PAGE 5 – This is an alphabet chart that I print and laminate for each student to use as a resource for letter recognition and sound correspondence. I also use it in reading groups. I use happy buttons (skittles) and have students move their ONE skittle to each sound or letter cue that I give. This gives me a teaching opportunity, but also serves as an informal assessment.
PAGE 5-13 – I print these as large posters to hang in the classroom as a resource for students and to use during carpet time for direct instruction. To print these in poster size you simply go to print, select poster and increase to the size desired. Print on cardstock, trim, glue and laminate.
Sizes are as follows.
135% = 11”x17”
200% = 17”x22”
Pages 14-15 – After the alphabet has been taught I switch out the alphabet chart (page 5) for this chart. It has EVERY tool students need to know for decoding. I print these in color, on cardstock, and laminate for durability. These stay in students’ book boxes and we use them daily for decoding. It keeps them from having to search the walls for the tools as they have them all by their side.
Pages 16-22 – These Alphabet cards are used for the word wall or as flash cards for a center or intervention.
Pages 23-29 – These are matching cards for students to use as an interactive center and also during small reading groups.
Pages 30-55 – Pocket Chart Letters. I print these and laminate them for students to make words in a pocket chart. I color code each concept to give kids a helpful cue in differentiating vowels, consonants, digraphs, r-controlled vowels, key sounds, word endings, and blends. As a morning warm up we would play ‘Phonics Showdown’ and students would be separated into groups and one leader was chosen for each group. They would be given a words to spell…like the word ‘shape’ and would huddle up, talk about it and then when they bell rang the leader of each group would go up to the pocket chart and spell the word. What I would be looking for is to see what students were using the ‘sh’ digraph card as opposed to the separate ‘s’ and ‘h’ card. It was a great way to informally assess and always provided great teaching moments.
Pages 56 – 68 – Segmentation cards. I used these in small groups to teach students the art of decoding. I felt the dots were helpful in segmenting and the arrow worked well for blending.