added emphasis is placed on oral-phonemic practice until mastered, the transference to the written word will be very easy.

As you spend a week or two reviewing vowel sounds, you might want to check out our new vowel practice early learning essential. This packet also contains the sign language hand cards, mouth placement cards, vowel sound cards, and a vowel song poster and pocket chart cards. With the great low price of $4.00, you will be on your way to vowel sound victory!

Here are some of our other great vowel practice products:

              

              

                                                 

Santa Gets Dressed: A Segmenting Game

Children who are able to orally blend and segment sounds together become better readers. This imperative oral skill transfers very quickly to the printed and written word. Because there are numerous research studies that substantiates that fact, strengthening a child’s phonemic awareness is of upmost importance in all early-learning classrooms. 

Children love this game, Santa Gets Dressed! Who wouldn’t want to help Santa prepare for his journey to deliver Christmas presents to the boys and girls of the world. And, as children play, they are able to practice crucial early learning skills that will lead them to become proficient readers. This game includes over 100 segmenting cards that also can be used in many other classroom activities.

Teaching Kindergartners to Blend the Play Way

The systematic teaching of all phonological awareness skills is imperative to ensure a students’ future reading success. Daily, intentional instruction of, and more importantly, the “playing with" individual sounds in a meaningful way will build cognitive clarity as students experience how sounds work together to form words.

A child’s future reading success is directly linked to his/her understanding of phonological awareness skills. Consequently, daily intentional, strategic teaching of those skills must exist in the kindergarten classroom. The best way to teach these skills? Well the play way of course.  The last few weeks I have been practicing the art of blending sounds together to make words. Tomorrow I plan to add a little kinesthetic action to the skill to help students that are struggling with the concept.

Bounce the Blends

Common Core Objective: RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Materials: Gather a small basketball (I have a jack-o-lantern ball that is perfect for a halloween theme).

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Today we are going to make words by blending sounds together. On your turn, I will bounce three sounds like this (model as you say the sound, bouncing once for each sound) /b/ /a/ /t/.

What is that word? When the child responds bat, throw the ball to him and then have him toss it back.  Repeat again with a new word continuing as time allows.

*Note. When students conquer the skill of blending use this same game in a reverse manner. Have student draw a picture card and then bounce once for each sound in the word, then say the whole word as they toss the ball to the teacher.

--Check out our online store for a huge variety of kindergarten activities that keep PLAY in kindergarten.