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LaFish's Message:

She had many great ideas! I don’t know that I would have remembered all of them and I just retired in June. I just want to stress what iteachk2010 stated...Model and practice expectations.
Oh... I just thought of another center, listening center. Student listen to a story and draw/write what happened in the story.

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Discussion Review (newest messages first)
RealisticPreK 01-25-2020 04:32 PM

Iím bookmarking this page for the responses!

Sbkangas5 10-01-2019 04:33 PM

I would incorporate some pre-writing, fine motor work into your centers. Building with legos or other small building toys, cutting activities, drawing, tracing, etc. If anyone questions it is building muscles for writing.

Do you have ipads available? It's not my first choice but does help to keep one center quiet.

I'd take a step back and work on using things correctly and building stamina. Don't worry about rotating through all of them yet. Do one or two each day for a shorter time, but do them correctly. Build up to the four centers each day (which is a lot!). My kids are pretty independent, but I know that if we had to do rotations I'd lose them by number three or four.

LaFish 09-29-2019 05:54 AM

She had many great ideas! I don’t know that I would have remembered all of them and I just retired in June. I just want to stress what iteachk2010 stated...Model and practice expectations.
Oh... I just thought of another center, listening center. Student listen to a story and draw/write what happened in the story.

iteachk2010 09-28-2019 12:11 PM

We started out working with the letters in our first name. Now I've been doing a quick intro for each letter and sound during whole group time. I do a modified version of Daily 5, but you could use some of the activities for your literacy centers. Following the suggestions for the first 30 days for Daily 5 was very helpful for getting my students to do activities independently. Model the expectation. Practice. As soon as one student is not doing it, stop. Model and practice again. Build stamina over time. We practice getting/putting away materials, too.

I start out introducing Read to Self. We learn that there are three ways to read a book-read the pictures, read the words, and retell the familiar story. We practice that as a whole group to build stamina. We didn't even make one minute the first time we practiced. Once we were up to "reading" for 7 minutes, I introduced the next component, Word Work. I model the word work activity. (Right now the word work activities are alphabet activities.) We practice as a whole group. Then half the class did Read to Self and the other half did the Word Work activity. At this time, we have worked up to Read to Self, Word Work, Work on Writing, Student iPads, and Meet the Teacher. I haven't introduced Listen to Reading or Read with Someone yet.

Below are some of the activities my students are doing for each part of Daily 5 that has been introduced. I have 3 small pocket charts-one for each round of D5. I put in the name cards for the students for Meet the Teacher component for each round. I am also choosing who goes to student iPads for now. The rest of the students choose which D5 component and activity they will do for the round. They have to pick a different component each round. Each D5 component has assigned space in the classroom. Read to Self is on the carpet. I have designated tables for them to bring the materials for the Word Work and Work on Writing activities and the iPads. There can be up to four students in each.

Read to Self: Each student has a book box. What is in the book box?

  • 2 books
  • Brown Bear book we made
  • alphabet song book
  • sequence strip with pictures
  • poetry journal

Students get to choose 2 books from the classroom library. I have lots of basic concept cardboard books I got from Dollar Tree for the beginning of the school year-Colors, Shapes, Letters, Numbers, Sea Animals, Baby Animals, Farm Animals, Opposites... and simple alphabet books that show the letter and pictures of things starting with that letter from a previous reading series that we used.

We learn an alphabet song with gestures so there is a copy of that song book in their book box.

After reading Brown Bear, Brown Bear What Do You See?, my students worked in a color/cut and glue shapes in a blackline version of that book. When we finished, we put that in the book boxes. (Students know the story from us reading it during whole group so they can "read" it by themselves.)

We also sequenced some pictures for the story and glued them in correct order on a sentence strip.That is in the book box. Students use that sentence strip for retelling the story. (You can do the sequencing strip/pictures for the predictable stories you've read to the whole group.)

We do a chart chant every morning for a week-it is on sentence strips in a pocket chart. During that week, I give them a blackline copy to glue into their poetry journals-just a spiral tablet. We practice with that during small group. At the beginning of the year, the poems have a dot underneath each word to help them track underneath the print.

Later in the year, I print out blackline masters of easy readers, simple sight word books, and books I've made and we put those in the book boxes, too.

Word Work Activities:
  • Magnetic Letters-sorting activities like Letters in My Name/Letters Not in My Name, Letter ___/Not Letter ____, matching activities-match the uppercase magnetic letters to the uppercase letters on the mat, match the lowercase magnetic letters to the lowercase letters on the mat, match the uppercase to lowercase letters
  • ABC Floor Puzzle
  • ABCs puzzles (Letter on one piece-picture that starts with that sound on the other piece)
  • Dilly Dot Letter Searches

Work on Writing Activities:
  • Large Construction Letter Set-There are cards that show the letter and the pieces needed to make the letter.
  • Pom-Pom Letters-Individual letter cards with circles. Students use tongs to place the pom-poms on the circles.
  • Play-Doh Letters-Individual letter cards and Play-Doh. Students make the letters.
  • Play-Doh Letter Stamps- Students roll and flatten out the Play-Doh. Then they stamp their first name. They can also stamp letter pairs. (Uppercase with lowercase)
  • Wikki Stix-Letter Cards-Students use the wikki stix to make the letters on the cards.
  • Letter Tracing-Dry erase markers and letter cards, name tracing sheets inside plastic sheet protectors.

Student iPads:
  • Starfall Letters app
At the end of the school year, tech clears off all the apps on the iPads so we are still waiting for some apps to be loaded. I slowly introduce one app at a time. When I am confident that the students are comfortable with an app, I will introduce the next app. I put the apps they are allowed to use on the home screen. Some of the other apps they will use this year will be Starfall Learn to Read, Write My Name, ABC Mouse, Teach Your Monster to Read, Reading Horizons Discovery Clubhouse. I create activities for my students to do using the Seesaw app, too. *This is our first year using iReady. We will do the diagnostic testing in two weeks. Then students will start using that app.

I don't use a lot of worksheets. I use the Seesaw app to hold students accountable for the activities they do during D5, math centers and free-choice center time. They take photos of their work and record themselves telling what they did.
elmo33 09-28-2019 08:11 AM

I have to do literacy center rotations with 4 groups and rotate through each one each day- I am looking for engaging ideas...í
My class is very needy and arenít independent, so this has been a challenge.
They donít use the materials correctly, so right now I Am mainly circulating and Reminding...
I have tried play dough mats, abc puzzles wiki sticks, etc.
Any other ideas? The letter puzzles didnít work because I have so many boys and they started building with the pieces and playing
With them..
So many ideas on line seem above where we are at, but I want the centers to have a literacy focus,

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