I use this as a fun way to practice and reinforce sight words. I have hidden 16 teeny, tiny words in a full-paged picture. The students have fun using a magnifying glass to find the words! I also included a recording sheet for students to write down 15 words as they find them!
This is split up into K and 1. Each grade has two different Sight Word Finds-Love Birds and Puppy Love.
The following words are hidden:
K-1: Love Birds: I, my, go, a, see, can, me, and, is, it, am, in, for, the, at, no
K-2: Puppy Love: on, you, like, look, said, to, be, we, not, was, little, this, that, are, up, yes
1-1: Love Birds: like, look, said, then, when, with, me, my, from, for, she, he, here, play, all, are
Here is a fun activity for your students to independently practice their upper case letter identification and alphabetical order.
The students color a path, one square at a time, from A to Z. As they color, the following box must be touching the last colored box. I remind my students that if they get stuck, to head back to the beginning of the alphabet and recite the ABC's as they point to each letter.
This download includes two different versions. In the first version, the students start at the snowflake and create a path to the snowman. This path moves from top to bottom. In the second version, students begin at the the bottom with a penguin and creates a path moving toward the top, to reach an igloo.
I made this pack to provide activities for my students to isolate the initial and final sounds (letters) in words.
This pack includes:
~ 32 picture cards. On each picture card, either the beginning or ending letter is missing. I use these cards in a small group setting and ask the students to say the word, supply the missing sound, and then name the letter that makes the sound.
~ 6 worksheets for independent practice. Students look at the pictures and write the missing initial, final, and both initial and final letters (there are two worksheets for each skill).
~ 3 worksheets for additional practice writing the initial, final, and both initial and final letters of a word. There are no pictures on these worksheets, instead they allow you to dictate words for the students to write the targeted missing sounds.
What teacher doesn't keep a bottle of hand sanitizer handy?
To send along Christmas wishes, we made personalized hand sanitizer bottles for my daughter's teachers at school.
They are very easy to make!
Here is what we did:
First we bought the clear bottles of hand sanitizer and removed the labels. (Goo Gone works great to remove those stubborn labels that just don't want to come off easily!)
Then my daughter did her magic and drew pictures for each teacher with a black sharpie.
Then I scanned the pictures into my computer and resized the drawings to a size that fit just inside the front of the bottle. (You can skip this step entirely if you have your child draw a picture that size to begin with.)
Here is the important step: Print/copy the picture onto an overhead with a laserjet printer/copier. Do NOT use an inkjet, the printing will fall right off of the overhead and into the sanitizer/soap. (We learned this the hard way last year!!)
Once it is printed, cut it to size and roll it up (with the writing facing forward).
Slide it into the opening of the bottle and use end of the soap dispenser to push it forward and move it into place.
Add a bow and you have a great personalized little gift!
We had fun making these as gifts for family members last year using clear hand soap!
Before working on segmenting all of the phonemes in a word, children need to be able to hear the individual phonemes. According to research, children develop their phonemic awareness on a continuum. When kiddos start the phoneme level, they begin by listening for the sound heard at the beginning of a word, then the end, and then move onto the middle sound. Many of my students are working to isolate and name the sounds they hear at the beginning and end of words. They seem to do well with hearing sounds at the beginning of the word, but then tend to become confused when asked to name the sound at the end.
I updated my pack that helps students with the concepts of "beginning" and "ending" in words using the following visual:
I can't remember where I first came across the star with the arrow, but it is something I have used ever since with my little ones. I have found that it is really helpful in making those concepts more concrete for the kiddos.
I begin my instruction by explicitly teaching the students how to use the visual through modeling. Here are my general directions:
1. Start with your finger on the star.
2. Slowly stretch out (or say) the word.
3. Slide your finger toward the arrow as you slowly stretch out the word.
I then repeat it again and again, showing that when you begin to stretch the word out, your finger is on the star. And as you come to the end of the word, your finger is on the arrow head.
As students become more proficient with it, they generally internalize the visual and it is no longer needed. (This is evident when you see them slide their finger across the table or even in the air.)
Here is what is included in this pack:
~ Star with arrow visual for teacher modeling.
~ Star with arrow visual for student use.
~ 27 Picture cards for group work or sorting
~ 6 Worksheets for independent practice that provides students with systematic practice as they develop their phoneme awareness (as listed below):
- "What is at the beginning?"-all pictures begin with continuous consonants.
- "What is at the beginning again?"-combined pictures of continuous and stop initial consonants.
- "What is at the end?"-all pictures end with continuous consonants.
- "What is at the end again?"-combined pictures of continuous and stop final consonants.
- "Where is the sound?" and "Where is the sound again?"-combined tasks of beginning and ending isolation where the students identify where the sound is heard.
Please note that my initial instruction is based at the sound level. This is when the students use the visual and picture cards to name the sound they hear. As students gain knowledge in their letter sound correspondences, I then begin discussing what letter the word would begin or end with and introduce the worksheets for more independent practice. How do you practice isolating phonemes?