Small Group Book Bags These are an important part of my small group instruction. Nightly reading is their kindergarten homework. Here is a look at the activities I use to reinforce the skills we learn in my kindergarten small group and guided reading lessons! But first, a bit of random!
We started this week off with our Groundhog’s Day Poem. This is a poem that I wrote with my teaching buddy, Janet!
My class REALLY gets into it. I have this one sweetie who is SO good for my ego. Each week he exclaims, “I LOVE this poem!!!!” We don’t just read or sing these poems… we “DO” them. After we read/sing the poem, the whole class decides on the actions we will do with it. This is always hilarious (since I can rarely recall them). The students correct me and we try it again. Sometimes we see if the boys can sing it better or the girls… however, it always seems to end in a tie.
This week we decided that we would show “an early thaw” by acting like we were on surfboards! Ha!
Then we illustrate the poem! I LOVE their little groundhogs!!!
We also launched unit 5 in our writer’s workshop! We usually start each 4-week unit by brainstorming writing ideas.
And before we settle on a writing topic, we want to be sure we know enough about the topic to write a whole book. This chart really helps in the planning stages.
One of the word work activities we do at our small group table is segmenting CVC words. I simply use the CVC word cards from my games units. Since I have a game for just about every season and holiday, this is an easy activity to keep going all year long. Once we are done with the cards at my table, they become a literacy center. You can see the different games HERE.
The students press a light for each sound as they segment the word.
Taking the skill up a notch… now they are working on scribing the sounds that they hear in the CVC word.
For the last few years, I have paper clipped cards to my student’s guided reading books. This helps the parents to know which book in their book bag I REALLY want them to practice. I check the next day for fluency. If the child had practiced the text, they should be able to read it like they talk.
So, I turned this card into a bookmark. I have left stars at the bottom so I can reward those students who demonstrate fluency. I can tell when the book has not been practice because of this lack of fluency. Perhaps this is something you can use in your classroom. The idea is that I want the students to practice the book that is within their zone of proximal development. YES, I encourage them to read and be read to, but I also want to be sure they are fluent with their instructional book as well. This guided reading book is part of THIS LEVELED TEXT series.
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