Making Choices

Once I was ready for Word Work, and I was sure my students could handle some independent reading time, I began allowing them to choose the order of their activities.

We began making choices with just Read to Self and Read to Someone.  Each student made their choice; those who wanted to Read to Self grabbed their book boxes and chose their reading spots first.  Those who wanted to Read to Someone waited at the carpet, then had about 30 seconds to find a partner.  I asked them to stand back to back with their partner to make it very easy to see who still needed a partner).  If there is an odd number, I allow a group of 3 rather than force someone to Read to Self.
 

Once everyone was settled, I set my timer for 8 or 9 minutes, and they got to work, which I held one student to assess them. It was a little noisier than when I was more watchful over their reading, but overall, everyone read.

A few days of practicing those two choices, and we were ready to include Word Work in the menu.  I made a clipboard with every student's name and the three choices.  For the first round, they may choose any option.  Luckily, they are pretty spread out and don't have the mischievousness to conspire with friends to all choose the same activity!

My clipboard.  I put a small dot in the column for each student's choice.  Names down the side, and "Self", "Someone", and "Word Work" on the top.  The little c's on the side are to note who got to use the computer that round. 

I also began letting students use my 2 old, decrepit student computers.  I set them up to use Starfall, which is very simple to navigate.  I am experimenting with my most independent workers first so that I can find a few "computer experts" who can help troubleshoot when I am working with small groups - someone who can close a rouge pop-up, or click an icon in the favorites bar.

Kids who are using computers or those who I will be working with one on one are dismissed first, and then those who choose Read to Self and Word Work are dismissed as they make their choices.  Those who choose Read to Someone wait at the carpet and follow the same process described above.

The work time is not silent, but it is "inside voices".  Those who choose to move around the room when they should be still might be separated or assigned a spot near me; a few reminders for smaller voices might have to be given.

When the round is over (either my timer goes off, or I decide we're done - usually about 8-10 minutes), I ring a bell, and everyone cleans up and returns to the carpet. We do a short lesson (maybe a read aloud, phonics practice or sight word review), and then repeat the choice process once again.

Clipboard for 2nd round:

I used a new color to note the next round.

About thee-fourths of my kids are able to remember what they have already chose and choose a different option.  Others need a reminder that they can't choose Read to Someone every time (and one or two need to be told that legos is not an option...you know, they're still kindergarteners!)

We repeat the same routine, and I get in a second chance to sit with someone one on one.  Eventually, this is when I will pull a reading group or do DRAs.

After time is up, same thing: ring bell, clean up, back to carpet.  Another mini lesson, and we're on to our third round.

I put a vertical line to show one day's work; I'll use the same page next time.

At the end of an hour, everyone has read alone, with a partner, and completed at least one word word activity, and I have done two or three mini lessons (one before the first round, and then two between rounds).  I have worked with students, and there is no mess to clean up, no centers to re-stock and minimal prep for the next day.

Word Work

I went off the book and began Word Work last week (The 2 Sisters choose Listening to Reading next, but I am not ready to deal with CD players yet!).  I needed to assess kids for progress reports, and it was the easiest to begin with what they already knew!

Right now, I am using a single activity as a required Word Work, and then a few independent activities as "May Do's" if they have time.

I use the little "My __ Book" for each letter.  We do it as a poem in a pocket chart first, and then the students have to complete it independently during Word Work.  It is a routine I taught from the first week of school, so they are comfortable with the it and know what to do without needing much instruction each time.

Here's the pocket chart version (my pictures are mixed from two different weeks, but they all look basically the same):

I read it, then we read together, and then they come up to use highligher tape to show the focus letter (blue) and any sight words (purple) we have learned so far.

And the student version:

They must

1. Write their name.
2. Color the pictures.
3. Highlight the focus letter (by coloring with a light-colored crayon, underlining, circling, etc.)
4. Highlight our sight words (in the same manner as above).
5. Read to at least one friend who signs the back.  If I am available, they may read to me (one way I check in or 1:1 correspondence, sight words, etc.)

"My Ss Book" - from last week, but all the letters look the same.  Each has a different poem with sight words and letter matched pictures.

Word Work is done at tables, by themselves or whispering with a partner.

Since we have done this many times before I named it "Word Work", they are able to do this exercise independently (and help a friend who might forget!)

This is the "Must Do" of our Word Work.  Once it is finished, they may choose another Word Work activity.  Right now, I have two choices.  The first is a capital and lowercase matching game I made a few years ago (in my TpT store).  The second choice was added after one week of practice; it is just cards with the kids' names and plastic letters I found on clearance at Lakeshore.  They can match the letters from their names or a friend's name.

I store Word Work in plastic drawers.
 

Drawer 1 is the "Must do first" little books.
Drawer 2 (and we have a Drawer 3 now) are the choice activities to be done after the book is finished.  I may eventually add another drawer, but I don't want to overdo it.

It went very well, better than I expected, actually.  I still need to remind them to clean up, but everyone is getting their work done with minimal teacher input, and I was able to finish assessments for progress reports!

I introduced Word Work alongside making choices - check out the next post!