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These puzzle builders are especially useful in helping ELL students learn CVC words. Not only do they have pictures, but they also help to learn new vocabulary words. Students practice putting these puzzles together with partners. One partner puts the puzzle together and the other partner reads the word.

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I used painters tape to create elkonin boxes in the front of the classroom and during small group and whole class we practice hopping out sound out words that we have been working with. Students love this activity because they are using whole body learning. While one individual student would come up the rest of the class would be segmenting the word with them, and once they have segmented the whole word we get our arms out and blend the word together.

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This work station is full of little mini readers. Once students have mastered reading a book to two partners and the teacher, I then write their name in the book in permanent marker and students get to add it to their folder that is full of book and activities to work on whenever they finish their work. At the end of each quarter the students get to take their books home to build their own library.

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After learning a new word family I project this on the smart board and we go over a few examples. After that each table has the roll and read print outs that I have laminated. As a table they take turns rolling a huge die and reading each set of words. Students then use a dry erase marker to trace over the words.

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The lego word building center is a great way to help students actually build words with legos. I love how all the vowels are red, in class we always go over how vowels are the letter that hold the words together, just like glue. This activity is a great activity because students are not limited to just basic CVC words they have the opportunity to be creative with making new words, whether they be real words or nonsense words.

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This is my FAVORITE way to teach word families. I start by writing the word family at the top of the anchor chart. Then I start making the anchor chart by making sure the first post it one color and the last two post its are the same color. I then write in the word family on all the last two post its. Then I choose a student to choose a letter, any letter, and we write that letter on the first post it. We then blend it all together to read our new word, then we write the word next to those post its. After we have created 5-6 new words, we make sentences using our new words.

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This is a center that all students LOVE! At this center students are able to use playdoh, paint dabbers, as well as shaving cream to write the sight words we are learning. They are able to make any of the sight words that we have learned so far in the year. Whenever we get new sat words I write them out on a sentence strip and laminate them and add them to the basket to keep them from getting messed up.

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Having a word wall with pictures in the classroom can really help students, especially ELLs make connections to words that they might not have known how to say, but know what it is. It can also be used to help students in their writing, as well as when it comes to decoding words they see in a text.

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This center can be used with sight words as well as CVC and CVCE words. Students pull a popsicle stick with a word on it, they then make the word with magnets, and finally they write the word with a dry erase marker.

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This center is something that I have found that students love! They are able to create and read sentences using sight words, sound out words, as well as pictures for more difficult words. When they are done creating the sentences they read it to their partner and then write the sentence on a separate sheet of paper.

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Every week as a class we go over two little readers. The first thing we do is highlight all the sight words in the book yellow. I read the book aloud to the class, and then the students read it aloud chorally, when we are done the students are then partnered up with their reading buddy and go to their tables and read it to their partners twice. The students then put these readers in their folders and can practice reading their books when they finish their work early. At the end of the week the students get to take the books home and add them to their own personal libraries.

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These booklets have sentences with sight words, as well as sound out words. It is a template that allows teachers to edit them however they would like. It can be used with just words or with sentences. I use it by having all students start out on the same color book. Once they have received ten stars, meaning that they have read their book to me ten times with no errors they are able to receive a prize from the treasure chest, and then move on to the next color book.

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Along with the two other readers we do in class every week, we also go over a secret story guided reader. When we go over these readers, we still highlight the sight words yellow, but we also highlight words which contain "secrets" pink. We then read the reader as a class, and then with our reading partners. These books are also put into the students' folders for them to read when they finish work early.

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This game is used along with the secret stories I previously mentioned. When we first play this game we do it as a whole class. I will say one of the secrets, for example, "these two letters pretend to be Mr. F and whenever they are together they prank call people and say /f/ /f/ /f/ and hang up." If the students have the letters ph on their bingo board they would then cover that "secret." Once the students have understood how to play this would become a center.

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The Secret Stories created by Katie Garner is something that I learned about in a kindergarten conference. They are stories that help students to decode words to help them understand why words do what they do, when they don't do what they're supposed to. Children love stories, and they are very capable of learning how to read complex words when they are provided the tools to do so. I highly recommend these to any primary school teacher I have personally seen the growth my students have made while learning these secrets in my classs. https://www.thesecretstories.com/

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Reading passages that are to be read chorally as a class, as well as echoed back by groups while sitting on the carpet as a whole class. Sight words are to be highlighted in order to help students distinguish between sound out words. During this time I am pointing to sight words and the students are reading them, and if I do not see every students' mouth moving then I (the teacher) gets a point. We then read the passage as a class, and once again if I do not see every student reading along I get a point, if all students are reading they receive a point. At the end if the students win the whole class receives 5 classdojo points, if I win then the whole class loses 5 points.

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During this time I put a cold read with sight words and sound out words up for students to read. I use classdojo to choose a student to read the passage. Students have the opportunity to either pass or try to read the passage in a minute. Students that are able to read the passage receive 5 classdojo points.

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These little readers are part of Benchmark, which is the curriculum my school has adopted. What I really appreciate about this curriculum is that it comes with these books that focus on the sight words as well as sound patterns that we are focusing on that week. This makes it a lot easier for teachers because we are not having to always create our own passages and buy readers that are similar.

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When students are actively engaged and using whole body learning they are better capable of learning the word.

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Learning five sight words a week can be difficult. When you take the time to focus on one sight word a week, go over the definition of the word, read the word in a sentence, as well as learn a new song using that sight word it will help the students to better understand the word and learn it.

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Focus Boards made for the sight words.

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Each student has their own individualized sight word word ring. They each have five words at a time that they are practicing. At the end of each week I quiz the students on their word rings. If they are able to tell me the word they receive a star on the back of the word. Once the students have three stars on the back of their card they are able to add it to their word ring that they have at home in order to help them continue to practice their sight words.

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Having a sight word word wall helps students to identify sight words they may see in a text, or when they are using sight words in centers.