This is a variety of word work activities to be used in a small group setting or a center. I’m using this activities with kids that I’m tutoring in the afternoons.These are great activities to be used in RTI settings.
This packet includes:
Fluency Phrase cards—These phrases are adapted from Fry’s list—
Letter cards for building words with Elkonin boxes
Picture sort by medial short vowel sound with recording sheet
Scrambled Sight words (Words included go along with Kindergarten Journeys 2014 reading series units 3 and 4) game. The words are scrambled and there is a recording sheet option.
Common Core Standards Met in this Packet:
RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words.
Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalize the first word in a sentence and the pronoun I.
Recognize and name end punctuation.
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
K.CC.1. Count to 100 by ones and by tens.
K.CC.4. Classify objects into given categories
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Understand that each successive number name refers to a quantity that is one larger.
K.CC.5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.