What Do You Do All Day Anyway?: Phonics

So far in this series, I’ve shared our journey from our first Heggerty lesson through to our 3rd try with getting it right, after doing some reflection and thinking about videos of our lessons.

Kids have been asking about what part of our day we will record next, and that has yet to be determined (there are so many options!), but in the meantime I thought I’d share another part of our day that has been going pretty well.  It’s kind of a big deal in first grade to understand how phonemic awareness and phonics work together to help them understand words and apply that knowledge to reading and writing.

We started a new program this year and I’m excited for how it’s going so far, as well with how it has affected kiddos’ thinking already.  Let me share a little about what we do with phonics every day in Rm. 111.  Oh, and since you may be wondering (because I know for a long time I was unsure, too) about the difference between phonemic awareness and phonics, here is a chart from Heggerty’s website to explain how they are different but related:

Screenshot 2018-09-30 18.10.47

First of all, I feel like I should introduce you to a very good friend of all of us in Rm. 111–Rasheed the Lion!

IMG_5366

Isn’t he fabulous?  He has a SUPER name with lots of interesting features, like a capital letter, a digraph, a long e sound (made with double letters!) and a consonant at the end.  It has 2 syllables, 7 letters, and is a pattern of tall letter, 2 small letters, tall letter, 2 small letters and another tall letter.  We’ve been learning LOTS of things just like that about our own names, too, and have put them all on our word wall.

One important thing we did at the beginning of our study was learn how to correctly write our names AND how to spell and write the names of our friends!  They are important words in our lives and we need to know how to use them quickly and accurately. In our Rug Clubs (which are small groups we work in while we study phonics), we practiced with white boards and markers (which every first grader LOVES) and a “marked-up” version of our name that showed us exactly how to form each letter.

Screenshot 2018-09-30 21.46.16

Each student got their own name written in this form so they could practice how to write it quickly and correctly.  At this point, many first graders were still working on using lower case letters in their names.

See Rasheed’s pencil?  It’s because he knows how to use Professor Words when he studies names, and we do, too!  We looked at our own names and were super-smart professors as we shared our thinking with the rest of the class.  We pointed out vowels (short and long), as well as blends and digraphs, as well as number of syllables and anything else that was interesting.

After we had studied everyone’s names (including names of our friends in Rm. 112), we started to study other words in the same way.  We call these words SNAP words, because we should be able to say them in a “snap.”  Most of them are words that we learned in kindergarten, and we are reviewing them before we begin to learn new first grade words.

Most recently, we’ve been working on sorting words by a variety of features.  Students have worked with their carpet partners to identify vowels (short or long, how many, which ones, etc.), number of letters, number of syllables, etc., and then shared their sorts with the class.

Here’s a fun phonics game for you to play:  can you name the way these words are sorted?  Leave us a comment to tell us what you notice about how we chose to sort each group!  We’d love to hear how smart you are about phonics, too!

fullsizeoutput_8d6

How were these words sorted?  What do you notice?

fullsizeoutput_8da

Here’s another one.  Look carefully–it’s different than the last one!

fullsizeoutput_8e0

This one looks easier than it is!  How did Rm. 111 friends sort these SNAP words?  Tell us in the comments!

One last thing…check out our word wall as of last week.  We were AMAZED that we added 37 SNAP words to the wall!  Can’t wait to watch it fill up with more words that we can read in a “snap!”  Stay tuned!

IMG_5583

 

#classroombookaday UPDATE: Week of September 24, 2018

This week seemed to be extra busy with reading! We were able to add 17 books to our display, and we’re SO CLOSE to 100!!  Hoping to hit it this upcoming week and share the good news with you on the blog next time.

But for now, here’s what our wall looks like:

IMG_5641

We added lots of different titles:

I think my favorite story from the week actually comes from a first grader, not a book.  It’s a story of perspective, and taught me something about how adults see things differently than 6-7yos.  Let me explain…

On Wednesday, I was excitedly adding a big load of pics to the wall, and telling the students around me about how we were almost at 100.  Jonah, a friend from Rm. 112, commented on how he didn’t realize we had read that many books, and that he didn’t know how many pictures were actually up there.  Incredulously I asked him, “Don’t you ever look at our display?  How have you not seen all those books out there??”  He looked at me very matter-of-factly and said, “Well I do, but I look at the WALL, not the PICTURES!”  At first it seemed a little funny, but then I realized that, yes, indeed, the thing at eye-level for first graders is a big. blank. wall.  I know I should look up there at all those pretty book covers, and kiddos do too–if I tell them to, but yep, most kids who look at our display probably just see a wall.

It really made me start thinking about who that display is for, and how I can make it more kid-friendly.  While there are LOADS of ways that we interact with it on a daily and weekly basis, and I can point out how the space is filling up and how we’re close to 100, there is probably a better way to do it.  Starting with putting the pictures at the BOTTOM of the wall instead of the top.  That’s where kiddos are anyway, right?  It would probably makes more sense to them that the wall is FILLING up anyway, if they could see it reach up to the top and ACTUALLY FILLING up, rather than coming down the wall.

I know it’s a small tweak, and obviously one I hadn’t thought of, but I was SO GLAD we had had that little conversation, because it got me thinking about how many other things I do that maybe I think are kid-centered, kid-led or kid-friendly, but that are instead geared toward me.

So I’m fixing the wall. I’m flipping it all upside-down and we will indeed watch the wall FILL UP as we go through this year.  Can’t wait to share the changes with you next week!!

In the meantime, have you ever had a kiddo tell you something that flipped your thinking upside-down? I’d love to hear about it! 🙂