004 - BOOK Kinders Can! READ and WRITE! Instant Download 2013 PDF

Kinders CAN!
READ and WRITE!

~~Updated Edition~~
A Step-By-Step Guide to Getting Your

Kindergartners READING and WRITING
Katy Huller
Other products by this author:
Alphabasics: Homework for all 26 Letters

Tricks Cards
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Katy Huller
Visit www.KindersCanReadandWrite.com
for more products and information.
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JKHTeach Educational Books

Waleska, GA
Kinders Can!
READ and WRITE!
~~Updated Edition~~
A Step-By-Step Guide to Getting Your

Kindergartners READING and WRITING
Katy Huller
Published by JKHTeach Educational Books
Copyright © 2013 by Katy Huller
All rights reserved. The purchase of this material entitles the buyer to
reproduce worksheets and activities for personal classroom use only –
not for commercial resale. No part of this book may be reproduced
(except as noted above), stored in a retrieval system, or transmitted in
any form or by any means (mechanically, electronically, recording, etc.)
without prior written consent of the Publisher, except where permitted
by law.
All rights reserved.

Kinders Can! READ and WRITE!
This Book is Dedicated to

Kindergarten Students and Teachers Everywhere
May your finest light shine upon all you touch so that this world
will be a better place just because you were in it.
Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page v

Acknowledgments:
My heartfelt thanks to all of the people (kids, teachers, parents, friends,

and family members) who have taught me, helped me, encouraged me,
and/or supported me over the last 20 years. I couldn’t have written this
version (or the previous version) without you!
A very special thanks to my husband, Jay, who has been by my side

through this entire process, willing to help in any way he could, and
always always believing in me every step along the way. Love you,
Honey!
And, of course, a load of thanks to my incredible daughters who inspire

me to be more, do more, and love more every single day. Thanks for
putting up with my constant need to get this message out to the world,
even when it took precious time away from the two of you. This book
was my message to the world, but the two of you are my true gift to it.
xoxoxoxo
Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page vi

Note from the Author

When I first started teaching kindergarten, I taught in a “low-achieving” school
where nearly all students were second language learners who qualified for – and
were on – free lunch programs. When they came to me, many of them did not
know any letters, sounds, colors, shapes, or numbers. Few knew how to write
any letters in their names. Some didn’t even recognize their names when they
were called. Others didn’t know any English. Most of these kids had few toys and
even fewer books. Still, despite the disadvantages they faced, they were all able
to learn to read and write when taught with the techniques outlined in this book.
Several years later, I moved to another state and began teaching kindergarten
in a school where the majority of students were NOT on free lunch, were NOT
second language learners, and were NOT struggling to survive. Although none
could already read and write when they came to me, many did come in knowing
their colors, shapes, numbers to 10, a variety of letters, and some sounds.
Several could also write their first names, even if only with all capitals. They also
knew English, and, in many cases, had quite extensive vocabularies. Like the
other school I taught at, they were all able to learn how to read and write when
taught with the techniques discussed in this book.
When I say my students learned how to read and write, I mean that most of
them could read almost any children’s book in our classroom library – predictable
or not – and could write readable stories without asking me for one bit of help.
Their stories weren’t just readable, many had capitals, spaces, periods, and even
apostrophes! In fact, when I showed one girl’s daily journal entry to a third grade
teacher in my first school, she asked me if I were going to skip the girl to second
grade. I laughed when she asked because I would have had to have skipped at
least seven others to second grade as well! The following winter I had to chuckle
again when one of my girls wrote me a letter telling me that she had started going
to a private school and had been promoted to second grade because first had
Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page vii

“been too easy.” She had been one of my lowest kids at the beginning of the
year!
The point of these stories and the nice thing about this program is that it
doesn’t matter how your kids come to you. Each one has the opportunity to not
only do well but to thrive, assuming they don’t have any major learning
disabilities that would prevent them from doing so. You see, teaching
kindergartners to read and write is SIMPLE! So simple that it is shameful to have
second and third graders struggling with words and sentences they should have
been able to read and write in kindergarten.
If you are excited about getting your kindergartners reading and writing this
year, get to know the basic concepts that are outlined in this book and make sure
you use all 7 core components on a daily basis. You won’t believe what your
kindergartners can do when they get the training and practice they need to fully
understand how letters and sounds work together to make words!
All the best and much success,
Katy Huller
P.S. For more tips, “like” Kinders Can READ and WRITE on Facebook, and “follow”
Kinders Can! and/or Katy Huller on Twitter! Hope to see you there!
Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page viii

Table of Contents
Acknowledgments.................................................................................................. vi
Note from the Author ........................................................................................... vii
Introduction ............................................................................................................ 1
Program Overview .................................................................................................. 2
Sample Daily Schedule ........................................................................................ 15
Getting Started: ..................................................................................................... 17
Giving the Initial Pretest ....................................................................................... 17
Setting Up ........................................................................................................... 18
Getting Ready ..................................................................................................... 19
Step 1: Pick the Appropriate Pretest(s) ........................................................... 19
Step 2: Prepare Your Kids for Testing – Explain the Rules ............................... 21
Testing Your Kids ................................................................................................ 22
Examining Your Students Results ........................................................................ 29
Frequently Asked Questions ............................................................................... 35
Daily Alphabet Review Activities .......................................................................... 40
The Alphabet Review .......................................................................................... 42
Setting Up ........................................................................................................ 43
Getting Ready .................................................................................................. 43
Teaching the Daily Alphabet Review ................................................................ 47
The Vowel Cheer................................................................................................. 55
Setting Up ........................................................................................................ 56
Getting Ready .................................................................................................. 56
Teaching the Vowel Cheer ............................................................................... 56
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The Wall Vowels Chant ....................................................................................... 60
Setting Up ........................................................................................................ 60
Getting Ready .................................................................................................. 61
Teaching the Wall Vowels Chant ...................................................................... 61
The “Trick” Review.............................................................................................. 64
What Are “Tricks”? .......................................................................................... 64
Setting Up ........................................................................................................ 65
Getting Ready .................................................................................................. 65
Teaching the Trick Review ............................................................................... 67
Alphabet Tutoring Strips ..................................................................................... 70
Setting Up ........................................................................................................ 70
Teaching Letters and Sounds with Alphabet Tutoring Strips ............................ 71
Letter of the Week Focus ...................................................................................... 79
Setting Up ........................................................................................................... 85
Getting Ready: .................................................................................................... 86
Choosing a Letter Order ...................................................................................... 87
Teaching the Letter of the Week Focus ............................................................... 95
Assigning Homework ........................................................................................ 156
Daily Journal Writing ......................................................................................... 163
Setting Up ......................................................................................................... 164
Getting Started ................................................................................................. 165
The First Day of School .................................................................................. 165
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The Third or Fourth Day of School: Beginning Journals (For Real!) ................ 167
As the Year Continues .................................................................................... 174
Getting the Most Out of Journal Writing Time .................................................. 175
Frequently asked questions .............................................................................. 182
Interactive Literacy Charts .................................................................................. 204
Setting Up ......................................................................................................... 206
Getting Started ................................................................................................. 207
Writing Interactive Literacy Charts with Your Kids ............................................ 209
Step 1: Preparing Your Kids to Write Interactively – Laying the Foundation .. 211
Step 2: Writing Your First Interactive Literacy Charts with Your Kids ............. 214
Step 3: Have your kids read the chart the “slow” and “fast” way after writing
it! ................................................................................................................... 217
Step 4: Speed Up the Process of Going through Your Charts Interactively ..... 218
Step 5: Let Your Accomplished Readers and Writers Teach Interactive Literacy
Charts ............................................................................................................ 219
Interactive Writing Charts to Work into Your Day ............................................. 220
Daily News Charts .......................................................................................... 221
Brainstorming Charts ..................................................................................... 223
Storybook Charts ........................................................................................... 226
Picture Charts ................................................................................................ 227
Comparison Charts ........................................................................................ 229
Creative Writing Charts.................................................................................. 232
Praise Charts .................................................................................................. 233
Reading Interactive Literacy Charts with Your Kids ........................................... 235
The First Half of the Year ............................................................................... 236
By Mid-Year ................................................................................................... 237
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Getting the Most Out of Your Interactive Reading Time ................................ 237
Interactive Reading Charts to Work into Your Day ............................................ 244
Calendar Displays (Days of the week, months of the year, weather graphs,
etc.) ............................................................................................................... 244
Problem Solving Charts (Word Problems, Brain Teasers, Mysteries, etc.) ...... 250
Comprehension Charts (Messages from the Teacher, Social Studies Charts,
Science Charts) .............................................................................................. 252
Correction Charts ........................................................................................... 254
Frequently Asked Questions ............................................................................. 255
Free Reading Time............................................................................................... 283
Setting Up ......................................................................................................... 284
Getting Ready ................................................................................................... 284
Free Reading Time ............................................................................................ 289
Teacher-Directed Story Time .............................................................................. 302
Setting Up ......................................................................................................... 303
Getting Ready ................................................................................................... 303
Before You Begin .............................................................................................. 304
Reading to Your Kids ......................................................................................... 307
Sample questions to ask that cover basic knowledge, comprehension, and
higher order thinking skills ................................................................................ 312
Handwriting Practice ........................................................................................... 323
Setting Up ......................................................................................................... 324
Getting Ready ................................................................................................... 324
The First Two Weeks (or Month) of School ....................................................... 325
Once Your Kids Can Write Their Names ............................................................ 328
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Tracking Your Kids’ Progress: 6-9 Weeks Testing ................................................ 339
Setting Up ......................................................................................................... 340
Getting Ready ................................................................................................... 340
Testing Your Kids .............................................................................................. 341
Make Sure EVERYONE is Moving Forward ........................................................ 341
Conclusion ........................................................................................................... 348
Sample Daily Schedule ........................................................................................ 352
Program Masters/Appendix................................................................................ 353
Assessments, Parent Notes, Practice Cards ....................................................... 354
Test 1 (Page 1 of 2) ....................................................................................... 355
Test 1 – Advanced (Pg. 1of 5) ......................................................................... 357
Please Help! Note .......................................................................................... 362
Letter Practice Cards -- Capitals ..................................................................... 363
Letter Practice Cards--Lowercase ................................................................... 364
Quick Reading and Writing Assessment ......................................................... 365
Reading Words Assessment ........................................................................... 366
Mid-Year Assessment (Pg. 1 of 4)................................................................... 367
Writing Assessment (Pg. 1 of 3) ..................................................................... 371
End of Year Assessment (Pg. 1 of 4) ............................................................... 374
Sight Word Test ............................................................................................. 378
Alphabet Tutoring Strips ................................................................................ 379
Letter of the Week Masters .............................................................................. 380
Letter Order/Word Creation List .................................................................... 381
Note for Parents ............................................................................................ 392
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Tt Masters...................................................................................................... 393
Oo Masters .................................................................................................... 397
Pp Masters ..................................................................................................... 401
Hh Masters .................................................................................................... 407
Ii Masters ....................................................................................................... 413
Mm Masters .................................................................................................. 419
Aa Masters..................................................................................................... 425
Dd Masters .................................................................................................... 431
Nn Masters .................................................................................................... 440
Cc Masters ..................................................................................................... 446
Ss Masters ..................................................................................................... 452
Bb Masters..................................................................................................... 455
Gg Masters .................................................................................................... 458
Ee Masters ..................................................................................................... 461
Rr Masters ..................................................................................................... 468
Ff Masters ...................................................................................................... 471
Ll Masters ...................................................................................................... 474
Kk Masters ..................................................................................................... 477
Jj Masters....................................................................................................... 480
Uu Masters .................................................................................................... 483
Ww Masters .................................................................................................. 486
Xx Masters ..................................................................................................... 489
Vv Masters ..................................................................................................... 492
Yy Masters ..................................................................................................... 495
Zz Masters ..................................................................................................... 498
Qq Masters .................................................................................................... 501
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Trick Review Masters ........................................................................................ 504

Sh, Ch, and Th Masters .................................................................................. 505
Silent e/2 Vowels Masters ............................................................................. 508
Er, Ir, and Ur Masters ..................................................................................... 511
Oo/ook (t) (d) Masters ................................................................................... 514
Or Masters ..................................................................................................... 517
Ou/Ow Masters ............................................................................................. 520
Y Endings Masters .......................................................................................... 523
Ar Masters ..................................................................................................... 526
Ay Masters ..................................................................................................... 529
All/Al Masters ................................................................................................ 532
Ing Masters .................................................................................................... 535
Ed Endings Masters........................................................................................ 538
Gh Masters .................................................................................................... 541
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Introduction
The Kinders Can! READ and WRITE! program was created to help you get your
kindergarten students reading and writing real text as quickly as possible in an
engaging, kid-friendly way. It encourages “best practice” teaching techniques,
and is easy to prepare for and teach.
If you apply this program correctly, your students should begin to read and
write their first words as early as the third week of school. By twelve weeks into
the school year, they should be reading and writing over 100 words. After
eighteen weeks of using these basic strategies, your students should, at a minimal
level, be reading and writing simple sentences and short stories. This leaves you
another eighteen weeks to help them master more difficult material. Mostly, it
gives you another eighteen weeks to let your students practice reading real books
and writing real stories using all of the tools you have given them. By the end of
the year, your students should be able to read just about any children’s book
available. They should also feel comfortable writing full-page stories with
appropriate (or at least close to appropriate) punctuation and capitalization.
Remember, your kindergarten students CAN learn to read and write, but it’s up
to YOU to teach them how to do so. Learn the methods taught in this book.
Include them in your daily routine. Get comfortable with them. Have fun
teaching them. And make sure all of your kids are actively engaged as you
introduce and go over them. Furthermore, make sure that you maintain high
expectations for everyone who walks through your door, regardless of how far
behind they come to you, how hard they seem to be to reach, and/or how late in
the year they join your class. Each child who gets assigned to your classroom will
be depending on YOU to see through their learning challenges, recognize their
true potential, and transform them into kids who not only know how to read and
write, but who love learning in general.
Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page 1

Program Overview
The Kinders Can! READ and WRITE! program is made up of 7 core learning
components (Daily Alphabet Review Activities, Letter of the Week Focus, Daily
Journal Writing, Interactive Literacy Charts, Free Reading Time, Teacher-Directed
Story Time, and Handwriting Practice). These components all work together to
get your kids reading and writing fluently, so it’s important that you utilize all 7 on
a daily basis. If you pick and choose your favorites, you will not get the same
results. It is only when all of the Kinders Can! READ and WRITE! activities are
successfully implemented on a daily basis that optimal results are achieved. So
get comfortable with all 7 learning components and work them into your
schedule. You won’t be sorry.

In addition to making sure you utilize all 7 core components on a daily basis, it’s
also important that you keep track of what your kids know (or don’t know)
throughout the year. For starters, you’ll need to give your kids an initial pretest.
Do this as soon as possible after you meet them so you can see who is ready to
read and write immediately, and who needs more information before they’ll be
able to begin doing so. Continue testing your kids every 6-9 weeks thereafter as
well. This will help you identify who is progressing as expected and who could use
a little extra help. It will also help you show your students’ parents what their
kids have learned and/or still need to learn when conference time rolls around.
Following is a brief overview of the key components that make up this program
and why they are important to the program’s overall success. Each is discussed in
further detail later in the book.
The Pretest/6-9 Weeks Tests
The Pretest should be given as soon as

possible in the beginning of the year,
preferably within the first week of
school. This is what will help you get
to know where your students are
when they first walk through your
door. It is also what will help you
modify your lessons and current
expectations accordingly. After all,
you do not need to spend a great deal of time emphasizing letters and sounds if
everyone comes in already knowing them. Nor should you immediately expect
your students to begin independently writing words and/or sentences in their
journals if they come in without much letter/sound knowledge. Pretesting your
kids will help you figure out where your kids are and where they need to go next,
regardless of how they come to you. This is important information! Use it to your
advantage!

Keep in mind that you’ll need to continue to test your kids every 6-9 weeks after
the initial pretest in order to stay current on where they are and what they still
need to learn. If you are utilizing all 7 components appropriately, you should see
steady progress throughout the year. If for some reason you aren’t, review each
component and make sure you are teaching it appropriately. Remember to tutor
any students who are struggling to keep up and/or advance as well. Everyone
should be consistently moving forward throughout the year, unless you have kids
with significant learning disabilities that would prevent them from doing so.
Component 1: Daily Alphabet Review Activities (15 minutes a day)
The Daily Alphabet Review Activities

(Alphabet Review, Vowel Cheer, and
Wall Vowels) are quick, fun, active
review chants and cheers that will
enable your kids to swiftly fill in any
letter/sound gaps they might have
upon entering your classroom. In fact,
I have seen these simple review
activities help kids go from knowing
fewer than half of their letters and sounds to knowing all of their letters and
sounds within just a couple of weeks! These fun cheers and chants are great at
helping late arrivals catch up on their letter/sound knowledge as well. They are
also a terrific way to help your kids get their “wiggles” out before or after more
sedentary activities, such as the Letter of the Week Focus.
Another review activity you’ll want to add later in the year, earlier if your kids
come in already knowing letters and sounds, is the Trick Review. This quick but
crucial review can really do a lot to help your kids remember the many “tricks”
they‘ll need to know to read and write just about anything other than simple,
consonant-vowel-consonant words and/or basic blends. It can help you become

more familiar with them as well! (“Tricks” are letter combinations such as sh, ch,
th, er, ou, ar, etc. that make different sounds when they are together than they
normally make when alone or paired with other letters.)
Begin this important review activity as soon as the majority of your kids are
comfortable with letters and sounds. The sooner your kids know these, the
sooner they’ll be able to read and write all sorts of words and sentences.
Component 2: Letter of the Week Focus (30-60 minutes a day)

The Letter of the Week Focus is the
component that will help you get your
kids reading and writing words as early
as the third week of school, regardless
of the letter/sound knowledge they
bring with them when they enter your
room. During this segment of your
day, you will not just focus on a new “letter of the week” and its sound; rather,
you will show your kids how to actually use this information to begin reading and
writing new words and sentences.
Here’s how it works: As soon as you have introduced your third letter/sound
(usually the Monday of the third week of school), you will combine it with the
other letters/sounds taught to create words – words your kids can begin to sound
out and read using the letter/sound knowledge they have gained. As each new
letter/sound thereafter is introduced, you will do the same, creating more and
more words as the weeks go by. (A list of these words can be found in the
appendix, along with practice sheets your kids can take home.) These words will
be used to create sentences as well! Slowly and methodically, even your lowest
students will be able to see how letters and sounds are used to create and/or
decode words. Within weeks, they should be using this knowledge to read and
write all sorts of words on their own!

Along with teaching your kids how to read and write words and sentences during
this segment, you will also be reinforcing beginning sound concepts, introducing
new vocabulary, and showing your kids how to properly form each letter. In
addition, you will be writing (and reading) your first simple interactive literacy
charts with your kids during this time. You will also be introducing select “outlaw”
and/or “high frequency” words you want your students to know. Some of the
most common “tricks” created with the letters taught will also be discussed
during this time. All in all, this is an extremely powerful component that will help
demystify the reading and writing process so that your kids can begin to read and
write whatever they wish on their own. As your kids begin to master letters,
sounds, and basic blending/segmenting techniques, however, you’ll need to make
sure you spend less time on this component and more time on the components
that get your kids actively applying these skills, namely Journal Writing and
Interactive Literacy Charts.
Component 3: Daily Journal Writing (30-60 minutes a day)

Daily Journal Writing is the component that
will give your kids the time they need to
practice writing on their own. During this
“free writing” time, your kids will get to put
their growing letter, sound, “trick,” and
“outlaw” knowledge to use. They’ll also get
to explore using proper punctuation,
capitalization, and advanced composition
skills. Although their initial results may be
less than impressive, you should see their
work drastically improve as the year continues. In fact, you should see your kids
go from merely producing scribble-like drawings labeled with seemingly random
letters to sophisticated pictures accompanied by long, interesting stories.
Regardless of how your kids start out, guard this time of your day with your life!

Although Daily Journal Writing may seem like a “waste of time” while your kids
are still in “scribbling mode,” it is an extremely important component that should
not be shortened, skipped, or eliminated. It will not only allow all of your kids to
work at their own levels, but it will also give you the time you need to circle
around and tutor each student, helping to move each child forward from
wherever he or she currently is. Take this component out of your daily routine,
and your kids will not have the same opportunity to grow into the eager,
competent, and excited writers they are sure to become if you include it and are
teaching your kids what they really need to know about letters, sounds, tricks,
and outlaw words throughout the rest of your day.
Component 4: Interactive Literacy Charts (30-90 minutes a day)

*Combine with Social Studies, Math, and Science instruction whenever possible
Reading and writing Interactive
Literacy Charts the “slow” and
“fast” way with your kids (where
your kids help you sound out
and/or write everything on the
chart before quickly reading it back
without pause) will help give your
kids the guided practice they need
to be able to confidently read and
write all sorts of real words,
sentences, paragraphs, and short stories on their own. It will not only help your
kids learn about letters, sounds, blending, segmenting, “tricks” (letters and/or
letter combinations that work together to create new sounds, such as sh, ch, th,
er, ou, etc.) and “outlaw” words (words that can’t be sounded out, such as
through, said, and have), but will show them how to actually apply all they have
learned about these things to read and write whatever they wish. What’s more, it
will help your kids become familiar with the advanced mechanics of print: proper
spacing, capitalization, spelling, and punctuation. Various language, thinking, and

comprehension skills will be addressed during this time as well. Fluency will also
be improved. In fact, just about everything you need to teach your kids can be
taught and/or reviewed through interactive literacy chart instruction, including
important math, social studies, and science skills. Use these charts throughout
your day for best results.
Like Daily Journal Writing, Interactive Literacy Charts is an extremely important

component that you’ll need to make sure you are utilizing on a DAILY basis if you
want to get your kids reading and writing ANYTHING, not just simple words and
sentences. If you are tempted to ditch this component after struggling through a
few charts, don’t. Your kids will get better and better at helping you write and/or
sound out words as they get more and more practice doing so. Although your
beginning charts may be a bit slow and “painful” to get through as you train your
kids and teach them the most common “tricks” and “outlaw” words, before long,
your kids should be shouting out the answers as quickly as you can prompt them.
Keep this in mind and work toward this goal. Once your kids have been trained
appropriately, these charts shouldn’t take long at all to read and/or write. Plus,
the process of reading and writing them with your kids the “slow” and “fast” way
should prove to be invaluable, helping your kids truly “get” how letters and
sounds work together to make all of the words surrounding them.
My kids don’t even know letters and sounds! How am I going to read and/or
write the “slow” and “fast” way with my kids?
Because of the way all of the components of this program work together, your
kids should learn their letters and sounds very quickly. Still, in the very beginning
of the year, you may need to do all of the sounding out yourself. After a couple
of weeks of doing so (notice I did not say months!), you will need to get your kids
to help you. Don’t worry – your faster kids should chime right in! Everyone else
should be encouraged to participate as well. They might get comfortable simply
echoing the ones who “get it” from the start, so make sure you silence your most
vocal kids from time to time to ensure the others truly know what they are doing

as well. It’s really important to make sure everyone is “getting it” and
participating.
Another thing to remember is that charts will take a lot longer to complete in the
beginning of the year than they will after your kids have been trained properly.
Just keep your beginning charts short and sweet! The ones you create yourself
(letter of the week charts, daily news charts, etc.) are ideal. By mid-year,
however, you and your kids should be reading and writing much longer ones, and
it shouldn’t take more than five to ten minutes to do so.
When should I read the “slow” and “fast” way with my kids?
It’s important that you read the “slow” and “fast” way with your kids throughout
the day, from the beginning of the school year on. You’ll want to do this any time
you are going over anything written. For instance, if you are doing a calendar
review, read the days of the week and months of the year the “slow” and “fast”
way, pointing out any “tricks” you run into as you go. If you have a weather graph
and are posting the day’s weather, read the weather choices the “slow” and
“fast” way before choosing the appropriate one. As usual, point out all the
“tricks” as you do so. Do the same with lunch choices, word problems, color and
shape reviews, recipes, charts, etc. Anytime you are talking about something
written, read it the “slow” and “fast” way with your kids! Your job is to make sure
they understand how the letters all around them are working together to make
words. The more you explain this, the sooner they are bound to get it!
Similarly, it’s important that you write the “slow” way with your kids whenever
possible. This is what will help them learn to segment all sorts of words
effectively on their own – and represent those sounds with the appropriate
letters. Whether you are writing a key word on the board, brainstorming a list of
beginning sound words, recording daily news, writing a class story, or doing
anything else that requires writing, do your best to turn it into a teachable
moment by having your kids help you write whatever is needed. Simply sound
out each word for your kids, pausing after each sound to have them tell you what

to write to represent it! Teach “tricks” and any irregular spellings as they pop up.
After, read the words you have written the “slow” and “fast” way, again pointing
out any “tricks” and/or irregular spellings. This will help your kids learn to read
and write all sorts of words! If that’s not enough, it will help keep your students
alert, focused, and actively involved! Besides this, it will help make your journal
writing time much more successful.
Component 5: Free Reading Time (10-15 minutes a day)

Free Reading Time is an important
component to include as well,
even though it is not a “teaching
time,” per se. The real beauty of
Free Reading Time is that it allows
your kids a few minutes each day
to simply enjoy interacting with
books and other reading material. During this time, your kids can practice using
what they are learning in class to read whatever reading material appeals them
on that particular day. If they prefer, they can simply enjoy flipping the pages and
seeing all of the wonderful pictures and ideas included in the book of their
choosing. It’s up to them. It’s their time to simply enjoy books, magazines, or
whatever other interesting written material you have left out for them to explore.
Free Reading Time is not necessarily a quiet time, but it should be an enjoyable
time. Let your kids get comfy, and make sure you have a variety of kid-friendly,
high interest reading material in your room from which your kids can choose.
Don’t worry about the “level” of each book – just let your kids enjoy whatever
books they naturally gravitate toward. The positive interactions they have with
the books they choose should help build their interest in learning to read. Plus, it
may be the only opportunity for some of your kids to enjoy interacting with books
for pleasure, as not all kids are fortunate enough to have books of their own at
home.

Component 6: Teacher-Directed Story Time (10-15 minutes a day)
Teacher-Directed Story Time is another

component critical to your students’
success. It can help you increase your
students’ vocabulary, build your
students’ background knowledge of
various topics, improve their language
skills, and increase their overall desire to
want to learn to read and write.
For some of your kids, Teacher-Directed Story Time may be the only time they are
read to or asked to think about new topics and/or concepts. As a result, it’s
important to expose your kids to as many books as possible throughout the year.
No matter how short on time you are, it’s absolutely imperative that you read and
discuss at least one new book with your kids each day. If needed, you can always
double this time with your social studies/science time. To do so, pick a story that
goes along with your social studies/science theme and use it to either introduce
and/or reinforce whatever you want them to know.
Regardless of what else you decide to teach during this time, make story time
enjoyable. When you read, alter your voice, build excitement, and help your kids
feel the thrill and wonder of a great story. To this day, I can still remember the
joy I got from listening to my third grade teacher read from her rocking chair. I’ll
never forget how I would rush to the school library afterward to check out the
very same books she had read to the class. She made the words come to life, and,
by doing so, she inspired me to want to do the same. You can have this same
affect on your kids. Just remember to do more than simply “read them a story.”
Rather, make every story you read a magical experience.
After reading to your kids, be sure to ask higher-order thinking questions, go over
new vocabulary, and discuss whatever story elements your kids need to master

before the end of the year. Doing so will help your kids get much more than the
“warm fuzzies” from the stories you read to them, compounding the positive
impact of this time. Ideally, it will help your kids learn to think about many ideas
and concepts in a whole new way. In addition, it should help them learn to
analyze, question, and synthesize new information. Create an Interactive Literacy
Chart during this time, and you’ll also be improving their reading and writing
skills!
Component 7: Handwriting Practice (10-15 minutes a day)
Handwriting Practice may not seem

crucial to your kids’ reading and
writing success, but it is an
important component as well.
Double it with your snack time if you
need to, but be sure to include it. It
will help ensure your kids can write
their first and last names, letters of
the alphabet, days of the week,
months of the year, and numbers to 10 or 20. It will also help your kids develop
their fine motor skills. Plus, it will help make sure your kids understand how to
size their letters appropriately. Taking only ten to fifteen minutes of your day,
this is an activity that is easy to include and impressive in the dividends it pays off.
Just make sure you utilize your kids’ working time appropriately. Walk around as
they work, helping as needed. This is a great time to make sure your kids are
holding their pencils and forming their letters properly. If you sit at your desk or
meet with a small group at this time, you won’t be able to help your kids correct
any bad habits they might be forming.

Frequently Asked Questions
Do I really have to teach all seven components?

Yes. While they are all stand-alone activities, they all work together to turn your
kids into independent readers and writers. In fact, each plays a specific role in
giving your kids the tools they need to become literate. Taking any component
out will surely lessen your results, and could severely limit them. To achieve the
most possible, you need to work all seven components into your daily schedule
and make sure each one is taught as effectively as possible.
How can I possibly fit all of this into my schedule and still teach math,
social studies, science, etc.?
Thankfully, it is possible to fit the seven core Kinders Can! READ and WRITE!
components into your day without sacrificing the other important subjects you
need to cover. The key is to stop thinking of all of your subjects as isolated
events. Instead, combine them, teaching reading and writing while you are
teaching important math, social studies, and science concepts. In math, this
might mean interactively reading, writing, and solving various word problems that
highlight whatever math skill you are currently teaching. In social studies and
science, this might mean that you have your kids interactively read and/or write
some sort of literacy chart that goes along with the material you are covering.
You could have them fill in a graphic organizer, read and conduct a science
experiment (recording their observations along the way), create and/or follow a
special recipe, read a simple explanatory passage (filling in missing words as they
do so), write a class story having to do with the current topic, or get involved in
some other creative venture that gets them reading and writing while still
learning about whatever else you need to teach them. Even “story time” can be
used to teach multiple subject material. Simply read stories that showcase the
social studies, science, and/or math concepts you need to help your kids

understand and follow up with an Interactive Literacy Chart of some sort. Simple!
Regardless of the actual reading/writing charts and activities you choose to

“double dip” with, the important thing is that you get your students reading,
writing, and thinking throughout the day without sacrificing other core subjects as
you do so. Make it your goal to actively and repeatedly show your kids how to
read and write throughout your day while also working to improve their
background knowledge, vocabulary, and thinking skills.
Following is a sample schedule that you can use to create your own. It shows you
how you can set up your day to cover the various Kinders Can! READ and WRITE!
components, while also making time for math, social studies, and science.

Sample Daily Schedule

8:25-8:55 Journals (After taking care of daily duties, circle around the room teaching “mini” writing lessons as
students work on their journal entries. Move kids forward from wherever they are.)
8:55-9:10 Calendar Activities (Call on students to put date up, read date sentence, complete weather chart,
etc. Go over months of the year and days of the week, reading them the slow/fast way with your kids. Ask
students various questions about the calendar, weather chart, etc. Make them read and think.)
9:10-9:20 Math Warm-up (Count to 100 by 1’s, 2’s, 5’s, and 10’s. Count to 20 and back, “blasting off” when
you get to 0. Go over shapes, colors, and number words, reading and recognizing each one.)
9:20-10:00 Math Lesson (Teach new concept. Then read word problems the slow/fast way as a class before
solving. Call up kids to write appropriate number sentence and show how to solve, underlining and circling
important information from the word problem. Note: Word problems can be as simple as, “Ted has 3 hats. Ben
has four. How many hats do they have in all?”)
10:00 – 10:10 Reading/L. A. Warm-up: Daily Review Activities (Call on student or students to lead
class through the Daily Alphabet Review, Wall Vowels, and Vowel Cheer.) (Add “Trick Review” by mid-year, if
desired.)
10:10-11:00 Letter of Week Focus Activities (Introduce new letter, sound, and pictures. Blend old and
new letter sounds to read new words and sentences. Create beginning sound chart, writing the slow/fast way with
your kids. Teach proper formation of new letter. Complete hands-on activity.)
11:00-11:10 Snack/Handwriting Practice (Have students practice writing their first and last names, the
Letter of the Week, the full date sentence, and numbers to 10 on handwriting paper.)
11:10-11:30 Recess
11:30-12:40 Social Studies/Science/Teacher Directed Story Time (Read and write a chart the
slow/fast way. Read story relating to theme. Complete a hands-on activity if time allows and/or is desired.)
12:40-1:15 Lunch
1:15-1:25 Free Reading Time
1:25-2:05 Free Centers (Let kids explore Free Centers. *This is a great time to schedule your EIP teacher. It is
also a great time to work with kids who are struggling or who have not completed and/or returned their
homework.)
2:10-3:10 Specials (Art, Music, P.E., Computers)
3:10-3:15 Prepare for Dismissal (Pass out folders, homework, etc.)
*Remember: Your kids should be reading and writing during every subject throughout your day. All core
components should be included, as well as all subjects.

Is there anything special that I should know when sitting down to create my
schedule?
When you sit down to create your schedule, remember to alternate between
sedentary and active activities as much as possible to make the most of student
energy and concentration. Simply beginning long lessons with an active review of
some sort will help prep your students’ brains and bodies for learning, enabling
them to shed excess energy before being asked to “sit still and listen.”
Also, consider beginning your day with journal writing. It’s a great, calming
activity that will: 1) give your students the time they need to wake up, calm down,
and/or get focused on learning, 2) enable all of your kids whether they are early,
on time, or late to begin learning as soon as they enter your room, and 3) allow
you to listen to announcements, take lunch orders, check attendance, and take
care of any other necessary details without wasting a minute of your students’
time.
Finally, remember that all 7 core components should be incorporated into your
daily routine if you are to get optimal results.

Getting Started:
Giving the Initial Pretest
Test your kids as soon as they come to you. It’s important to know who is ready
to read and write on Day 1, and who still needs more information before they
will be able to begin doing so. Testing your kids as soon as you can after you
meet them (and every 6-9 weeks thereafter) will not only give you the
information you need to immediately begin moving them forward from
wherever they are, but the baseline required to show the growth they are
achieving as you do so.
~~~~~~~~~~~~~~~~~~~~
It’s important to test your kids as soon as you can during the first week of school.
You can do this during center time, recess, journals, or any other time your kids
are happily working (or playing) on their own. Early testing will prevent your kids’
initial test scores from being tainted by the quick progress they are sure to make

once you begin utilizing the various components of the Kinders Can! READ and
WRITE! program. It will also help you know who is ready to do what from the
start. Continued testing will help you see who is progressing as expected and
who needs a little more help to do so.
Setting Up
What you’ll need:
 appropriate test
 pencil or pen to record student answers
 a manila folder with a square cut out to cover everything but the
letter/number/word you are asking about (or some other cover) – optional,
but recommended

What You Are Looking For
When you first test your kids, you are trying to see who already knows how to
read and write (those who can read and/or write pretty much anything), who is
ready to begin reading and writing right away (those who can’t read and/or write
yet, but who know letters and sounds, or at least most of them), and who is going
to need a lot more information before being able to do so independently (those
who know very few, if any, letters and sounds). You might also want to find out
what other general school information your kids already seem to know upon
entering your classroom (numbers, shapes, colors, basic math skills, etc.). This
information can help you get a better picture of where your kids are on the
learning spectrum, as well as what they still need to know to leave your classroom
on (or, preferably, above) grade level. Mostly, though, it will help you know what
you can expect from your kids RIGHT AWAY, and what you need to begin teaching
them so they can begin to progress as soon as possible.
Getting Ready
Step 1: Pick the Appropriate Pretest(s)

Which test you choose to give your kids at the beginning of the year depends on
where you think your students are apt to be when they first come to you.
Basic Beginning Test (Test 1)
If you have a pretty good idea that your kids are going to
come in without much letter or sound knowledge, start
with the most basic test -- Test 1. This test covers letters,
sounds, numbers, shapes, colors, counting, basic
blending, and name writing. It also includes gathering a
writing sample. Its results will help to give you an overall
picture of what sort of “school knowledge” your kids are
coming to you with, especially if you are teaching in an area where these

concepts are often neglected until formal schooling begins. (*Any students
who ace this test should be tested further.)
More Advanced Test (Test 1 – Advanced)
On the other hand, if you are teaching in an area where a lot of kids come in
already knowing letters, sounds, numbers, shapes, colors, counting, etc.,
you’ll need to administer a more advanced test, one that still includes this
basic information but that also includes a variety of more difficult words and
sentences, as well as a more advanced writing evaluation. “Test 1—
Advanced” would be a better choice for you if this is the case.
Sight Word Test (Optional)
You might want to follow up your initial pretest with

the appropriate “Sight Word” test since many pre-k
classrooms are now encouraging their kids to learn
some of the most common “sight words.” Kids who
instantly recognize the words on this test but who
can’t read the words on your main test may just be
“sight word” readers (kids who know some words by
sight but who don’t really understand how to read
new or unfamiliar words). This is valuable information

as you determine what your kids need to begin reading and writing anything,
not just memorized words or predictable text.
Subsequent Tests (To be given every 6-9 weeks)
Regardless of which beginning test you use, and whether or not you decide to
follow it up with the “sight word” test, make sure you continue to test your
kids every 6-9 weeks thereafter, picking more advanced tests as your kids’
skills increase. You only need to change tests when your advanced group
masters whatever is on the current one. Then you will need to use the next
harder test, including more complicated words and sentences to read and
write as you go. Remember to pull current journal samples as well.
If you’d like, you can add a page that covers the basic math skills you have
taught along the way as well. This will help you get a more complete picture
of how your kids are progressing throughout the year. It will also help you
give your parents a better idea of how their child is doing overall when you
meet with them. (For more on giving subsequent 6-9 weeks tests, read
chapter entitled “Tracking Your Kids Progress: 6-9 Weeks Testing.”)
Step 2: Prepare Your Kids for Testing – Explain the Rules

Make sure you let your kids know how you
expect them to behave during testing time
BEFORE you start calling kids up to sit with
you. Emphasize that you expect those
waiting to be tested to work (if they are
doing journals or other seat work) or play (if
they are going to be in centers) quietly so
that whoever is being tested can
concentrate.
If your students will be in free centers during

testing, warn them that if it gets too loud, you will have to close centers and send
them to read quietly and/or rest instead. Remind them to use their quiet voices
when they speak. Demonstrate the difference between a quiet, indoor voice and
a loud, outdoor voice to make sure they know what you mean.
Remind everyone that they need to come up as soon as you call them so you can
get to as many people as possible. Also remind them to try their very best when
they come to see you! Don’t forget to tell them that it doesn’t matter if they
don’t know the answers; you just want to know what you need to teach them this
year so they can learn to read and write!
Testing Your Kids

Ideally, you want to test your kids
within a day or two of their arrival so
you can get an accurate baseline of
where they were when they first came
to you. If you can’t get to it that
quickly, just get to it as soon as you
possibly can, preferably within the first
week of school. The longer you wait,
the more they’ll have had a chance to
learn in class, thus throwing off their initial starting point.
When is a good time to test my kids?

Testing can be done any time throughout the day. Preferably, it should be done
when your room is relatively quiet and your students are busy working on
something independently.
I preferred to test my kids during Journal Writing or Center Time. I found that
they were usually content to be on their own during these times, which left me

free to test without interruption.
How many kids should I test each day?

Try to test at least five kids a day. If you can, test more. You’ll have to call up one
child at a time to administer the test. Your goal should be to finish testing your
kids as soon as possible so that the test results will not be skewed by what you
are teaching.
How do I give the test?

To give the pretest (or any 6-9 Week Test thereafter), call over one student at a
time. Make sure the area you are testing in is relatively quiet and free of
distractions. If possible, have the student being tested face away from the other
students. You, on the other hand, should be facing your students. That way you
can keep an eye on what is going on in the classroom while the student being
tested can be free of extra visual stimuli.
Since most parts of the test are self-explanatory, simply read the directions for
each section and follow them accordingly. Remember to WRITE DOWN
EVERYTHING YOUR STUDENTS SAY as you go. Incorrect answers can tell you
more than correct ones about what a child is trying to do to read and/or write.
Don’t forget to encourage your kids to try their best as you test them. Let them
know it’s okay if they don’t know the answers – the important thing is that they
try their BEST! Tell them it helps you see inside their brains so you know what to
teach them!


I don’t understand how to give/mark the “Reading Words” section!

When you test your students on reading words, only show one word at a time.
Do not give hints or help in any way. Point to the word and ask the student being
tested if he or she knows what the word is. Then record whatever he or she says
or does. This will help you remember how each student read (or tried to read)
when you tested him or her so you can look back at his or her progress
throughout the year and easily convey this knowledge to his or her parents in a
professional and informed way. Following are some tips to help you do so.
 If the student begins to sound out the word to figure it out, circle
the individual letters that he or she sounds out correctly.
 If the student misstates any sounds, write down the incorrect
sound stated above the letter that was incorrectly sounded out
and continue recording whatever the student does next.
 If the student manages to sound out the word and blend it back
together, show that he or she sounded it out with individual circles
around each letter, then put a large circle around the whole word,
showing he or she correctly read the entire word after sounding it
out.
 If the student knows the word immediately upon seeing it, put a
large circle around the whole word without any individual circles
around the letters.
 If the student looks at the word and guesses an incorrect answer,
write the incorrect answer above the word.
 If the student looks at the word and shrugs, make a note of that.
How do I give/mark the “Reading Sentences” section?

When you test your students on reading sentences, show one sentence at a time
and ask the student being tested to read it to you. Mark the sentence as the
student reads it. You can do this on a second copy of the test or on the one the
student is looking at, whichever you prefer.

Basically, you will mark the sentence being read the same way you marked words
in the “Reading Words” section. The only real difference is that after a student
has sounded out (if needed) all of the words in the sentence, you will ask, “So
what did the sentence say?” Then you will add an overall circle for any parts of
the sentence the student can repeat fluently. If it is the whole thing, circle the
whole thing. If it is up to a certain word, circle up to a certain word and continue
circling any other parts the student can recall fluently. Make sure to record any
miscalled words as you did before, writing them just above whatever words were
miscalled.
Do I really need to write down everything my kids say when being

tested? Don’t I just need to record what they got right and what they
got wrong?
It may seem crazy, but one of the most important things you can do while testing
is to write everything down that your kids say. Anything related to the testing,
that is. After all, testing your kids is not just about seeing who knows what. It is
about seeing who knows what and figuring out why the kids who are struggling to
read and/or write are struggling.
It may be hard to believe, but your students’ incorrect answers will often tell you
a lot of important information about your students! For instance, if one of your
students calls out incorrect letter names when you point to the letters, you’ll
know that student has been exposed to letters but just doesn’t quite recognize
them yet. On the other hand, a child who merely shrugs at every letter probably
hasn’t had many experiences with letters at all and will most likely need more
help learning them.
Likewise, beginning and/or struggling readers’ answers can help you identify
where each one is in the learning process as well as why various students might
not be progressing as well as expected. For example, a student who tries to blend
everything he or she runs across but doesn’t do so effectively, tells us he or she

understands that letters work together to make words but that he or she needs
help gaining a better blending technique so he or she can begin to successfully
blend the sounds together. On the other hand, if a student is able to blend 3
letter words together with ease but can’t seem to get the ones with beginning or
ending blends together, you’ll know you need to help him or her learn to blend
those together. Or, if he or she can easily blend cvc words and words with blends,
but doesn’t recognize and/or make the appropriate sound when he or she runs
across a “trick,” you’ll know that he or she needs more work on those.
Sometimes you might get kids who have been trained to “read” with “sight
words.” These students will often get many of the words they have memorized
correct, but will often confuse similar-looking words. You might hear them say,
“in” instead of “on” or “gave” instead of “have.” Or they might get those correct,
but then have no idea how to read the word “shave,” and might say “shove”
instead…or “save”…or “have.” Recording these seemingly “crazy” guesses and
looking back at them later will help you show his or her parents how he or she
came in looking at words very quickly and spitting out the closest thing in his or
her memory bank to “read” it. Unfortunately, if you haven’t recorded his or her
wrong answers, you most likely won’t be able to remember this important
information days, weeks, or months later. Even if you do, you won’t have proof.
As a result, make sure you that you not only record your students’ correct
answers but that you also document whatever your kids say when they call out
incorrect ones. You’ll be glad you did!
Should I give my kids a little treat when they are done testing?
If you want, you can give each child a little treat after
you have finished testing them. You could award them
with a special hand stamp, a sticker, a new pencil, a
little candy, a trip to the treasure chest, etc. Anything
that will make the other kids want to come and get
tested will do! This can help alleviate some of the

stress some of your kids might feel. It can also help make others want to get
called up!
The letters on the test seem too close together for some of my
students. What should I do?
Because some of the test items are close together and
might be confusing to someone who just barely knows
the letters and sounds of the alphabet, it can be helpful
to make a cover for the test that will only allow one
letter/item to be seen at a time. If you cut a small
rectangular hole the size of one of the capital letters
out of the top third of a file folder, and another the size
of an actual word (if you are testing your kids on
reading words) out of the bottom third, you will be all set to begin. If you prefer,
you can quiz your kids on letters and sounds by using letter cards instead. Simply
put one capital or small letter on each card, shuffle the deck, and record your
students responses as you flash each card. You can do the same for the words
and sentences, if you prefer.
Most of my kids don’t even know their letters and sounds! Do I have
to test them on reading words?
If your kids typically come to you without much letter or sound knowledge, you
can begin testing them with the beginning pretest that only contains a few 3
letter words. If you have any students who “ace” that test, give them a follow up
test which further examines their reading and writing ability. It’s important to
know who your readers and writers are (if you are lucky enough to have any) as
soon as possible. You’ll want to move them along as well, and will need to know
exactly what they know as soon as possible to do so properly.

What if I get new students throughout the year?

Test any new students you get as soon as you can after they join your class! You
will need to find out what they know or don’t know so you can begin to move
them forward from wherever they are as well. You will also need this information
to share with their parents when conference time rolls around.
Examining Your Students Results

Remember, you are not just testing your kids to test them – you are testing your
kids to find out what they are ready to do NOW and what you’ll need to teach
them so they can do even more SOON! As a result, as soon as you are done
testing all of your kids, it’s time to examine their answers...and begin moving
them forward from wherever they are!
1. See how many letters and sounds your kids know!
First, see how many of your kids already know ALL of their letters and
sounds. If these kids aren’t reading and writing already, they are ready to

begin blending and segmenting right away!

During journal time, show them how to
sound out words so they can label their
pictures, and urge them to try to do so on
their own. Once they are comfortable
doing so, move them into writing simple
sentences. As soon as they can do that,
move them into writing stories! You can offer these kids phonetic readers
full of consonant-vowel-consonant words during Free Reading Time to get
them sounding out words in books as well. If they’re already reading
anything, give them more challenging books. Whatever you do, get them
moving forward as quickly as possible! They are ready! If you play your
cards right, they will become your leaders and help to inspire others to read
and write!
Some of your kids will, no doubt, know some

of their letters and sounds but not all of them.
The Daily Alphabet Review should help them
fill in any gaps very quickly, often within a
couple of weeks. Get these kids sounding out
words, just like the ones who already know all
of them. When they see a purpose to what
they are doing, they will be more likely to want
to learn more letters and sounds and put them to use! In any case, help
them put their knowledge to work as well. Remind them that the sooner
they know all of their letters and sounds, the sooner they will be able to
read and write more words!
Of course, some of your kids might not know any

letters and sounds. These kids will need to be
taught them as quickly as possible so they can begin
reading and writing as well. Pay special attention to
these kids, tutoring them whenever possible. If

these kids were in a pre-k program that taught letters and sounds, but they
weren’t able to pick up more than a couple of letters and sounds
throughout the year, they might have a learning disability of some sort.
Keep an eye on them and make sure they
acquire letters and sounds as you go over
them. Get them blending and segmenting as
their letter/sound knowledge comes in.
They should be blending and segmenting
along with the others by the third week of
school due to the Letter of the Week Focus.
As their letter/sound knowledge grows due
to the Daily Alphabet Review and other
letter/sound rich activities, they should be able to blend and segment even
more. Whatever you do, don’t expect any less of these kids! Rather, help
them move forward as quickly as possible. I’ve seen some kids come in
knowing one or two letters and rise to the top of the class within months.
Sometimes lack of knowledge is just due to lack of exposure. Teach your
kids what they need to know and move them forward!
2. See if anyone knows how to blend and/or segment!
Some of your kids might come to you already

blending and segmenting. That’s great! Kids who
can already sound out words DEFINITELY need to
be encouraged to read and write from the very
start! If they can only read and write simple
vowel-consonant-vowel words, start them with
simple, phonetic work – labeling their pictures in
their journals, reading phonetic readers full of
consonant-vowel-consonant words, etc. When
you visit with them, encourage them to read and/or write more and more.
Get them reading and writing sentences as soon as possible! This will help

to inspire your lower kids to do the same.
Of course, if the kids blending only know the basic 26 letters and sounds,
they will struggle to read and write much more than simple cvc words. As a
result, it’s important that you make sure you teach them the “tricks”
(letters and/or letter combinations that work together to make new sounds
when they are located together or in a certain position in the word, such as
sh, ch, th, er, or, ou, oo, etc.) whenever possible. You should find they pick
them up very quickly, especially during your interactive literacy chart
instruction. As they do so, they should be able to read and write more and
more!
As the year progresses, check to make sure everyone is blending and

segmenting! Tutor any who aren’t progressing as expected.
3. See if anyone knows the “tricks.”
If any of your kids were able to read cvc

words, you should have given them a test
with a wider variety of words. If they made
errors on the second one, check to see why
they got certain words right and why they
missed others. Often, kids who are just
learning to read will be able to blend
consonant-vowel-consonant words and maybe even words with blends, but
will have difficulty with others. Usually, this is because the others contain
“tricks,” such as two vowels together, a silent e at the end, or some sort of
letter combination that they have yet to learn.
To discover who knows the “tricks” and who doesn’t, you’ll have to look
carefully at their answers. A child who said “tack” or “tacky” instead of
“take” has not quite gotten the “silent e” trick. A child who said “met” or
“mat” instead of “meat” is probably unaware of what 2 vowels do when

together. A child who sounded out the word “ship” by saying “/s/ /h/ /i/
/p/” has not internalized the sh trick yet. They will need to be taught these.
On the other hand, a child who sounded out the word brother by saying,
“/b/ /r/ /o/ /th/ /er/” is probably well aware of at least the th and er tricks
found within. If he also sounded out the “silent e” and “2 vowels” words
correctly, he might know quite a few tricks! Examine each child’s correct
and incorrect answers to pinpoint how knowledgeable each child is.
As you test your kids throughout the year, you’ll need to pay close
attention to who is picking up this “trick” knowledge and who is continuing
to struggle. The more you go over this information, the easier it should be
for all of your kids to get it. Repeat it, repeat it, repeat it!
If any of your kids already know the “tricks” upon entering your classroom,
have them use this information to read and write all sorts of words! Expect
some terrific stories during journal time as well!
4. See if you have any fluent readers and/or writers!
If any of your kids aced the reading words

and sentences sections, grab a regular story
book (not a “leveled reader”) and ask them
to read parts of it to you. See if they read
accurately, sounding out unknown words as
they go, or if they get stuck on words
and/or confuse unknown words with
similar-looking ones.
Kids who know words immediately upon seeing them can either be fluent
readers (readers who can truly read just about anything you put in front of
them) or “sight word” readers (“readers” who have memorized a collection
of words but who can only read what they have “learned”).

Although many advanced “sight word” readers can often read quite a bit,
they will usually give themselves away when they are asked to read more
difficult material. You might hear a sight word reader say “right” instead of
“light” or “very” instead of “every.” They might call out “handed” instead
of “handled” or “many” instead of “mainly.” Instead of “deserved,” they
might call out “discovered.” Their writing is usually haphazard as well –
they might “know” how to spell some words but grossly misspell others,
not fully understanding how letters and sounds work together to make
words. Truly fluent readers and writers won’t make these mistakes, at least
not often. Their spelling might not be great, but it should at least be
phonetic. In any case, see which category your “readers” and “writers” fall
into, and make a note of it on their tests. It’s rare to get advanced “sight
word” readers in kindergarten, but, if you do, teach them how to sound out
unknown words by looking at the letters in order and applying the “tricks”
as they come up. Once you show them why words say what they say and
help them learn and apply the “tricks” appropriately, they should become
real readers and writers in no time!
Obviously, the kids who come to you already reading and/or writing should
be the easiest to move forward! Make sure you take advantage of their
vast knowledge and continue to move them ahead. Although already
“above grade level,” these kids should not be left on their own or ignored.
Rather, they should be encouraged to read more challenging material and
write longer, more conventional stories. You might also have them help
your slower students, read to the class, or embark on an occasional special
project of some sort. Whatever you do, don’t ignore them just because
they don’t “need” you. Rather, make sure you teach them what they need
to know to advance even further. You might help to improve their spelling,
punctuation, capitalization, story structure, etc. Don’t worry if it’s not a
“kindergarten” skill; teach it to them anyway. The goal is to keep them
moving forward! Don’t forget to make sure you are praising their
awesome, above-level work whenever possible as well! This can help
motivate others to follow suit. Take advantage of this!

What if I have READERS and WRITERS from Day 1?

If you have kids who can already read and write words and sentences on Day 1,
GREAT! These will be your “leaders.” Praise their work and use them to help you
“teach” your cheers and charts. Whatever you do, don’t let them sit idly by or
simply coast throughout the year. Challenge them to reach new heights. Have
them read more and write more. Don’t punish them with assignments, but
encourage them to write full stories at journal time, even if others are still
struggling to simply label their work.
Often, these kids still need help improving their writing. Help them learn to
punctuate their work appropriately with commas, periods, question marks, and
exclamation marks. Help them improve their spelling as well. If these skills are
already in place, help them learn how to develop a story, indent paragraphs, use
quotation marks, etc.
Typically, you can ask your more advanced and/or “gifted” kids to answer more
brain-provoking questions throughout the day as well. You can even pull them to
the side to read more advanced material to you – or invite them to read to the
class. Do whatever you can to keep them growing and learning. Let them be your
example of what your other kids are going to learn to do. Let them set the pace.
If you teach the Kinders Can! techniques properly throughout your day, others
should be joining them soon!
What if my kids CAN’T read and write?

Although you may get some readers and writers in your kindergarten classrooms,
most of your kids are bound to come to you wanting to learn these very skills.
Don’t worry! You can teach them what they need to know! It’s easy!

Time and time again, kids who can’t read and/or write will stumble in one or
more of these five categories: knowledge of letters, knowledge of sounds,
blending/segmenting technique, knowledge of “tricks” (letters and/or letter
combinations that create new sounds when they appear together or in a certain
position in words), and/or the ability to recognize and/or adjust common
“outlaw” words.
The trick is to quickly figure out where they are and what they are missing, and
immediately begin working to move them forward from wherever this may be. In
other words, if they come in knowing letters and sounds, teach them how to
blend them together. If they come in blending but get stuck on words with tricks,
teach them tricks. If they know how to blend with tricks but stumble on the
“outlaw” words, teach them how to adjust the “outlaw” words while reading real
text. If they come in and don’t know much of anything, begin teaching them
whatever they need to know. It’s like going to the grocery store – find out what
they need, pick it up, and bring it to them. Everyone should be consistently
challenged. No one, from your slowest to your fastest kid, should be left
stagnant.
I tested my kids and they’re all at different levels! Now what?

In the beginning of the year, you may have a lot of kids who still don’t know any
letters and/or sounds, much less have any idea how to blend them together.
Some kids, however, might already have a strong letter/sound foundation from
preschool, their parents, or a quality pre-k program, and just need to be shown
how to use the letters and sounds together to make words. Others might already
know letters and sounds and how to blend simple words together, but might get
stuck on longer words and words with “tricks.” Still others might already know
how to truly read, and will be able to decipher whatever you put in front of them.
Wherever your kids are will become evident once you test them with the
appropriate test. Only then will you know who is ready to begin reading and
writing on day 1, and who is likely to need extra help with letters, sounds, and

blending as you strive to move all of your students forward according to their
needs and abilities. The good news is that if you utilize all of the major
components of this program, you should be able to meet everyone’s needs
without making yourself come up with tons of extra work assignments. The
Kinders Can! READ and WRITE! activities all work together to move everyone
forward, regardless of how they come to you. The constant mix of explicit
instruction and open-ended application should allow everyone to get what they
need throughout the day.
How often do I need to test my kids after the initial pretest?

It’s important to test your kids every 6-9 weeks. Their test results will help you
track their progress and quickly pinpoint who is progressing as expected and who
could use a little extra help. They’ll also help you explain each child’s progress or
lack thereof to parents at conference time.
How do I know which test to pick after the initial pretest?

Since you want your 6-9 weeks tests to show progress, you need to switch out
tests as soon as your top group is getting everything right! Each test you switch
to should be more advanced than the one before. Still, each one should test the
five most important things your kids need to know to read and/or write anything:
letters, sounds, blending/segmenting, “tricks,” and “outlaw” words. Ultimately,
which test you use will totally depend on the group of kids you have.
Do I have to test my kids when they first come to me and every 6-9
weeks thereafter?
Yes. Testing your kids when they first come to you and every 6-9 weeks
thereafter is crucial. You simply must know where your kids are throughout the

year to teach them effectively. Working with them on a daily basis should give
you a good idea of what they know and don’t know, but testing them on a regular
basis will give you solid evidence. These results will not only help you track your
students’ growth or lack thereof, but will give you a steady idea of how well your
teaching methods are working with each student. Use these results to guide and
improve your teaching.


Component 1
Daily Alphabet
Review Activities
(Alphabet Review, Vowel Cheer, Wall Vowel Chant, and Trick

Review...PLUS Alphabet Tutoring Strips)
If you want your kids to be fluent readers and writers by the time they leave
you, it’s important to make sure they have a solid grasp of letters and sounds as
early in the year as possible. They must not only recognize letters immediately
upon seeing them, but be able to instantaneously retrieve the sounds these
letters represent as well. They must also know the difference between
consonants and vowels. Furthermore, they must know the many “tricks” that
constantly pop up in words. The Daily Review Activities will help your kids do
just this, and will get them moving and having fun in the process!
~~~~~~~~~~~~~~~~~~~~
Letters, sounds, and “tricks” (letters and/or letter combinations such as sh, ch, th,
er, oo, ou, and y endings that create new sounds when placed together or in
certain positions in words) are the building blocks of all words! To read and write
anything more than predictable or memorized text, your kids must know them,
along with how to blend and/or segment them to make words.
While some of your kids are bound to know quite a few letters, sounds, and/or

“tricks” upon entering your room, others are likely to know very few, if any. As a
result, it’s important to try to “level the playing field” as quickly as possible so you
can get all of your kids reading and writing, not just the ones who come in ultra-
prepared.
To give your less-exposed kids a quick dose of letters and sounds, begin teaching
the Alphabet Review, Vowel Cheer, and Wall Vowel Chant as soon as you
possibly can, preferably within the first day or two of school. Add in the Trick
Review as soon as most of your kids know their letters and sounds.
Continue going over ALL of these review activities DAILY throughout the year –
even after your kids have mastered them. This will help ensure that your
students never forget letters, sounds, and “tricks.” It will also give any latecomers
a chance to quickly fill in any missing letter/sound/“trick” knowledge they might
have upon entering your classroom. Furthermore, it will give your kids a chance
to lead their peers and get out their wiggles!
If you notice that any of your kids are struggling to pick up this
letter/sound/”trick” information along with the others, TUTOR them with the
Alphabet Tutoring Strips and/or the Tricks Cards as soon as you detect they are
falling behind. Your kids will not be able to read and write new or unfamiliar
words without this important information! Make sure they get it as soon as
possible!

Daily Review Activity #1
The Alphabet Review
1. Teacher points to letters. (Pick a student to be the “teacher” as soon as possible.)

2. Students watching call out each letter’s name, sound, and keyword while making letter
hand signal.
3. Teacher tries to “trick” students after going through the whole alphabet.
4. For an extra challenge, once kids get familiar with going through the whole alphabet
from A-Z, begin going through it backwards as well!
The “Alphabet Review” is one of the quickest, easiest, and most important
activities you can do with your kids. It takes about five minutes a day and gives
your students a chance to learn all of the alphabet letters and sounds well before
you actually focus on the letters during the Letter of the Week Focus. Because it
is done daily and has a nice rhythm to it, your students are apt to memorize it
quickly and enjoy repeating it. In fact, I often got remarks from parents saying
that their kids were chanting the Alphabet Review (forwards and backwards) in
bed as they fell asleep each night!
How quickly should I expect my students learn their letters and

sounds?
The Alphabet Review should help most of your kids learn their letters and sounds
very quickly! In fact, you should find that students who come in knowing only half

of their letters and sounds will know all of them within a month or so, some
within a week or two! Slower students might take a little longer. Still, expect the
majority of your kids to know all of their letters and sounds within 3 months of
beginning the program. Absolutely EVERYONE should know all of their letters and
sounds within 5 months, unless, of course, they are new to your classroom or
have a significant learning disability of some sort that would prevent them from
doing so. Because of the other components of the program, your kids should not
only know their letters and sounds by then, but be reading and writing words and
sentences by then as well! If your students are not making similar progress, make
sure you have everyone’s attention during the review and are incorporating the
other components effectively as well.
Setting Up
What you’ll need:
 an alphabet strip that is posted where everyone can easily see and reach
(with a pointer); should be visible from desks/tables as well
 a pointer stick
 a student to be the “teacher” (someone who knows all of the letters and
sounds)
Getting Ready
Find a good pointer stick!
For this activity, you’ll need a long pointer stick of

some sort – nothing too silly that will attract
attention away from the letters, just something you
and your students can use to reach the letters of the
alphabet so you (or they) can direct the onlookers’
attention appropriately. I used a regular wooden
pointer painted red. It was nothing special, but it did
the trick. You can use whatever you like. Just make

sure it is long enough to help you and your students reach the letters of the
alphabet!
Pick out a large, class alphabet with one easy-to-identify keyword for
each letter – and find a good place to hang it!
Make sure that your class alphabet strip has a single keyword picture above each
letter. (It can get confusing if there are multiple beginning sound pictures.) When
searching for a place to hang it, look for a place that has enough floor/walking
room underneath to allow whoever is teaching the Daily Alphabet Review to
safely make his or her way from letter Aa to letter Zz (and back again). No
obstacles or tripping hazards should be in the way! Make sure your kids can
reach the alphabet with your pointer stick as well. You’ll also want to make sure
the alphabet can be seen clearly from around the room. Finally, you’ll need to
make sure that the spot you decide on has enough room for your students to
easily gather around the alphabet, preferably in a semi-circle formation. If set up
wisely, this area can be used for your Letter of the Week Focus, Teacher-Directed
Story Time, Free Reading Time, and Interactive Literacy Chart time as well.
Make sure your vowels STAND OUT!
Before hanging your alphabet, make sure your vowels stand out! If you need to,
trace each vowel (a, e, i, o, and u) with a bright red marker. This will help them
look different from the others. (Of course, if the other letters are red, use a
different color!) If you feel you must include y, trace it with a yellow marker.
Otherwise, don’t worry about tracing that one. While it is considered to be a

vowel at certain times, knowing it as a vowel will not really help your kids read or
write any better. Knowing that a, e, i, o, and u are vowels can make a huge
difference when it comes to applying the “silent e” or “2 vowels” tricks, however!
Make sure YOU know the proper sound for each letter!
For your kids to learn letters and sounds, you’ll need to know them yourself!
Make sure you can make clear, accurate sounds without an accent.
Vowel Sounds
Your kids will need to know short vowel sounds to

begin reading their first consonant-vowel-
consonant (cvc) words! They’ll have to make these
sounds clearly and accurately. Make sure you
teach your kids the proper sounds! If you have a
thick accent of any sort, you may need to practice
making the correct sounds before working with
your kids on them!
The Letter Rr
Although many teachers tell their kids that “r” says, /er/, make sure you teach
your kids that r makes a shorter sound. You want them to understand that er, ir,
and ur say, “/er/.” “R”, on the other hand, makes more of a /ruh/ sound without
the full /uh/ sound added to it.
If you teach your kids that r says “/er/”, they will have a tough time spelling words
that require er, ir, or ur. After all, they will think r makes that sound and will thus

leave off the needed e, i, or u that needs to accompany it. Make sure you teach
your kids that er, ir, and ur say “/er/”, not r!
Other Letter Sounds: Muh vs. Mmmmm, N vs. Nnnnn, etc.
Although most teachers I run into have definite opinions about which type of
letter sound you should teach your kids (/luh/, /muh/, /nuh/ vs. /lll/, /mmm/,
/nnn/), either can work. Just make sure you are consistent and that your kids are
making progress. If you add an “uh” to the end of each letter sound, make sure
you train your kids to take it off at the end of words. You will also have to teach
them how to blend two consonant sounds together (ex. “buh, luh”  bl). Once
you have done this, you should be in good shape. If, on the other hand, you
shorten most sounds while lengthening others (/b/ /c/ /d/, /mmmm/, /nnnn/,
etc.), just make sure you make enough of each “short” consonant sound for your
kids to hear the sounds clearly. If you have a lot of kids with speech issues, you
might need to add the “uh” sound back on so they can learn to hear and/or say
the sound more distinctly. Mostly, though, you’ll need to watch your “r sound.”
In the end, either way can be successful. Stick with whatever you are most
comfortable with and make sure your kids are comfortable with them as well.
The real test will be how well your kids can blend and/or segment these sounds to
make words.
Remind your students to look, listen and actively participate!
Before you begin, make sure you remind your students to look, listen, and actively
participate. Tell them that you want everyone to get smart, that you want
everyone to learn to read and write this year. Let them know that the only way
that will happen is if they look, listen, participate, and LEARN! Remind them that
they if they are busy looking somewhere else, tying their shoes, talking to their
neighbor, etc., they won’t learn as much as those who are paying attention and
doing their very best. Get their attention, focus their minds, and get started!

Teaching the Daily Alphabet Review
When you are ready to begin, ask your students to stand in a semicircle right in
front of the alphabet so that the first student is near the Aa of the alphabet strip
and the last student is somewhere near the Zz. Make sure all of your students
have a clear view of the alphabet at all times. Remind your kids that they will be
making their hand signals (see below for more on this) to represent each letter
while saying the letter’s name, sound, and posted keyword. Make sure everyone
is looking at the alphabet and paying attention before you begin.
Starting with Aa, you (or your chosen student teacher) should point to each letter
while your kids make the appropriate hand signal and shout out its identity
(letter, sound, keyword). Although the “teacher” may need to pipe in to get
and/or keep the review going at a good clip, the teacher should try to take his or
her voice out of the review as soon as the class is able to carry the review on its
own. That way, the teacher can make sure the students watching are not just
imitating the sounds, but initiating them.
The review should be quick and lively. All students should be eagerly
participating. If they aren’t, speed up the beat a bit by saying the letter’s name,
sound, and keyword a little bit faster. Whatever you do, don’t let this review
drag! Keep it moving… “Aa/a/, alligator; Bb/b/, bear; Cc/c/, camel, etc.” Continue

going through the alphabet in this manner until you get to letter Zz.
Regardless of whether or not you are officially leading the review, position
yourself so you can keep an eye on your students while they go through the
alphabet. Watch their hands and mouths, and listen with your ears. All of the
students should be making the appropriate hand signal while saying the letter’s
name, sound, and illustrated keyword in unison. If anyone is struggling, help
them. If anyone is off-task, redirect their attention. Praise those doing a great
job. A lot of times vocally praising your loudest students with a “Great job, (insert
student’s name here)!” is enough to get everyone reenergized!
Don’t forget to have your kids use hand/body signals!
It’s important to incorporate hand/body signals when having your kids perform
the Daily Alphabet Review.
Teach them on the first
day and continue using
them throughout the year.
This will help catch your
kinesthetic learners and
draw more attention to
the actual shape and
appearance of each letter.
To create the hand signals,

merely put your hands
together in such a way
that they form the letter. I
normally used my hands to form the capitals, but in some cases did things with
my whole body. For example, for the letter B, I couldn’t think of a way to form a
capital B with my hands and I didn’t want to confuse my kids by making a small b
that would look too much like a small d. As a result, I ended up calling it a “big
belly b” and made two exaggerated bellies (one on top of the other) by moving

my hands over my chest and belly. The letter D became “daddy D” who also had
a big belly, but just one. The letter I became, “I am a person!” with my arms
straight out like the top of the I, and my feet pointing sideways. I wrote the letter
S in the air with my fingers. The letter X was two arms crossed into an X. For the
letter Y, I put my elbows and wrists together, hands pointing out. The letter Z was
made in the air like Zorro used to do.
All of the other letters I made using one or two hands. I simply formed them to
look like the letter. When you make up your hand signals, just make sure the kids
will be able to recognize the letter you are making. Also, be consistent with your
signal, and try to keep a good mix of small single-hand signals and large body-
made signals to encourage more muscles and parts of the brain to be used.
See if you can “trick” your kids!
Once you have gotten all the

way through the alphabet,
see if you can “trick” your
kids! In a taunting voice, tell
them you are going to see
who really knows their letters
and sounds. Tell them you
are going to pick the very
hardest letters you can find
to see who the smartest students in the class are! Get them all fired up. Then
make a big production out of pointing to a random letter. Wave your pointer
around, saying something like, “I bet you don’t know this one!” As soon as you say
“this one”, excitedly slam your pointer on the letter of your choice so that it
makes a slight slapping sound. This will add to the excitement. Follow by saying,
“What letter is this?” Then, after they have excitedly replied, ask, “What sound
does it make?” Even the students who don’t know their letters and sounds yet
should be happily mimicking those who do. If you get a good response from the

majority of your students, stomp your feet and call out something like, “How did
you know that?! I thought I was going to trick you! You guys are just too smart!
But…maybe I can trick you on this one…!” Continue until you have tried to “trick”
them at least 4 or 5 times. Then move on.
Make the Alphabet Review more challenging!
After a few months (sooner, if

you’d like), you can make this
exercise trickier by having your
students not only go from A to
Z but also from Z to A! This
will make your students
concentrate on the letters
again, as they will have easily
memorized the other way a
long time ago. The added
challenge should also help to
add a renewed interest in the
activity.
Need to spice things up? Try using silly voices!
Another way to “spice things up” after your kids

become experts at letters and sounds is to use funny
voices. I wouldn’t do it all the time, but now and again
could get your kids giggling and enjoying themselves.
You could try having them use baby voices, granny
voices, cowboy voices, or some other fun style of your
choosing. Just make sure the correct letters and
sounds are still being said. Have fun!

When should my kids start teaching The Daily Alphabet Review?

As soon as you have a student who knows all of his/her letters and sounds, and
has shown excellent behavior or leadership skills, consider picking that student to
“teach” the Daily Alphabet Review. This is a great incentive for others to learn
their letters and sounds – and to behave appropriately. I always let my kids know
on the first day that I will be looking for teachers to help me teach. I tell them I
will pick people who know the letters and sounds and who have excellent “first
grade” behavior. I always have eager teachers, too. Kids want to be in charge.
Let them be. Model how to do it, then turn over the pointer. You may have to
pick the same person in the beginning if you do not have anyone else who is
ready to teach. That’s okay. Pick them or do it yourself. Do not just pick
someone because they have never had a turn. Make them earn it. They will.
What if students aren’t participating?

Because this is such a crucial activity, it is imperative that all students be actively
involved at all times. It helps in the beginning of the year to be somewhat of a
clown! I always danced as I pointed to the letters. Don’t get me wrong -- I never
did the Charleston. I just bounced to the beat or wiggled my hips. The kids
looked because they didn’t want to miss the “show.” Since I only danced when
they were all speaking in unison and looking at the letters), they strove to do well.
My many compliments further encouraged them to do their best.
If you notice that someone is not looking despite your best efforts, begin again,
letting students know that you want all of the students to learn, not just some.
Later, when one of your students is teaching the Daily Alphabet Review for you,
you can stand by anyone having trouble focusing and gently redirect them to the
letters, calling them out beside them to give them a little help.

Whatever you do, refuse to let your students fail. Praise those participating, pass
out stickers, treat someone to a piece of candy... but don’t let them fail! Also
don’t go overboard on treats. Pass out one or two and let the students know that
you’ll be watching every day to see who is really working hard and learning lots.
Let them know that you might reward someone else another time, but that the
best gift of all is knowledge. Whatever you do, don’t just feel sorry for kids and
give them treats. Make them earn them. As they become trained to look at the
letters and perform the activity correctly, wean them from tangible treats and
simply praise them for a job well done, reminding them about how smart they are
getting and beaming with obvious pride.
Do my kids really need to use hand/body signals?

Yes. Not only will hand signals help your kinesthetic learners, but they will help
everyone pay more attention to what each letter looks like. They will also give
your kids something to do with their hands/body during the review. Plus, they
will help give you a visual clue as to where your kids are in the midst of each
review, helping you spot any kids who fall behind or seem to get lost somehow.
Finally, they will come in handy when you are teaching your kids how to write and
they can’t remember which letter to put – simply make the hand signal and it
should trigger their memory!
How should I teach my kids the hand/body signals?

Just go through the alphabet slowly, showing them how to make and say each
letter. After you cover a few letters, go back to the beginning and review to make
sure everyone can still remember them. Then teach a few more before reviewing
again. Continue in this manner until all of the letters and accompanying
hand/body signals have been taught.
If you get to a letter and are unsure of how to make it, ask your kids! Most likely,

they will suggest many ways you could make the letter in question. Decide on
one way, and make everyone stick with it. If they want to make it their own way,
let them know they can do it their way at home, but that they must do it your way
in the classroom. This will help you keep better track of where your kids are as
the review takes place.
What about the kids who come in knowing letters and sounds?
Should they still do the review activities?
Yes. Although some of your kids might come in already knowing letters and
sounds, they should still participate in all of the review activities. The active
reviews will give them a chance to get their wiggles out. They’ll also give these
kids a chance to lead the class and show what they know!
Some of my students don’t even speak English! How are they

supposed to learn the alphabet and sounds, not to mention learn to
read and write like the others?
Even if you have students who don’t speak English, expect the same from them as
you do the rest of your class. Most likely, they will acquire language very quickly!
In any case, there is no reason they can’t learn letters and sounds along you’re
your other kids, unless, of course, they have a significant learning disability of
some sort that would prevent them from doing so.
If necessary, call up your second language learners with your tutoring group and
give them any extra help they might need. Teach them just as you would the
others, breaking down the alphabet into smaller segments and using hand signals
to identify each letter. Teach the key words as well, emphasizing the beginning
sounds.
Sounding out words is not beyond a non-English speaker’s capability either. With
that said, if their language is slow to come in, you might notice that they can

“read” the words but that they don’t understand what the words mean yet.
That’s okay. As their English improves, so should their comprehension. Try to
visually show them what the word means as much as possible. For example, if
the word is rip, rip a paper as you say the word rip. Then use it in a sentence. You
might say, “I can rip the paper.” Then you might ask them to rip the paper.
When you work on journal writing, tell them the names of the things in their
pictures, but have them sound the words out and write the letters. Never hold
back their reading and writing skills because they lack language!

The Vowel Cheer
1. Two students lead cheer.

2. Students watching respond in unison as student teachers call out cheer
commands.
3. Everyone makes hand/body motions in unison as cheer progresses.
The Vowel Cheer is a great way to get your kids familiar with the vowels early on.
It’s also a great way to get them MOVING! Include it in your DAILY schedule, right
after the Daily Alphabet Review. It will help ensure that your kids not only know
the vowels by name, but the sounds they make as well. Plus, it will give your kids
a chance to develop valuable leadership skills.

Setting Up
What you’ll need:
 two student “teachers” (after they’ve learned the cheer)

 hand/body signals (use full body as much as possible)
Getting Ready
Since your kids will already be standing in a “U” from performing the Daily
Alphabet Review, all they will need to do to get ready for the cheer is to spread
out a tiny bit – just enough for their arms to be able stretch out from their sides.
Although you’ll initially be the one to teach and lead the cheer, as soon as you
have any kids who know what to do, you’ll need to start picking them to lead it!
Switch leaders each day, if possible, so that everyone gets a turn to lead the
cheer.
Teaching the Vowel Cheer

When you begin to teach the Vowel Cheer, tell your students/cheerleaders that
they are to repeat what you say, and do what you do. Let them know how “cool”
it looks when everyone says the cheer in unison. Also, remind them that you will
be looking for good cheerleaders to lead the class in the future.
Keep in mind that you will only be teaching the “short” sounds during this cheer.
Don’t worry about the “long” sounds during this segment. You’ll be emphasizing
the “long” sounds later, when showing your kids how to apply the “sleepy e” and
“2 vowels” tricks.


What if my kids don’t understand how to do a cheer?

When you first begin to teach your kids this cheer, you may experience a little
bit of frustration. Go slowly. If the kids don’t understand how to take turns
when doing the cheer (letting the teacher call out and waiting to reply), it is
okay to let them say it all with the teacher/cheerleader. The point is that they
say it --or at least something similar to it.
What if my kids are having trouble learning the vowels?

Vowels should not be any harder than any other letter to learn. Doing the
cheer daily should ensure that your students learn the vowels and the sounds
they make and have fun doing so. If needed, simplify the cheer by leaving off
the initial verse and going immediately from, “Ready? O-kay!” to “A says /a/;
yes, A says /a/. B says /b/; yes, B says /b/, etc.”
Shouldn’t I teach my kids the long vowel sounds, too?

You should, but not during The Vowel Cheer, Wall Vowels, or The Alphabet
Review. During these activities, you simply need to focus on the short sounds
that the vowels make. Then, when you are reading and/or writing various
literacy charts, point out the “tricks” that make vowels “say their names,” such
as when a vowel is all by itself, when there is a “sleepy e” at the end of the
word, when there are two vowels next to each other, and when a vowel is at
the end of a 2 or 3 letter word, as in he, she, be, me, so, go, etc. You can also
let your kids know that vowels sometimes say their names when at the
beginning of a word (i.e. open, item, apron, etc.). Occasionally, you will run
across vowels that say their names in the middle of a word as well. Simply help

your kids adjust those when they come up, reminding them that if the word
doesn’t sound right when they sound it out, they can try adjusting the vowels.
Too much information about the vowels early on will only succeed in confusing
your kids. Stick with the short sounds in the beginning of the year, but do
explain long vowels as you come across them. This will help keep your kids
from getting confused as to which sound they should make when they run
across a vowel.
When should I let my kids teach the cheer?
As soon as possible! Kids love playing with their friends. When they get to lead
them in the review activities, it feels like they are playing. This helps them pay
attention, participate with renewed enthusiasm, and learn even faster. As a
result, as soon as you have taught your kids how to do the cheer, pick two eager
teachers to lead it. You can pick just one, but usually the kids feel more
comfortable teaching this one with a friend! The important thing is to get them
leading their peers as soon as you can!

The Wall Vowels Chant
1. Student or teacher points to vowels up on wall.

2. Students watching call out appropriate letter as “teacher”
points to it, saying, “A-E-I-O-U! We know the vowels --
how about you?”
3. For extra fun, you can divide your class in half and let them
“challenge each other” with the chant, seeing who can be
louder/sound better!
Including The Wall Vowels Chant in your Daily Alphabet Review time only takes a
minute and is another fun way to make sure your kids know which letters are
vowels and which aren’t. Go right into it once you have finished The Vowel
Cheer. This will help ensure that your kids can not only say the vowels and their
sounds in a cheer, but can recognize them as well. It will also help them get any
excess energy out before you ask them to sit still for the Letter of the Week
Focus!
Setting Up
What you’ll need:
 large capital or lowercase vowels hung directly over the vowels on your
main alphabet strip (or somewhere else in your room)
 a pointer stick

Getting Ready
For this activity, you will need to hang large vowels directly above the vowels in
your regular class alphabet. You can hang them up elsewhere if you don’t have
enough room over your alphabet, but make sure they are up somewhere! As with
the alphabet, you’ll need to make sure there is room to walk in front of them
without tripping over obstacles. You’ll also need to make sure your kids can reach
them with a pointer stick. Regardless of where you hang them, make sure you
have them in place on Day 1, and keep them there throughout the year. This will
help your kids get to know and remember them.
Teaching the Wall Vowels Chant
Once your vowels are clearly outlined and/or displayed, you are ready to do the
“Wall Vowels Chant” with your kids. To start, the “teacher” (you or one of your
students) should point to first of the large vowels located over your alphabet,
letter a. The “teacher” should then move from one vowel to the next very quickly
(in order), having the class call out the letters he or she touches as soon as he or
she touches them. You should hear, “A - E - I - O - U.” Immediately after calling
out the “u”, have your students add, “We know the vowels -- how about you?”
Do this two or three times in a row or until all of your students are shouting out
the vowels and having fun! Then move on to the next activity (either The Trick

Review or The Letter of the Week Focus).
Splitting the Class for a Little Extra Fun!
If you want, you can turn

this activity into a little
game, having half of your
class “compete” against
the other half of the class.
To do this, you’ll need to
split your class down the
middle, into two equal (or
at least roughly equal)
groups.
After you have split your class in half, explain to your kids that you are going to be
listening to see which group is the most excited about the vowels…and the
loudest! Pick one group to start, and let the other group know that it will be their
turn as soon as the first one finishes. When the first group to go gets to the “We
know the vowels -- how about you?” part, have them extend their arms toward
the other group as if asking the students in that group if they know the vowels.
Following, the second group should be encouraged to say the Wall Vowels even
louder than the first group, extending their hands at the end of the “We know the
vowels -- how about you?” part back to the first group.
Once your kids have completed the chant, let them know which group you think is
winning, and encourage them to shout out the vowel names even louder as you
start the next round/face off! Continue for two to five rounds before moving on.
By the end, they should all be shouting and having fun trying to outdo whatever
group they are against. This should help them be ready to sit quietly for a bit.
Take advantage of this, and move directly into your letter lesson, sitting everyone
down on the floor in front of the letter display board.

Should I hang capital or lowercase vowels above my alphabet?

Either one should do as long as your day is full of authentic reading and writing
activities. The capitals help with the vowel cheer since they look like the body
signals that are used. The lowercase vowels are good to have up there, however,
because they are the ones your kids will need to recognize when reading! In the
end, it really doesn’t matter as long as you are reading and writing real charts
with your kids on a daily basis.
When should I have my kids teach this?

As soon as you have kids who know their letters and sounds (and how to lead the
chant), you can pick them to teach this part of your alphabet review. Ideally, you
want to train your kids to carry out all of your morning review activities as soon as
possible.
How loud should my kids be?

This activity is meant to be fun and loud. I always told my kids that I wanted the
principal to be able to hear them all the way down in the office! Just make sure
you close your door so it doesn’t disturb your neighbors any more than
necessary! Your goal is to get your kids learning while having fun and letting off
steam! Let them be loud!

The “Trick” Review

(Begin as soon as most kids know letters and sounds.)
1. Teacher or student teacher points to trick and everyone recites trick.

2. Teacher or student teacher points to keyword immediately after helping
class recite trick, and everyone sounds out the keyword as the teacher
points to the letters/letter combinations to be sounded out.
What Are “Tricks”?

“Tricks” are letters and/or letter combinations that work together to create new
sounds when they appear together or in a certain position in a word, such as sh,
ch, th, er, or, ou, and oo. Though often overlooked and/or ignored by
kindergarten teachers, they are as important to reading and writing as letters and
sounds – maybe even more so! In fact, once you become familiar with them,
you’ll see that almost every word your kids will want to read and/or write contain
one or more of these tricks, especially as the words grow longer and more
complicated. As a result, if you want your kids to truly be able to read anything by
the time they leave you, you must teach them the “tricks.” Start doing so as soon
as most of your kids know their letters and sounds. For best results, go over the
most common ones daily. This will help your kids read and write all sorts of new
words!

Setting Up
What you’ll need:
 Tricks Display Cards (posted on wall or bound together for easy

flipping)
 pointer (if cards are on wall)
Getting Ready
Get to know the TRICKS!
Unfortunately, many teachers are hesitant to teach the “tricks” because they feel
they don’t know them well enough themselves. Don’t fall into this category!
Make sure you get to know the most commonly used “tricks” so you can pass this
knowledge onto your kids. It is crucial to their development as readers and
writers.
If you want/need extra help with the “tricks”, you can go to www.JKHTeach.com
or www.KindersCanReadandWrite.com and order “Katy Huller’s Trick Review” to
use with your kids. It is a multimedia instant download that will help guide your
kids through the various “tricks” they need to know. You can also order a set of

Tricks Cards there. The Tricks Cards are great to have on hand. I recommend that
you post them up in your room and go through them with your students each
day. This should help you both become more familiar with them! You might
want to order an additional set to have on hand for tutoring purposes. In any
case, make sure you are familiar with as many “tricks” as possible!
Following are some of the most common tricks you should familiarize yourself
with:
sh = /sh/ as in ship
ch = /ch/ as in chick
th = /th/ as in think
er = /er/ as in flower
oo = /oo/ as in moon; ook = /ook/ as in took
or = /or/ as in horn
ou = /ou/ as in round
ur = /ur/ as in purple
ing = /ing/ as in ring
all = /all/ as in ball
ar = /ar/ as in car
ir = /ir/ as in girl
ow = /ow/ as in brown
oy = /oy/ as in boy
wh = /wh/ as in whistle

ink = /ink/ as in wink
le endings = /le/ as in candle
tion = /tion/ as in lotion (if a vowel comes right before the tion, it usually
says its name)
sleepy e = the e at the end of a word makes the closest vowel say its name,
as in cake, bite, joke, and rude
2 vowels (ai, ee, ea ,ia, ie, oa, oe, ue, ua, ui) = the first one “says its name”
and the second “goes to sleep”, as in read, coat, tied, and rain (Other
vowel combinations such as oi, oo, ou, au, ei are other tricks!)
a vowel by itself says its name, as in a and I
a vowel after 1 or 2 letters usually says its name when it comes at the end
of a word, as in he, she, we, the, be, me, go, so, and hi (Do, to, and who are
common exceptions to this rule.)
Knowing the “tricks” above is a good start. There are quite a few more, but these
are some of the most common ones. Go over them daily with your kids and,
whenever possible, point them out when you and your kids are reading and/or
writing. If you come across others, teach them as well. The sooner your kids
become aware of the many “tricks” and/or master them, the sooner they’ll be
able to apply them accurately.
Teaching the Trick Review

To do the Trick Review, simply point to each trick posted on the wall, and help
your kids state the letters that make up the trick, their combined sound, and the
key word associated with that trick. When going over the key word, make sure
you point to the letters and help your kids sound it out. For example, you and

your kids might say, “S and the h say /sh/ as in /sh/iiii/p/, ship; o and the r say
/or/ as in /h/or/n/, horn; e and the r say /er/ as in /f/l/ow/er/, flower...” Continue
in this manner until you have made your way through all of the tricks. As soon as
you possibly can, take your voice out of the equation and simply let your kids’
voices carry the review.
As with all of the review activities, pick a student teacher to lead this review as
soon as possible.
*To order Tricks Cards, go to www.JKHTeach.com or www.KindersCanReadandWrite.com.

Isn’t teaching the “tricks” a little advanced for kids just learning
letters and sounds?
Initially, yes. But if you use this program effectively, your kids should learn their
letters and sounds very quickly. They should learn the “tricks” very quickly as
well. The problem is that you can’t expect words to make sense without teaching
the “tricks.” If your goal is to get your kids reading and writing this year, you must
teach them this important information. And you must do so sooner rather than
later. After all, the “tricks” are everywhere! The sooner your kids know letters,
sounds, how to blend/segment, and the “tricks,” the sooner they’ll be able to
read and write all sorts of words they’ve never even seen before! Don’t hold back
on them. Just like taking your toddler for a visit to the zoo and discussing every
unknown animal in there (rather than introducing him or her to the first one and
immediately turning around and leaving so as not to “overwhelm” him or her), it’s
important to expose your kids to the “tricks,” even if they don’t remember
everything you cover right away. Continued exposure will allow your kids to take
them in at their own rate. Some will, no doubt, learn them immediately, while
others, no doubt, will take longer. That’s okay. The more you point out, go over,
and explain the “tricks,” the sooner all of your kids should know them. It’s really
just new vocabulary!
When should I start teaching the Trick Review?

As soon as most of your kids know most of their letters and sounds, you can start
teaching the Trick Review. With this said, you should DEFINITELY be teaching it
within 3 or 4 months of the beginning of the school year. The sooner you can
start this review, the better! Your kids MUST know the “tricks” to be able to read
and write new words effectively!

Extra Review Activity for Students Having Trouble Learning Letters and Sounds:
Alphabet Tutoring Strips
1. Sit with student (or students) struggling to remember letters and sounds.
2. Go over 3-8 letters and their sounds until student(s) can point them out and
name the correct letter and sound. (Make sure you call the letters “learned”
out of order when checking for understanding.)
3. Review previously taught letters and sounds the next day. Continue on with
3-8 more letters and sounds if those have been retained. Otherwise, review.
4. Continue in this way until all letters and sounds are known.
In every classroom, there are bound to be a few students who have trouble
learning their letters and sounds no matter what you do. As soon as you notice
who these students are, TUTOR them! Use the individual Alphabet Tutoring Strips
to do so. If you can, call up the students who need extra help by themselves. If
absolutely necessary, make a group of 2 or 3. I liked calling kids up during journal
time or free reading time. Center time also worked well. It really doesn’t matter
when you do it, only that you do it!
Setting Up
What you’ll need:
 individual Alphabet Tutoring Strips (see appendix)

 quiet table/area where you can work with student or students needing
help

Teaching Letters and Sounds with Alphabet Tutoring Strips

When you call up your struggling students, have them sit so that they are facing
you and little else. Since these are bound to be your most distractible kids, it’s
important to minimize as many potential distractions as possible. Plus, you’ll
want to be able to keep an eye on the rest of your class while you work with the
ones who need a little extra help.
Supply each student you call up with their own personal Alphabet Tutoring Strip.
(See Appendix for master.) Let them know that you are going to help them learn
their letters and sounds! Tell them that they need to know their letters and
sounds to begin reading and writing words and sentences!
Start off easy!
While flashing the hand signal, ask, “Can you find Aa/a/?”
In the beginning, you’ll want to see if your struggling kids can simply find the
letters when asked. It helps to “give them the answer” before asking them to give
it to you. To do this, simply flash the appropriate hand signal (from the Daily
Alphabet Review) as you call out the corresponding letter and its sound. In other
words, while making the hand signal for letter Aa, you should say, “Can you find

A/a/?” The hand signal should help them find it. Telling them the letter’s name
and sound when asking them to find it should help them know what to say next.
Check for letter/sound knowledge!
Once the kids you are working with find the appropriate letter (whether on their
own or with your help), ask them, “What letter is that?” Quickly follow with,
“What sound does it make?” The idea is to help them understand that when we
say “A/a/”, we mean that letter A (or a) makes the /a/ sound. If they don’t
understand this yet, explain it to them!
If your kids know the letter’s name and sound after they have found it and you
have asked, praise them and move on to the next letter, continuing to question
them in the same manner. If they don’t, remind them of the letter’s name and
sound, and repeat the same question again...and again…until they can tell you the
correct answer. Only move on to the next letter when the student(s) you are
working with can give you a satisfactory response. Until then, keep going over
and over the same letter and sound. Try to cover at least 4-6 letters each day
until all of them have been mastered.

Gradually get more challenging!
As soon as the kids you are tutoring are pretty good at finding and regurgitating
the letters/sounds you are calling out, it’s time to challenge them a bit more. To
do so, point to the first letter, letter Aa, and, taking away the hand signal and no
longer telling them the letter’s name and sound, simply ask, “What letter is this?”
If they can correctly identify the letter, praise them and immediately ask them if
they know the sound the letter makes. If they are able to tell you the correct
sound, praise them again! If not, calmly tell them what it is and repeat the
questioning sequence once more, first asking about the letter’s name and then
asking about the letter’s sound. If you want, you can ask them to name the key
word from the alphabet as well. This can help them better understand what they
are saying when doing the Daily Alphabet Review. In any case, continue asking
until the student(s) you are working with can come up with the letter’s name and
sound without prompts. Try to cover at least 4-6 letters a day until all of the
letters of the alphabet are known.
Check for understanding!
Regardless of whether you are showing hand signals and asking, “Can you find
A/a/?” or simply pointing to a letter and asking what it is, you need to periodically
go back and review the letters taught out of order. In other words, when you
finish teaching letter Dd, see if you can “trick” your kids. Point to Bb and see if

your kids can tell you the letter’s name and sound. Then try pointing to letter Aa.
Then try letter Cc, etc. If they have difficulty finding and/or identifying a letter,
repeat it often until they are able to find it quickly and easily. Don’t move on until
all letters covered are easily found and expressed. Keep reviewing those letters
until your kids can answer correctly and confidently.
Be patient! Some kids have memory issues!
At times, you are bound to get kids who just can’t seem to remember what you’ve
JUST told them, even if you’ve told them ten times already. You might also get
kids who “learn and forget.” Be patient with these kids. They probably have a
learning disability of some sort. Start writing down any warning signs you are
noticing and push for early diagnostic testing. It’s important to get kids like this
help as soon as possible. Still, don’t expect any less from them. Just know you
will have to work a lot harder to help them learn what they need to learn to read
and write. The repetition throughout the year should do the trick as long as you
are tutoring them as well.
Get Creative! Help your struggling kids VISUALIZE letters and sounds!
If some of your kids are

still having trouble
learning letters and
sounds despite your
calling them up and
quizzing them individually
with hand signals, see
what you can come up
with to help them remember them. Look at the letters carefully and see what
they look like/remind you of. Come up with anything you can to help your
struggling kids remember them.

Here are some examples:
a: Show your kids how the small computer a looks like an apple with a
stem on top. Draw leaves, if desired! Tell your kids Aa is for /a/ /a/ apple.
b/d: Tell your kids the b has the /b/ /b/ baseball bat first, while the d has
the /d/ /d/ daddy’s face first. Or, if you prefer, you can say that b has the
bat hitting the ball while d has the dog’s face looking up the tree to get the
cat!
e: Help your kids remember letter e and its sound by telling them that the
small e is grandma wrapping her hand around her ear and saying, “Eh?.”
(The ear is the line, and her hand is the curved line around it.) Cup your
hand behind your ear (in the shape of a small e) and illustrate by saying,
“Eh? I can’t hear you!” in your best Granny’s voice!
f/t: Tell your kids that the f is leaning over at the top like a wilting /f/ /f/
flower. The t has a puddle at the bottom from the /t/ /t/ tea spilling onto
the /t/ /t/ table.
i: Tell your kids that the small i looks like an ice cream cone with the ice
cream falling off of it. Remind them how gross it is when the ice cream falls
off and splatters all over on the ground. Tell them that’s why i says,
“/iiiiiii/!” Crinkle up your nose while you say it!
I: To help with the big I, tell your kids that I is a person standing up straight
and tall. Then show them by standing up straight and tall, putting your
arms out wide, and, with your legs still straight and together, pointing your
feet to either side. Say, “I am a person!”
Oo: Show your kids how the letter Oo looks like a mouth that is wide open.
Tell them o has to open his mouth wide so the dentist (or doctor) can
check his teeth (or throat). Tell them o says, “ah,” just like you would for
the dentist (or doctor).

m/w: Tell your kids that m has the /m/ /m/ mountains making it up (trace
your finger over its humps while you say it), whereas w has the /w/ /w/
water you can dive into (make your finger dive into the spaces at top of the
w).
p/q: Tell your kids that p has the “pan handle” first, while q has the
“queen’s face” first. You can draw a crown on top of the “queen’s face” to
help illustrate. Add eyes and a mouth, too!
Ss: Show your kids how Ss looks like a snake and makes the “snake sound”
-- /sssssssss/!
Uu: Help your kids remember letter Uu by telling them that it looks and
sounds like it is getting punched in the stomach. (Pretend to punch your
hand in the opening of the U, showing where he gets punched. Then make
the /u/ sound as if he just got punched!) If that’s too violent, tell them Uu
is an /u/ /u/ umbrella that got turned over by the wind!

What if I have students who STILL can’t seem to remember letters and
sounds despite reviewing them daily?
Occasionally, you will get students who have extreme difficulty remembering new
information. Don’t give up on these students! Keep going over the letters and
sounds as discussed previously. With enough review, these students should
eventually remember the information being presented. Review any gained
information frequently so it is not quickly forgotten. As soon as enough letters
and sounds have been learned, get these students using their newly acquired
knowledge to read and write words. This will help them remember it.
Keep in mind that students who struggle for exaggerated lengths of time probably
have some sort of learning disability that needs to be addressed. Keep thoughtful
notes depicting their struggles and what you are doing to help them. Speak to
your administration and/or special education teachers to see about any other
steps you should take.
What if I have students who get similar looking letters confused?

Often, students with dyslexic tendencies have trouble telling the difference
between similar looking letters (b/d, t/f, m/w, etc.). Use the hints listed
previously to help them visually discriminate between any confused letters. Don’t
expect them to remember these hints immediately. Rather, keep mentioning
them as often as necessary until they finally have the differences hardwired into
their brains.


Component 2
Letter of the Week Focus
The Letter of the Week Focus will help your kids master much more than a letter
and sound each week! It will help them learn basic blending and segmenting
techniques, new vocabulary, proper letter formation, and even how to read and
write words with various “tricks.” It will also help your kids internalize dozens of
key high frequency words. Mostly, though, it will help your kids understand how
to actually use the letter/sound information they are learning in class to read and
write all sorts of words and sentences.
~~~~~~~~~~~~~~~~~~~~
The Letter of the Week Focus is geared to help you get your kids blending sounds
together to make words as early as the third week of school—even if your kids

come in with little to no letter/sound knowledge!
Instead of encouraging that you merely teach one letter each week until you get
to the end of the alphabet and nothing more, the Kinders Can! READ and WRITE!
Letter of the Week Focus encourages you to focus on one letter each week while
combining it with other letters taught to create words – words your students can
begin reading and writing as early as the third week of instruction! This enables
your kids to see the purpose of letters as crucial components of words. It also
allows them to actually use what they are learning in a meaningful and exciting
way. Furthermore, it gives them a constant review of the letters previously
taught, preventing the need for timely letter/sound reviews later in the year.
What’s more, as soon as there are enough words to create sentences, it gives
your kids a chance to practice reading a variety of those as well!
In addition, the Letter of the Week Focus gives you the springboard you need to
introduce new vocabulary, show how to properly form the letter of the week, go
over how to write beginning sound words with your kids, and complete hands-on
activities that ensure your kids can cut, glue, paint, write their names, etc. It also
gives you the opportunity to introduce key high frequency words your kids need
to know, such as he, she, I, am, can, and, in, on, and it in a way that makes sense
and doesn’t frustrate your learners (or their parents)!
Furthermore, during the interactive brainstorming segment, the Letter of the

Week Focus allows you to show your kids how to segment beginning sound words
and write them down. When “tricks” pop up in these words, it gives you the
opportunity to teach these as well! This helps you show your students how to
read and write more challenging words than the ones created through the Letter
of the Week Focus.
All in all, the Letter of the Week Focus helps you ensure that all of your kids get
what they need to begin reading and writing as soon as possible. It is slow enough
for your least exposed students and fast enough for your more advanced ones,
helping everyone move forward from wherever they are. Just make sure you mix
the Letter of the Week Focus with the other components as well. The Letter of

the Week Focus will get your kids blending and segmenting, but consistent and
increasing exposure to Daily Journal Writing and Interactive Literacy Charts will be
needed to solidify how to use this information and take them to the next level.
How long will all of the Letter of the Week Focus activities take?
Because there is so much to teach and do, the Letter of the Week Focus
component will no doubt take a large chunk of your time, especially in the
beginning of the year. This is especially true for those classrooms that house a lot
of students who have not had much prior experience with letters and sounds.
Make sure you take whatever time is needed to cover all of this information
thoroughly, and don’t delay teaching your kids how to blend and/or segment
sounds no matter how “low” you think your group is.
By mid-year (sooner if your kids catch on to letters and sounds quickly), you
should start spending less and less time on The Letter of the Week Focus, and
more and more time on Daily Journal Writing and Interactive Literacy Chart
Instruction. The idea is to get your kids actively reading and writing real text as
soon as possible -- don’t get stuck on letters and sounds!
What if I have kids who already know all of the letters and sounds?
For those classrooms full of kids who already know letters and sounds and have
an extensive vocabulary to go along with this knowledge, breeze through the
letter and sound explanation/review and get right into the more advanced
applications. Spend more of your Letter of the Week Focus time reading and
writing brainstormed beginning sound words (the slow and fast way), pointing out
the “tricks” and “outlaw” words as you come across them. Get into sentences
earlier as well.
Although you’ll still need to make sure your kids know how to write letters
properly, there is no need for you to waste time doing simple letter activities if

your kids are already proficient with them. Instead of doing the simple cut and
paste letter activities, have them read, write and illustrate words and sentences.
Let them create and read appropriately challenging take-home books. Let them
cut out pictures to match words. If they are really advanced when they come to
you, you can follow the KidsCanReadandWrite.com reading order instead. It
begins with reading cvc words, then goes into blends, then gets into tricks. Simply
alter the activities listed in this book to match what you are focusing on instead.
For example, instead of painting the Letter of the Week, you could paint the Trick
of the Week!
Whatever you do, just don’t keep your kids doing something because it’s written
down here or you did it last year. Teach your kids what they need to know to
move forward. Entertain their brains with new facts and information. Stretch
them. Enlighten them. Teach them to read and write.
What if I have really low kids in my class?

No matter how low or high your kids come to you, insist that they learn what you
are teaching, and keep your expectations HIGH! Don’t confuse lack of exposure
with lack of ability. I have seen kids who came in only knowing one letter leave
reading and writing with ease. I have also seen kids who started at the bottom of
their class rise to the top. Insist on success for ALL of your students. No
exceptions.
Are there day-to-day lesson plans I can follow?

Because every class is different and every teacher is different, I have not written a
specific day-to-day guide for you to follow throughout the year. I have, however,
written a basic outline of what you need to cover each day. It will be up to you to
alter it as needed, expanding certain sections and minimizing others as your kids’
needs demand. While there should be absolutely no reason to slow this part of
the program down, you might need to speed certain parts up a bit (or drop them

altogether) as the year progresses, depending on how much your kids know when
they come to you and/or how quickly they catch on to what you are teaching.
For instance, once your kids know their letters and sounds, you will need to spend
a lot less time introducing/reviewing those, and a lot more time actually using
them to read and write words and sentences! Likewise, in the beginning of the
year you will, no doubt, have to spend more time teaching how to properly form
the letters you are working on than you will need to later in the year when
they’ve got the hang of starting at the top and going to the bottom. Similarly,
brainstorming beginning sound words will take a lot longer in the beginning of the
year while you are still introducing your kids to various tricks than it will after a
couple of months of doing so.
As various parts of the Letter of the Week Focus activities are needed less and
less, you will need to limit them appropriately and use the time gained to expand
your Interactive Literacy Chart and Daily Journal Writing time. After all, the idea is
to get your kids reading and writing, not just to fill time doing what you’ve always
done.
Keep track of what your kids need and don’t need. Whatever you do, don’t keep
doing an activity just because you’ve been doing it and are comfortable with your
routine! Move your kids forward as quickly as possible. Challenge them to read
and write more and more as they are able to. Don’t stay on letters, sounds, and
basic blending once your kids have already mastered them! Move into more
complex lessons – teach the “tricks” and get your kids actively using their
newfound knowledge to read and write all sorts of words and sentences!
What about kids who fall behind?

It is important that you make sure ALL of your kids are actively participating as
you cover the Letter of the Week Focus activities. Call on them to respond
individually as well as as a group. Reteach as needed. This will help keep many
from falling behind. It will also help you spot-check your class on a daily basis so

you will be able to help any struggling students before they can fall too far
behind.
For those who do fall behind, TUTOR them in small groups. You can do this during
Daily Journal Writing or Center Time. Simply call up any of your struggling
students to a quiet table and teach them whatever they need to know to catch up
with the others – letters/sounds, blending/segmenting, reading and/or writing
simple words and sentences, etc. Before you know it, they will be on track as well!
Whatever you do, don’t give up on or feel sorry for your slower kids. Teach them.
They will normally “get it” once they have had enough experiences with whatever
is confusing them. They simply need more exposure to it than others. Call on
them frequently throughout the day to keep tabs on their progress.
At the same time, don’t ignore your “faster” students just because you know
they’ve “got it.” Make sure you call on and praise them as well. Everyone needs
to feel affirmed in your classroom, and everyone needs to be challenged
throughout the day!

Setting Up
What you’ll need:
For Letter of the Week Display Board:
 Chart stand with sentence strip holder (or alternate display items)
 Beginning sound picture cards for each letter of the alphabet (8-12 per
letter, including vowels)
 Word labels for each beginning sound picture card
 Index cards with large, neatly printed words created from letter being
taught and letters previously covered (See word lists in appendix for
help with this.)
 Enlarged letter display cards (one for each letter)
 Sentence strips with large, neatly printed sentences created from letter
being taught and letters previously covered (See sentence lists in
appendix for help with this.)
For Paper Plate Letter Identification Activity:
 Paper or plastic plates (write the capital letter on one plate, and the
lowercase letter on another; repeat for each letter)
For Brainstorming Beginning Sound Words:
 Chart or board to write on that can stay visible throughout the week
 markers
For Writing Instruction/Letter Journals:
 Letter Journals (bound handwriting paper -- copied or in tablet)

 Pencils with erasers
For Hands-On Activities:
 Varies (See each activity for list of supplies)
For homework:

 Five pages of homework for each letter/day of the week (adjust

level of difficulty according to your kids);
*For 5 days of letter/sound homework for each letter, you can
purchase Alphabasics from www.JKHTeach.com or
www.KindersCanReadandWrite.com.
 Reading lists and Reading Sentences sheets for each letter (Found
in Appendix)
Getting Ready:
Creating Your Letter of the Week Focus Display Board
A Letter of the Week display board is a must for this component. It should be set
up in a highly visible location with enough room for all of your kids to gather
around it during the Letter of the Week Focus.
I generally recommend using a sturdy chart stand with some sort of sentence strip

holder attached. I personally used an old cardboard sentence strip holder, and
have yet to find a better display receptacle. Whatever you use simply needs to
hold the letter cards and sentences firmly in place while granting easy and
accurate viewing. Since you’ll be using many different parts of the display
throughout the week and changing out the entire display at the end of each week,
it should also lend itself to easy manipulation.
If you don’t have access to a chart stand or sentence strip holder, improvise. One
alternative would be to stick your display up on a wall or vacant display board.
Just make sure you can easily grab and return the word cards and sentences
from/to your display, as you will need these quite frequently. You’ll also want to
ensure that you can easily cover your display when you want to brainstorm words
with your kids without having the answers readily available to them!
Once you have finished your display board, make sure you position it in a
prominent place in your room. You want your students to see it as soon as they
walk into the room each day. You also want to have plenty of space around it so
your kids can sit comfortably on the floor in front of it.
Choosing a Letter Order
Before you can fully set up your Letter of the Week Focus display board, you’ll
need to settle on a letter order, preferably the one recommended above. Keep in
mind that the order in which you teach the letters of the alphabet is one of the

most important aspects of the Letter of the Week Focus and should not be taken
lightly. You’ll also want to keep in mind that the appendix in this book is full of
handouts that will only work with this letter order. If you decide to use a different
letter order, plan on making your own Word Lists and Take-Home Sentences.
My team always starts with letter Aa and goes straight through to

letter Zz. Can we still do this?
Whatever letter order you use should be one that is conducive to creating as
many simple consonant-vowel-consonant (CVC) words as possible early on.
Beginning with A and going straight through the alphabet until you get to letter Z
is not nearly as effective as many other letter orders because it creates very few
words early on and takes too long to introduce all of the vowels. If this is your
current order, I would highly recommend changing it.
I have only taught lowercase letters in the past. Do I have to teach

capitals, too?
Yes! While lowercase letters are the ones most often seen, the capitals are
important as well. After all, every sentence begins with one! Teach both to give
your kids the best foundation possible!
Can I choose my letter order to go along with my themes?

Choosing your letter order according to the themes you are covering is not
recommended. Instead, have your themes go with your letter order, or keep
them completely separate. Your real goal for your letter order should be to
create as many easy-to-read-and-understand words as possible early on so you
can show your kids how letters work together to make words.

Our team uses a different letter order. Is that okay?

Although any order can be used, the appendix in this book will only work for the
letter order suggested below. If you choose to use your own letter order, make
sure you build words from the third week on so students can begin to see how
letters fit together to make words as soon as possible. Also, make sure your
students are sounding out the newly formed words (to read and write), as a class
and by themselves each and every week. This will enable them to put all they are
learning about letters and sounds to work, giving them an additional incentive to
learn upcoming letters as well as a constant review of the ones already covered.
I have really low kids this year. Are you sure they’ll be able to blend
by the third week of school?
Obviously, I cannot promise you that your kids will be able to blend sounds
together by the third week of school. I can say, however, that it is possible! If you
are doing a good job of teaching the Letter of the Week, there is no reason your
kids shouldn’t start to blend those letter sounds together by the third week. They
might not be perfect at it that first week, but they will be that much better at it
than they would have been had you withheld this information from them!
One thing you’ll need to make sure of if you want your kids to start blending
effectively is that you teach them with a good blending technique yourself! The
better your blending technique is, the sooner your kids should be able to catch on
to it. Make sure you “punch” the first sound (say it loudly and clearly on its own),
drag out the vowel (say it longer), and quickly but a little more quietly add on the
ending sound (say it right after ending the vowel sound, without a space in
between the two sounds). This should help your kids “hear” the words being
blended together. It’s an acquired skill, so keep working on it until you and your
kids get it! After that, reading unknown words becomes much easier, given you
and your kids know the letters, sounds, and “tricks” needed to figure them out.

In any case, no matter how “low” your kids come to you, keep your expectations
high. Generally, even the “slowest” kids can learn to blend within two or three
weeks of quality instruction. The key is to tutor the ones having the most trouble
before they fall behind.
Why was this letter order chosen?

The beginning letters of this order (t, o, and p) were chosen because they are very
easy to recognize, write, and pronounce. They also lend themselves to creating
clear, easy-to-sound-out words very rapidly, allowing all of your kids to begin
blending by the third week of letter instruction. Each letter in succession was
carefully chosen to go with the ones before it so that many more words and
sentences could be made as quickly as possible. You’ll notice that vowels are
introduced early in the program, while less frequently used letters were saved for
the end.

Keep in mind that this is only a smattering of what your kids should actually be
able to read by Week 8! Those who know letters and sounds already, whether
through the Daily Alphabet Review Activities, the Interactive Literacy Charts you
have completed together, or because they already knew them upon entering your
classroom, should be reading much, much more! After all, once your kids
understand how letters and sounds work together to make words, they should be
able to put their growing knowledge of letters, sounds, and “tricks” to work! This
opens up many new possibilities for them, allowing them to read and write much
more than what you have “officially covered.”
Regardless, as the weeks go by, the lists of words you “officially introduce” each
week begin to grow longer and longer. With each letter added, more and more
words can be created and read, even if no other letters/sounds are known!

Again, don’t forget that this is only a fraction of what your kids should actually be
able to read and/or write by Week 8! Once your kids get the idea of blending,
they should be able to sound out anything made up of sounds that they know! As
you create more and more interactive literacy charts together and let them
practice using what they are learning to experiment with writing words and
sentences in their journals, their reading and writing ability should TAKE OFF! Still,
at a minimum, these simple sentences should be easily mastered, allowing you the
opportunity to ask your kids about what they are reading (without picture cues to
guide them) in order to make sure they are applying meaning to the words being
read and comprehending what they are reading as they make their way through
them.

Importance of what is being learned:
During the first eight weeks of the Letter of the Week Focus, your kids will be
learning letters, sounds, and how to quickly blend these letters and sounds
together to make words. By repeatedly sounding out words to uncover what they
say, your kids should become accustomed to immediately looking from the left to
the right when reading, rather than looking “at” the word, hoping to recognize
what it says. This should prevent a lot of “dyslexic tendencies” that often pop up
in kids who have been taught to “read” through the memorization of sight words,
where they are encouraged to simply look at a word and know what it says.
As the words are read, your students should be asked to use them in complete
sentences. This will help them realize that the words they are decoding and
calling out have meaning. As they learn to listen to the words they are saying and
attach them to words they hear throughout the day, they should begin to realize
that they can actually represent spoken sounds with letters and letters with
spoken sounds to read and write the language they have been hearing all around
them.
Having your kids read a variety of sentences with the words created each week
should help your kids understand that groups of words hold meaning when placed
in a particular order. It should also help them understand that this order can be
easily manipulated to create new meanings. For example, the sentence Is Dad
mad? can easily be changed to Dad is mad! simply by changing the order of the
words! As your kids read more and more sentences, their ability to comprehend
the meaning behind each sentence should increase.
Furthermore, by sounding out and/or segmenting words to read and write them,
your kids will be mapping out how to read and write all sorts of words and
sentences. As these maps are completed, you should see their fluency set in. As
with learning to walk, the amount of time required for fluency to set in will differ
from kid to kid. Still, at some point, all of your kids should become fluent readers
and writers if given the time, information, and experience needed to acquire it.
“Sight word practice” is not necessary; real reading and writing opportunities are.

Is this all my kids will be able to read and write by Week 8?

The lists of words and sentences presented above are only a smattering of what
your kids will really be reading and writing once you get them blending and
segmenting effectively. Because you will be reviewing all of the letters in the
alphabet daily AND will be teaching your kids how letters and sounds actually
work together to make words throughout your day, most of your kids should be
able to blend hundreds of other words together as well. Many should already be
able to read and write simple sentences! Plus, since you should be teaching much
more than these basic letters, sounds, and blending/segmenting techniques
throughout your day as you complete interactive literacy charts and help your
kids write in their journals, many should be utilizing “trick” and “outlaw”
information to read and write more complicated text as well.
Remember: Don’t limit your kids to three letter words and simple
leveled readers!
As you teach your kids how to blend letters and sounds together through the
Letter of the Week Focus, make sure you don’t keep them on three letter words
and/or simple, phonetic readers for longer than necessary. I have seen many
teachers fail to get their kids truly reading and writing because they got so excited
about their kids reading three and four letter words that they just kept them
doing this throughout the entire year! As a result, they never got them reading
and writing more complicated text.
As soon as your kids are comfortable sounding out three and four letter words,
show them how to read even longer words. More importantly, get them reading
and writing real text, beginning with simple literacy charts and ending with real
books of any sort – not simple, leveled readers. When your kids leave you, they
should ALL be reading and writing independently. Don’t limit them by keeping
them on material they have already mastered. Move on!

*******************************************************************************
Teaching the Letter of the Week Focus

*******************************************************************************
To teach the Letter of the Week Focus:
Step 1: Introduce or review new letter and sound

Step 2: Go over beginning sound pictures/teach new
vocabulary
Step 3: Sound out words created with letters taught and
use each one in a sentence (from 3rd week on)
Step 4: Read sentences the “slow” and “fast” way (from 7th
week on, sooner if desired)
Step 5: Brainstorm beginning sound words – and have
your kids help you spell them
Step 6: Teach how to form the Letter of the Week (Mon
and Tues only)
Step 7: Complete Hands-On Activity
Step 8: Assign Homework

Step 1: Introduce the New Letter and Its Sound
Right after finishing your Daily Alphabet Review activities, gather your kids around
your Letter of the Week Focus display board. You can sit them down in rows or in
a semi-circle – whichever you prefer and/or have room for. Your kids’ extra
energy should be out, and they should be ready to sit quietly and focus.
Ask if Anyone Knows the New Letter/Sound
When your kids are settled and attentive, ask your students if anyone knows the
name of the letter on display. Call on someone you think will have the correct
answer. Then see if anyone can tell the class the sound the letter makes. Again,
call on someone you think will know the correct answer. At this point, you are
trying to introduce the new letter/sound, and you want your kids to hear the
correct answer from one of their friends, if possible.
Repeat Letter/Sound and Ask Class to Identify Letter/Sound

Once you’ve heard the appropriate replies, reiterate the name and sound of the
letter you are focusing on. This will help give the students who have never
learned the letter’s name and sound a chance to become more familiar with it
before they are expected to regurgitate the information. You might say, “Yes, this
is the letter Pp, and it says, ‘/p/’.” Then turn to the class and say something like,
“What letter is this?” After they tell you, follow with, “What sound does it
make?” Continue asking this until all of your kids are shouting out the answers
correctly and enthusiastically.

Check for Understanding/Help Students Commit New Information to Memory!
After you have introduced the new letter and its sound, it’s time to make sure
EVERYONE hears it, says it, and sees it enough times to begin committing it to
memory. The more times they do so, the more likely they are to retain the
information. Tell your kids that when you point to them you want them to tell
you the name of the letter as well as the sound it makes. Let them know that you
want them to tell you the two things very quickly, explaining that they should say,
“P, /p/” as soon as they are called on. Then begin pointing to one student after
another in any order you like, making sure everyone gets a chance to say the
letter’s name and sound. Make it fun when you do so, surprising students with
your pointed finger and making it like a game of chance. Try to go from student
to student very quickly to add to the fun. The more you make it like a game, the
more likely your students are to stay focused and open to the important
information at hand.
Letter Song (to help kids learn new letter and sound)
If desired, you can also sing a song with your kids to go over the new letter.
Here’s a simple one that goes to the tune of London Bridge: “Letter Pp says, /p/
/p/ p/… /p/ /p/ p/… /p/ /p/ /p/; letter Pp says, /p/ /p/ /p/; we like letter Pp.” (Just
switch out “p” for whatever letter you are actually on!)
Letter Rap Echo
If you want a rhythm that is a little more “spunky,” you could do the “Letter Rap
Echo” with your kids. In a deeper, cooler voice, you can say, “When I say Pp, you
say /p/ -- Pp (students respond with /p/), Pp (Students respond again with /p/).”
Then follow with something like, “What? I can’t hear you!” and start the rap
again, building more and more enthusiasm each time, until all of your students
are yelling the answer for you. You can also start the rap and point to one student
at a time to fill in the sound. Feel free to give various students the chance to lead

the rap as well.
Paper Plate Letter Identification (Capital vs. Lowercase Letters)
Once your kids can tell you the new letter’s name and sound,
point out that there are actually two different kinds of Pp’s
(or whatever letter you are on) – a capital and a lowercase
one. Show your kids how they differ and explain that even though they look
different, they have the same name and even make the same sound!
Following your explanation, grab your “letter plates.” One should have the capital
Letter of the Week written on it, and one should have the lowercase Letter of the
Week written on it. Tell your kids that you are going to try to “trick” them.
Explain that you are going to hold up a paper plate, and they are all to scream out
the appropriate answer – either “Capital P” or “Lowercase p” (or whatever letter
you are covering).
Do a few examples with your kids to make sure they know what to do. The kids
who already know the “new” letter will, no doubt, help the other kids get the
right answers. That’s fine. Your goal is to help the ones who don’t know the new
letter get familiar with it and commit it to memory. Seeing it, hearing it, and
saying it should help them do so.
Have fun with your kids as you quiz them with the paper plates! Make a big deal
out of mixing up the two plates behind your back. After you have done so, jerk
one out for them to see and respond to. Act really silly when they get it right,
stomping your foot and insisting that “you’ll trick them this time for sure!”
Repeat until all students are answering without hesitation.
After you have tried to fool the group for a while, see if any individuals can be
tricked! Start with the ones you know will be able to give you the right answers,
then move on to the ones who tend to struggle the most. The idea is to give your
slower learners a chance to really get it before putting them on the spot.
Keep the “lesson” fun and lighthearted as you try to “trick” your kids. Remember
to jerk out the plates and to stomp your feet, etc. when you can’t trick them! As

they grow more and more confident, ask if certain students can tell you the sound
the letter makes as well. Each time your students hear others calling out the
answer, they will be learning it a little more themselves. As always, make sure
everyone is engaged and attentive throughout the lesson to ensure maximum
learning.
If my kids already know letters and sounds, do I need to do the Letter

Song, Letter Rap, and Paper Plate Identification activities?
Absolutely not! Your job as a teacher is to teach your kids, not review what they
already know! Move them forward from wherever they are. Just make sure they
truly know the Letter of the Week and can identify the capital and small versions
of it without hesitation. If they can, move on to learning new vocabulary and
showing them how to actually read and write words that contain the letter!
I have some kids who can’t remember the letter’s name and sound
even though we just talked about it. What should I do?
Some kids are bound to have memory, processing, and/or other learning
problems that will prevent them from acquiring information as quickly as they
would be able to otherwise. Be patient with these kids and make sure you repeat
what you want them to know over and over throughout the day, week, and even
year. Eventually, they should get it. They just might require a lot more practice
and repetition than your other kids.
Don’t forget to tutor these kids as well. Pulling them up to work with them
individually or in small groups can make a huge difference. You can do so during
Daily Journal Writing, Center Time, or any other time most of your kids are busy
working on their own. Whatever you do, don’t let your struggling kids fall too far
behind and/or fail! They may be challenging to work with, but they are still your

responsibility to teach! Keep your expectations high and expect them to learn to
read and write alongside your other, less needy kids.
Step 2: Introduce Pictures/Vocabulary Words that Begin with the

New Letter
After you have introduced the new letter and sound, it’s time to go over the
beginning sound pictures that go with that letter. These should be posted on
your display board with their names neatly printed underneath. Ideally, you
should have them attached in a way that allows them to be easily removed and
reattached. Your goal is not just to help your kids connect that these words begin
with the Letter of the Week, but to make sure your kids know the name of each of
the beginning sound words represented on your chart. While some kids will come
in with an advanced vocabulary and be able to name each image very quickly and
easily, others are bound to come in with a limited one and will need help learning
the names for each of the pictures represented.

Go Over Each Beginning Sound Picture
Go over each beginning sound picture on your chart. To do so, point to the
picture in question and ask your students to tell you what it is a picture of. You
can have students raise their hands or you can have them all call out the answer
as soon as the question has been asked. As your students answer, pay close
attention to who is responding accurately, who is off base, and who is remaining
completely silent. This should help you can get a better idea of who knows what.
If you notice that any of your kids are struggling to name the pictures that begin
with the letter of the week, make sure you go over them thoroughly before
moving on. Don’t just ask what they are called, but discuss them. Make sure your
students know what that object is and does. It might be helpful to use the name
of the pictured item in a sentence, ask various students about experiences they
might have had with the object being discussed, or even act out what the object
does. For example, if the word is “table,” you might ask students to use it in a
sentence, tell about what they use tables for in their own homes, and/or pretend
to be a table!
If you choose to act out the new words, make sure you set your limits before
having your kids do the action and/or be the object. You don’t want a fun activity
to get out of hand and rile up your active kids. To avoid such chaos, you might tell
your kids that they have to stay in their area, talk in quiet voices, and keep their
hands and feet to themselves. You might also let them know that if they choose
not to follow the rules, you will discontinue the activity. Don’t forget to praise the
well-behaved kids who demonstrate the object you are going over without losing
control or getting ultra-silly. Give them a sticker or another little treat if needed.
This can help inspire those who easily get out of hand to behave as nicely!
Review, Reteach, Repeat!
After you have gone over each word thoroughly, point to the pictures once more
and see if your kids can remember the names of each one. If they can’t, go over

the unknown words again…and again…until your students can remember them.
Make it exciting – build the suspense as you decide which word to quiz them on,
and let your students shout out the answers as if they were on a game show or
something. Then call on individual students to tell you what the object is used for
or does. You can also have your kids use the word in a sentence. The weaker their
vocabularies, the more you want to get them talking.
In any case, make sure you review any unknown words frequently throughout the
week so your kids can commit them to their long-term memory. Having a
developed and increasingly growing vocabulary is very important to reading and
writing success. Of course, if your kids already know all of the vocabulary words
upon beginning the lesson, simply have them practice using each word in a
sentence. There is no need to define and/or review words they already know!

Step 3: Sound Out Words Made with Letters Taught (From the
Third Week On)
Now that you’ve gone over the letter, its sound, and all sorts of words that begin
with the new letter sound, it’s time to get your kids using their new letter/sound
info to read words! It is crucial that you have your students do this from the third
week of school/letter instruction on. When they do so, you want them to see the
words, hear the words, and say the words. You also want them to be actively
involved with their bodies. This combination of seeing, hearing, saying, and doing
should help you reach all of your different types of learners, making learning
easier for everyone in your class.
Setting Up
What you’ll need:
 Index cards
 A bold marker
 Letter of the Week Focus word list (See appendix)

Getting Ready:
Creating Word Cards
Each week, beginning with the third week of letter instruction, you will need to
post new word cards on your Letter of the Week Focus display. These words
should be made up of the letters focused on, including the letter you are currently
going over.
To create your new word cards, simply write whatever words can be created
using the letters you have covered in conjunction with the letter you are currently
focusing on. Write the words on an index card in large, neat print so they can be
easily seen and read from a distance. If you are using the Kinders Can! READ and
WRITE! letter order, you can refer to the Letter Order/Word Creation List in the
appendix for a complete list of each week’s words.
As previously stated, Week 3 will be your first week to include word cards on your
display. Since you’ll have taught Tt, Oo, and Pp, the words you will post will be:
top, pot, tot, and pop. When you add Hh the next week, you will add the words
hop and hot. Ii is added next, allowing you to add tip, pit, hit, hip, it, and even hi,
if you want. When Mm is added, you can include Tim, Tom, him, mitt, mop, etc.
Around this time, you will notice that your letter display can no longer showcase
all of the words. When this happens, only showcase the new words formed.
Store the old ones in a nearby container so you can pull them out and review
them as desired.
Setting the Ground Rules
Before you begin to sound out words with your kids, it’s important to tell them
what you want them to do! Explain that you are going to teach them how to read
like the “big kids,” but that they need to pay attention and try their very best. Tell
them that you will point to one letter at a time, and they are in charge of making
the letter’s sound as soon as you point. Tell them they are not to go further until

you point to the next letter. If they do, they will have gotten “tricked!” Anyone
slow to respond or who lags behind will have gotten “tricked” as well!
Sounding Out Words with Your Kids
Three Times Is a Charm!
When you are ready to read words with your kids, hold up a word card in front of
your chest and point to the first letter. Make sure everyone can see, and tell your
kids to make the first sound loudly and clearly. Then tell them to drag out the
vowel/second sound a bit. Immediately after, tell them to quickly (and a bit more
quietly) add on the last sound. Pause for a moment when you get to the end of
the word so that the end and beginning do not blend together. Then direct the
students to begin sounding out the word all over again. Do this for a total of
three times, one time after the other.
Make sure no one blurts out the word while you are still sounding it out, even if
they know it. If someone does blurt out the word before it is time, say something
like, “I tricked you!” or “You got tricked!” If that person starts blurting out words
early to be funny, ask if he/she needs to go to Time Out, and remind him/her that
it is not fair to the others if he/she “steals” their learning. While blending sounds
together might be easy for some of your kids, others will need more time to figure

out how the letters are working together to make the final word. Give them this
time. You don’t want to leave any of your kids behind!
What Word Is It?
After your students have sounded out the word three times, see if they can blend
it together. Ask, “Does anyone hear the word that we made?” Get them in the
habit of immediately blending the word together after they have sounded it out
for the third time. As they become “expert blenders,” you can have them blend it
after the first time.
Of course, if no one “hears” the word by the third time, you’ll need to go over the
word again. Simply point back to the first letter and have them start sounding out
the mystery word again. Help as needed, weaning your voice off as soon as
possible so your kids are actually doing all of the work. As they sound it out, listen
carefully to their blending technique. Adjust your/their blending technique as
needed so they can better hear the word they are sounding out.
Usually, if your students can’t hear the word, it is because they are not dragging
out the vowel sound properly and/or they are adding the ending on too loudly.
Sometimes, it is because they are sounding out the words too slowly or quickly.
Other times, it is because they are putting too much “space” between each of the
sounds. Remember, it should be /p/ /oooooo/t/, not /p/ (space) /o/ (space) /t/.
If your kids are sounding out the words nicely but are only hearing the second half
of the word (saying “op” instead of “top,” they just haven’t picked up on how to
blend the sounds together yet. Work on it. Play around with broken up words.
Ask them to /s/ /i/t/ down or see if they can clap their /h/ /a/n/d/s, etc. Get
them used to putting words you’ve broken apart back together again. Before you
know it, this will be super-easy for them to do on their own. They simply need to
acquire a “listening” for putting sounds back together again. Once they have it,
they will be ready to cruise forward!

Get your kids’ hands moving!
When having your kids sound out three letter words, have them use their hands,
starting with their left and ending with their right. Ex.) When reading the word
“top,” have students place their left hand palm facing up in front of their left side
as they say, “/t/.” When they say the “/o/” part, have them move their right
hand, palm facing up in front of the middle of their body. Then have them give
their right palm a little jump to the right as they quickly add on the ending sound -
- “/p/.” Have them do this all three times as they go through the words. This will
help your kids move a little while doing an otherwise sedentary activity. It is
especially helpful for your more active and/or kinesthetic learners.
Use the Word in a Sentence
After your kids have successfully put the word together, see if anyone can use the
word in a complete sentence. You can elicit one sentence or many. Help adjust
incorrect verb usage as necessary. The main thing, however, is to ensure that
your students understand that they have actually read a word that means
something, and that it can be used in conversations!
Call on Individual Students to Read Words and Use Them in a Sentence
After you have read your new words together as a class, it is time to see who is
getting it and who isn’t. Call on individual students to read words by themselves.
Before you call on anyone, though, mix all of your word cards up and make a
really big deal about it as you do so. Ask your kids, “Who is BRAVE enough…and
BOLD enough…and SMART enough…to try to read one of my words ALL BY
THEMSELVES????” Then call on several eager students to give it a try. Help as
needed so that everyone you call on is successful. Make sure you call on a variety
of students -- you need to get a good feel for how everyone is doing, not just the
ones you know will be able to do it.

Note: Learning how to blend sounds together to make words is a crucial step in
the learning to read process. Some kids will naturally catch on to how to do so
faster than others. Make sure ALL of your kids get plenty of practice sounding out
words, both as a group and individually. Don’t just call on the ones that are good
at it from the start. Call on EVERYONE. Simply help those having trouble as
necessary. The sooner you get them blending, the sooner you get them reading!
Teach the TRICKS!
“Tricks” are letters and/or letter combinations

that create new sounds when they appear
together or in a certain position in words. Sh, ch,
th, or, ar, er, ou, le, oo, tion, ay, and oi are all
examples of what I call “tricks.” You should be
teaching these tricks constantly as you read and
write literacy charts with your students throughout the day (including when you
brainstorm beginning sound words), but you should also be highlighting them
during your Letter of the Week Focus when appropriate.
As soon as you have introduced two letters that make a “trick,” go ahead and
teach your students how to read words that contain the trick as well as how to
read words that use the letters as they “normally” sound. For example, when you
focus on the letter Ss, teach words like “sit” and “his” that have the regular Ss
sound. But, since you’ve already highlighted letter Hh, teach sh words as well,
adding such words as “ship” and “shop” to your stack, and teaching your kids to
say, “/sh/” when they see the letter combination pop up.
The word list in the appendix should help you keep track of when to highlight a
new trick along with the regular letter. When a trick is noted, teach it within the
same week as the letter that helps to form it, calling special attention to the word
cards with “tricks.” Your students should catch on quickly.

Once your kids get the hang of each trick, mix them with other words so your
students will have to pay attention to notice and apply them. It’s really important
to train your kids to pick these tricks out when mixed with other words.
Otherwise, they will just assume the vowel will say its name, and they won’t really
understand how the tricks work.
Special Note: When you get to the letter e, take two extra weeks to teach the
“sleepy e” trick and the “2 vowels” trick. They are so important that they each
deserve a week on their own! So, the first week, teach the regular e sound. The
second week, focus on “sleepy e” words. The third week, focus on “2 vowel”
words. If your kids are very advanced, you can, of course, opt to teach all of this in
the same week. Use your best judgment!
It’s been weeks and my kids still can’t blend! What’s wrong?
If you notice that almost all of your kids are having trouble blending the sounds
together after several weeks of practice, check your blending technique. Most
likely you are putting too much space between the sounds, making it hard for
your kids to hear what they are saying. Listen to the word as you sound it out –
can you hear it? There is a big difference between “/t/ /o/ /p/” and “/t/
/ooooo/p/.” Make sure you are sounding out the words in such a way that it’s
incredibly hard not to hear the words being said.
When should my students read the words without my help?

As soon as your kids understand how to sound out and blend words, you should
become the “pointer,” and should refrain from helping to sound out the words
and/or blend them back together. Otherwise, your kids might simply “echo
read,” copying your sounds instead of looking at the letters and coming up with
their own. Instead, point to the letters but take your voice out whenever

possible.
Should I call on students to read words on their own?

Yes! After sounding out and blending words as a class, you need to ask if any
individuals are brave enough and bold enough to sound out a word by
themselves! You can choose the word for them or you can let them choose the
word. If you need to reward students initially to motivate them, pass out a sticker
or two. Most importantly, tell them how smart and brave they are! Let them
know that they are learning what the first graders are learning!
What if I call on a student and he/she doesn’t remember the sounds or

can’t blend the sounds together properly?
No problem! You are bound to call on students who can’t remember the sounds
and/or can’t blend the sounds together properly. Simply help them until they are
successful, and don’t make a big deal out of it. Don’t tell them they should
“already know it” or chastise them for forgetting it. Rather, be patient, loving,
and kind. Tell them the information they need to know/have forgotten and move
on, having them continue to sound out the word on their own until they are able
to complete it. Remember, your goal is to teach your kids how to read. Don’t
pass over your slower kids or have a friend answer for them. Rather, help them
as needed so they will feel (and be) successful as well. Take the scare out of
reading early on. Praise, praise, praise all efforts.
I have a lot of kids who are not catching on to letter sounds and
blending! What am I doing wrong?
It’s normal for 2 or 3 developmentally delayed students to take a little longer to
catch on to letter sounds, blending, and segmenting. If 5 or more students don’t

remember the sounds of the letters that you have already “taught,” you need to
reevaluate your teaching methods and begin tutoring those students
immediately. Check to see if you are spending enough time on each of the
components and/or Letter of the Week Focus activities. In addition, make sure
you are calling on all of your students, not just the ones who know all of the
answers. Furthermore, check to see if your struggling students are paying
attention during class. If they aren’t, do what you can do to get them to focus!
Call on them more, remind them to look and listen when you are talking, and
encourage them to participate throughout the day. Keep your eye on them!
Some of my kids aren’t paying attention! What should I do?

As soon as you notice that one or more of your kids are not paying attention,
remind them to look your way. If they still do not pay attention, lower their name
on your discipline chart or send them to Time Out – or both! Let them know right
away that your classroom is a place for people who want to learn. After a few
minutes in Time Out (a spot on the floor behind everyone where they must stand,
not sit), let them decide if they want to come back to the floor to learn with the
class or stay in Time Out and learn there. Most will eagerly come back, as it
becomes very uncomfortable to stand still for a while, and most kids do not like
being singled out.
Whatever you do, don’t let them fail! Train them to behave during learning
times. Ignoring their bad behavior and hoping it will go away will not end it. Be
loving, fair, and firm, and deal with any misbehaviors immediately. You will not
be doing your kids any favors by letting them play or distract others during
learning time. Insist on excellence, and you will receive it.


Step 4: Read Sentences the “Slow” and “Fast” Way

(From 7th Week On, Sooner if Desired)
As soon as your kids are sounding out words with relative ease and you have
covered enough words to form sentences, you’ll need to add the “reading
sentences” portion to your Letter of the Week Focus. Generally, this happens
around Week 7. If you have a high-ability class and want to introduce sentences
sooner, go for it! You can start including them as early as the third week! Just
make sure your kids read them the “slow” and “fast” way when you go over them.
Regardless of whether you choose to introduce the reading sentences portion of

this component during the first week or the seventh week, the sentences you go
over should be made up of the words you have been sounding out, along with
possibly a couple of other completely phonetic, high frequency words you want
your kids to know, such as can, has, and, his, in, am, or on.
All of the sentences you introduce should be relatively short in length and easy to
comprehend. Some should be questions, while others should be simple
statements. (For sample sentences, see the Appendix.)
As your students become more comfortable with sounding out all sorts of words,
you can add in common “outlaw” words you want your kids to know, such as you,

very, what, their, one, two, do, to, etc. Simply use them over and over again in
the sentences you create so your kids get used to sounding them out and
adjusting them. Before you know it, they will be reading them by “sight.”
Reading Sentences the “Slow” and “Fast” Way
When reading sentences with

your kids, make sure you help
them read them the “slow” and
“fast” way.
To read the “slow” way, simply

help your kids sound out each
word as it appears in the
sentence. Make sure you point
to the letters you want them to
decipher as you want them to
decipher them. Introduce
and/or review “tricks” and “outlaw” words as needed. Move from one word to
another as they figure each one out.
After getting through the sentence the “slow way,” it’s time to read it the “fast”
way. To do this, direct your kids back to the beginning of the sentence and say
something like, “Great job! Now let’s read it the ‘fast’ way!” Point to each word
as you get to it and have your kids read back the entire sentence as fluently as
possible, only pausing to re-sound out any words they initially had trouble with or
can’t remember.
Make sure you let your students’ voices lead as you go through each sentence.
You want to make sure your kids are the ones actually reading/figuring out the
words whenever you read and/or write the “slow” and “fast” way. Otherwise,
they are likely to let you do all the thinking, and they won’t get nearly as much
out of the activity. That’s because they’ll simply be mimicking you and not

actually reading anything themselves. To prevent this, take your voice out as
soon as possible so your kids are doing all of the work. If you have to help your
kids figure out a word, do so slowly so they can see what you are doing. Then,
once you have finished going over the difficult word, take your voice out again
and let them lead the charge once more. This is the only way you’ll truly know
that they understand what they are doing.
In any case, keep going back to the beginning of the sentence until all of your kids
can read it the “fast” way, without needing to pause or re-sound out any more
words.
Keep in mind that it is more important that your kids read the words accurately
than read the words quickly. You don’t want them to become “guess readers,”
spitting out whatever word they think is coming up just because they want to say
it quickly and they see a familiar letter or two. Instead, you want to make sure
your kids are looking at all of the parts of the word and figuring it out before
saying it aloud. This will not only help them get the word correct but map out its
individual parts as well. As a result, when reading the “fast” way, make sure you
don’t push your kids to read faster than they are able to. Let them resound out
words as needed. Fluency and increased speed will come with practice.
Checking for Comprehension
After getting through a

sentence the “slow” and “fast”
way, it’s important that you
ask your students what the
sentence actually said/meant.
You want them to get in the
habit of reading to understand,
not just reading to call out
words and get to the end.

So if the sentence was, “Tom and his mom will mop it up,” make sure your
students can tell you what the sentence actually said. Then make sure they can
explain what the sentence actually meant. In this instance, you might need to talk
about mops and what they do before your kids can tell you. After all, some of
your kids may have never seen or experienced a “mop” before. Help fill in any
gaps as needed by talking to your kids, pulling up images, etc. Just don’t put the
illustration on or beside the sentence itself; you don’t want any visual clues to give
away what it says. Rather, you want your kids to stay focused on the letters and
their unique letter order to figure that out!
Adding Outlaw Words (Words that don’t follow phonetic rules and must be
adjusted and/or memorized.)
As your kids become more

and more comfortable
sounding out sentences
full of simple, phonetic
words, you can add a stray
“outlaw” word or two,
such as have or you. Just
don’t add too many at once. One or two a week is plenty. When you run across
them, make sure you sound them out and adjust them as needed. For instance,
when reading the word have, go ahead and make the a say its name (due to the
sleepy/bossy e). Then tell your kids that “have” (with a long a), is actually “have.”
This will help keep your kids from getting confused when they are reading on
their own and naturally apply the “sleepy e” trick. It should also help ensure they
continue to look at words from the left to the right instead of merely at a word as
a whole when they are reading. This is important since kids who look at words as
a whole tend to confuse similar looking words, saying such things as was instead
of saw, where instead of here, why instead of very, etc. Unfortunately, once this
disastrous habit is formed, it is very difficult to break. Best to keep your kids out
of the “guess reading” loop by confronting these odd outlaw words head on!

Reading the “slow” way with my kids takes forever! Can’t I just read
the sentences to them and have them echo me?
Reading the “slow” way is bound to be somewhat tedious in the beginning of the
year, but as soon as your students get the hang of sounding out words, it should
speed up considerably. It’s important that you give your kids the time they need
to figure out each word. Don’t rush them. If your students need to sound out a
sentence slowly a few extra times, let them do so. Each time they do so, they will
be teaching their brains why the words say what they say, mapping out each word
as they go, sound by sound. Before you know it, they’ll have internalized what
they need to know to be able to read the “fast” way without error.

Step 5: Brainstorm Words That Begin with the Letter of the Week
– and Have Your Kids Help You Write Them!
After reading the new words and sentences, it’s time to brainstorm some
beginning sound words with your kids—and show them how to figure out how to
write them! This is a crucial part of the Letter of the Week Focus that should
definitely not be skipped or rushed through. After all, this is what will give your
kids their first insight into how to write bigger, more challenging words. It is also
what will help you introduce various “tricks” and “outlaw” words. While you
might not have time to write brainstormed words every day, at least work this in
2 or 3 times a week, preferably Monday through Wednesday so your kids can see
the words on the chart for the rest of the week.
Brainstorming Beginning Sound Words
To start, ask your kids if anyone can think of any words that begin with your
current letter of the week. If it’s your first week, you might say, “Can anyone
think of any words that begin with the /t/ sound, like /t/ /t/ tickle or /t/ /t/ toy?”
Make sure you make a big deal out of the /t/ at the beginning of both words to
help your students understand what you are asking for. Many will probably have

no idea what the “beginning of a word” is yet, and will need a little extra help
understanding what you are asking. Others will not have any trouble coming up
with words and will raise their hands quickly to comply. Make a mental note of
who knows what, and be sure to call on all of your students throughout the week
for a verbal check.
Record Brainstormed Words on a Chart
For the First Couple of Weeks: Sound out words for your kids and teach “tricks”
and irregular spellings as you go.
As your students come up

with words that begin with
the current letter of the
week, it’s important that you
write them down the “slow”
way, sounding out each
word and explaining “tricks”
and irregularly spelled words
as you write. This will help
your kids learn how to
segment words into their individual parts. It will also help them better
understand how the sounds they end up hearing when they segment a word can
be represented by written letters. Not only will they learn to understand
beginning sounds from doing so, but middle and ending sounds as well. Plus,
they’ll get a constant letter/trick review. What’s more, they’ll be well on their
way to learning to sound out and write words on their own. After a couple of
weeks of sounding out and writing words for them, ask your kids to help you
figure out what to write!
From 3rd or 4th Week On: Sound out words for your kids but have them tell you
what to write, teaching/reviewing “tricks” and irregular spellings as you go.

After 2 or 3 weeks of sounding out words for your kids and teaching them about
the various “tricks” and
“outlaw” words that have
popped up, it is time for your
kids to tell you what to write!
Have them do so sooner if you
have a classroom full of kids
who already know most of
their letters and sounds upon
entering your room. If, on the
other hand, you have a super-low group, you might wait 3 or 4 weeks before
asking your kids to help you spell words. Just don’t wait longer than that. Getting
your kids actively involved in the writing process will help them learn their letters
and sounds faster. It will also help them learn the “tricks” as well as many
common irregularly spelled words.
To get your kids involved in the writing process, simply sound out the word
suggested, sound by sound. After making each sound, wait for your kids to tell
you the letter (or letters) that represent that sound. Help as needed, but make
sure your kids are doing the majority of the work. You should really only be
chiming in to teach unknown “tricks” and/or irregular spellings. Otherwise, your
kids should be shouting out each letter you should write as soon as you make the
sound.
Have your kids read the list created the “slow” and “fast” way!
When you are satisfied with the words on your list, have your kids read the words
you have written the “slow” and “fast” way as a class. Remind them of new
“tricks” and irregular spellings as you go, but have them actually sound out the
words/do the work on their own. Feel free to call on individuals to sound out
words the “slow” and “fast” way after you have gone over them as a class. This

will help give your more advanced kids the opportunity to read longer, more
difficult words under a watchful and experienced eye.
Not all of my kids know their letters and sounds! How are they
supposed to help me write down words?
As long as you have at least a small group of kids who already know their letters
and sounds, they can help the rest of your kids know what to say until the less-
exposed students learn enough to shout out the information automatically
themselves. Gradually, as your students hear the same information being
presented over and over again as you run across the same letter sounds and
“tricks,” everything should fall into place. Before you know it, your kids won’t just
know their letters and sounds, they’ll know how to read and write just about
anything at all! Of course, this doesn’t mean that their spelling will be perfect.
Still, it should be fairly easy to discern.
Why should I have my kids help me spell words when I am writing

them down?
Showing your kids how to write by sounding out words for them is helpful, but
having your kids actually tell you what to write as you sound out the words for
them is AMAZING! Do this every chance you get throughout your day. It will
really help your kids understand how to break up whole words and represent
those broken up parts with sounds. It will also give them a constant review of the
letters, sounds, and “tricks,” you want them to know!
How do I get my kids to help me write/spell brainstormed words (and

others)? I don’t get it!
Getting your kids to help you spell whatever brainstormed words are suggested

(or any other words you want them to help you write throughout the day) is easy!
Simply sound out the words you want them to help you write, just like you did
before when you were writing them on your own. Remember to do this sound by
sound, not syllable by syllable. This time, instead of writing the letter down after
you make each sound, wait for your students to tell you the letter (or letters)
needed to represent each sound you make. You’ll still need to pause to explain
any unknown “tricks” and/or “outlaw” words as you come across them, but
mostly, you’ll simply call out sounds and wait for your kids to tell you what to
write to represent those sounds.
For example, if someone comes up with the word purple when brainstorming p
words, you would go through it like this:
Teacher: Great word! Purple! Let’s spell it together… Purple…/p//p/

purple…What do you hear first?
Students: P! (Teacher writes the initial p in the word “purple” on the

chart.)
Teacher: Excellent! (Repeats word) Purple. (Points to the p she wrote, and
starts sounding out what has been written, making the next needed sound
when she gets to the empty space and waiting for students to tell her what
to write next.)…/p/ /ur/…Does anyone know the /ur/ in purple? (If students
know, teacher writes it down and moves on. If not, teacher teaches new
“trick” immediately.)…It’s the u and the r! Usually e and r say /er/, but in
purple, it’s the u and the r. (Teacher checks to see if students got
it.)…What’s the /ur/ in purple?
Students: U and r!
Teacher: (Teacher excitedly checks again, making sure all students answer.)
What’s the /ur/ in purple?
Students: (Even louder this time as excitement builds and more students
catch on.) U and r!

Teacher: (Teacher excitedly checks again, building energy and hoping to

help kids memorize new trick.) What’s the /ur/ in purple?
Students: (Screaming excitedly) U and r!
Teacher: Very good! (Teacher writes u and r as she repeats the trick.) The
u and the r say /ur/ in purple. (Points back to the initial p and begins
sounding out what has been written, stopping at the blank space following
and making the next sound, waiting for students to tell her what to write
next.) /P/ur/p…
Students: P!
Teacher: (Writes p and points back at initial p, again sounding out what has
been written and stopping with the next missing sound as she waits for the
students to tell her the letter (or letters) that represent it. As usual, if the
“trick” is unknown, the teacher stops to quickly review/teach it.)
/P/ur/p/l/… Does anyone know what says,”/l/” at the end of a word? (If
students know, teacher writes it down and moves on. If not, teacher
immediately teaches new trick.)…It’s l and e. L and e say /l/ at the end of a
2 syllable word like purp-le, litt-le, simp-le… (Teacher immediately checks
for understanding.) So what says /l/ at the end of a 2 syllable word?
Students: Le!
Teacher: (Teacher excitedly checks again, making sure all students answer.)
What says /l/ at the end of a word?
Students: (Even louder this time as excitement builds and more students
catch on.) Le!
Teacher: (Teacher excitedly checks again, building energy and hoping to

help kids memorize new trick.) What says /l/ at the end of a word?
Students: (Screaming excitedly) Le!
Teacher: Very good! (Teacher writes le at the end of the word as she
repeats the trick.) Le says /l/ at the end of a 2 syllable word. (Points back

to the initial p and begins to sound out word again.) /P/ur/p/le/ -- PURPLE!
Let’s sound it out together. Ready? (Teacher points to the initial p and
waits for students to make the first sound. Teacher points to following
letters as soon as students are ready, keeping her voice quiet unless
absolutely needed. If teacher is helping to sound out the word, teacher
stops helping and lets students lead as soon as possible so teacher can get a
feel for what students need help with. Teacher only helps re-sound out
words as needed. Students should be leading with their voices and
sounding out the words as teacher points to the appropriate letters and
reminds students of new “tricks” or sounds as needed.)
Students: (As teacher points to letters in word.) /p/ur/p/le – PURPLE!
Teacher: Great job!
Continue brainstorming words in this way until you have a full list or run out of
time. I recommend trying to get at least 4-6 words down a day, more if there’s
time.
Use Your Beginning Sound Word List to Review Important Skills
(Wednesday through Friday)
After writing the brainstormed

words down the “slow” way
with your kids on Monday and
Tuesday, you should have a
nice list to review, add to, and
play with Wednesday through
Friday.
If you have a class who is

already well-versed in letters
and sounds, I would urge you

to continue building your list throughout the week, sounding out more beginning
sound words and teaching/reviewing the “tricks” and irregular spellings that pop
up as you go. You can call on individuals to read random words on your list and
then ask them to use whatever word they read in a sentence. You can also teach
other advanced skills, such as alphabetizing the words, writing sentences with the
words, and/or locating and reciting the various “tricks” found in the words.
On the other hand, if you have a class who is still struggling with letters and
sounds, I would recommend using your list to go back over the Letter of the
Week, its sound, and beginning sound words. To do so, call up a student to circle
the Letter of the Week anywhere on your chart. After he or she has done so, ask
the student to tell you the letter’s name, the letter’s sound, and a word that
begins with that letter.
In other words, if the
Letter of the Week is Pp,
the student called on
can find any p on the
entire chart and circle it.
He or she should then
say something like, “The
letter is Pp, the sound is
/p/, and a word that
begins with p
is…pepper!” Once he or
she is done reciting this,
let him or her pick the
next “student.” This turns the activity into somewhat of a game for the students,
and can help motivate some to pay closer attention and behave better. Just
remember to remind the student currently picking the person who is to come up
next to pick/pass the marker to someone who is sitting very quietly and raising his
or her hand very nicely. This will help you with discipline!
You can continue to call up students to find the Letter of the Week and recite the

letter’s name, sound, and a beginning sound word on Thursday and Friday if your
kids are really struggling with letters and sounds. Otherwise, move on and help
your kids learn to sound out the words on the chart. Make sure you ask them to
use each one in a complete sentence after reading it as well.
How am I supposed to sound out words with my kids and teach them
the “tricks” and irregular spellings? I never learned phonics!
If you aren’t aware of the most common “tricks” in the English language and feel
you need more than the chart listed in the Interactive Literacy Chart section of
this book to get familiar with them, you can always order a set of Tricks Cards to
help you. You can also review them through the multi-media reviews I have
created. Simply go to www.JKHTeach.com to order what you need. Joining
www.KindersCanAcademy.com or www.KidsCanReadandWrite.com might help
you as well. (Coming in 2014.)
In any case, I recommend going over the most common tricks daily until you (and
your kids) can easily spot and identify them. Once you get used to them, it will be
easy!

Step 6: Teach How to Write the Letter of the Week
After you finish brainstorming beginning sound words with your kids, it’s time to
teach them how to properly form the capital and small Letter of the Week
themselves. This segment does not need to be done daily as a whole group, but it
does need to be done the first day or two of the week to ensure your kids learn
how to properly form each letter, capital and small, on the lines. More practice
can be done during the handwriting segment of your day.
White Board (Or Chalkboard!) Demonstrations
This activity is optional, but it really helps if you have a lot of

students having trouble forming letters correctly. To do it,
you should make 5 or 6 huge letters on your white board (or
chalkboard). As you do so, tell your kids exactly how to make
the letter. For example, during the first week, when making
the capital T, you might say something like, “Start at the top,
go straight down, lift your pencil going back to the top and
put on the hat!” On Week 3, when teaching your kids how to
form the capital P, you might say something like, “Start at the
top, go straight down, lift your pencil, and go back to the top. Now, go to the
right and make a big nose, ending on the dotted line.” If you don’t have lines on

your board, just stick with something like, “Now, go to the right and make a big
nose, ending near the middle of your first line.”
Basically, you just want to help give your kids something to say to remind them of
the motions they should make when they are writing the letters on their own.
Have everyone say the chant/verbal directions with you as you demonstrate a few
times over whatever letter you have written on the board. Then call up 5 or 6
students at a time to practice while everyone says what they should do in unison.
If time permits, give every student a chance to come up to the board and make
the letter by tracing over yours. If not, try to call up the students that you know
will have trouble in their letter journals. Make sure you do this for the capital and
small versions of the letter you are focusing on. After, go straight into Letter
Journals so everyone can practice forming the new letter on their own.
Letter Journals
While your students are still sitting on the floor (preferably in a “U” formation),
call on a helper or helpers to pass out pencils and letter journals to your kids.
“Letter journals” are simply packets of handwriting paper (the kind with the
dotted line) with a front and back cover of some sort. You can use the tablets
sold in the store, but I have found that they often begin to fall apart after a few
uses. To avoid this, simply bind the paper another way. Some well-placed staples
or a simple comb binding should do the trick. Regardless, if at all possible, the
handwriting paper should be the kind with the red line at the bottom, dotted line
in the middle, and blue line at the top. This will help your students know which
line to touch as you guide them through the process, stating something like, “Put

your pencil on the blue line. Go straight down to the red line. Now pick up your
pencil and cross it at the top, putting the ‘hat’ on the blue line!” (If possible, put
red, dotted, and blue lines on your white board for demonstration purposes.)
After you have demonstrated how to write the letter (either through white board
demonstrations or on your personal tablet), ask your kids to point to the line on
their paper where they should start the letter you are working on. Do a visual
check to see if each student is pointing to the correct line. When you have
confirmed that they are, tell them to write ONE letter, repeating how to do so as
you make one in your own Letter Journal. Then quickly walk around, carefully
inspecting each student’s sample letter. Tell students who made it correctly that
they can continue to fill their line with the letter. Tell them to stop when they get
to the end of the line.
Help students who didn’t make the letter correctly until they can do so on their
own. Write a sample letter on their paper. Hold their writing hand and make the
letter with them. Do whatever you need to do to help them be successful. Then
watch them make one on their own. If they continue to struggle, buddy them up
with a successful student and move on. Don’t forget to praise any students who
have long finished and are waiting patiently for their next instructions. Utilize
them to help others, if needed.
When everyone is finished writing the line of capitals, remind them how to make
the lowercase version. Then, just like before, ask them to point to the starting
line. If you are on letter p, for example, say, “Okay. Everyone point to the dotted
line on the next row.” Again, visually confirm that everyone is in the right place.
If they are, let them try to make one lowercase p. When you see that it has been
made correctly, let them continue to fill the line with more of the same. If the
first one is incorrect, help the student who had trouble writing it until he or she
understands how to do it on his or her own.
Praise, praise, praise the students who are working quietly and studiously! Hold
up great work for all to see! Get your students excited about neat handwriting!
Then take up journals as students finish their work.

Step 7: Complete Hands-On Activity
After going through the first six steps, it is time for the “Hands-On Activity!” This
is where students get to go to their seats and actively create something that has
to do with the Letter of the Week. Typically, this is a favorite among students!
Since cutting, gluing, painting, and coloring are often involved in these projects,
you will need to make sure you model exactly what you expect your kids to do
before passing out any papers and/or materials! When you do so, do so slowly
and diligently. Show them exactly how to do the upcoming project from
beginning to end. This will help ensure better results, especially from your more
visual learners who need to actually see what you are talking about before
understanding what you mean.
Thankfully, you should only need to demonstrate what to do step-by-step for the
first few weeks. After that, your kids should know what to do since the activities
repeat each week.
Note: The following hands-on activities will need to be replaced by more

challenging ones as soon as the class knows their letters and sounds and/or
understands how letters work together to make words. Of course, you could do
the same activities with the “tricks” if you’d like. You’ll just have to make your
own masters, as they are not included in the appendix.

Monday’s Hands-On Activity: Gluing Beginning Letter Objects on Letter of the

Week
Monday’s hands-on activity is geared to do more than help with letter

recognition. It is geared to help improve your students’ fine motor skills. It is also
meant to help ensure your kids can use glue appropriately. Furthermore, it gives
your students another chance to practice writing their first and last names, as well
as another opportunity to trace the capital and small Letter of the Week. Plus, it’s
just FUN! And, it offers a great “treat” for your students at the end!
Setting Up
What you’ll need:
 Class set of Letter Master (Found in Appendix) copied onto colorful paper
 Markers or Crayons (one for each student)
 Pencils (one for each student)
 Glue (at least one for every 2 or 3 students; one per student, if possible)
 Beginning Sound Objects (enough for each student to complete the activity)
 Paper Plates (or something else sterile) to put beginning sound objects on
Getting Ready
For this activity, students will be gluing beginning sound objects of some sort onto
a capital and small version of the Letter of the Week. To avoid lost time, you’ll

need to have all of your materials (letter masters, markers, pencils, glue, paper
plates, and beginning sound objects) ready before you begin the activity so you
can access them easily when it’s time.
Go Over Basic Rules
For this activity to be successful, it’s important to go over some basic rules with
your kids BEFORE sending them to their seats to complete their assignment.
First, you must remember to tell your students that they are not allowed to eat
the cereal (or whatever you use to glue onto the letter) until EVERYONE is
finished. Warn them that if anyone tries it beforehand, they will not get a chance
to eat it with the class. After all, it wouldn’t be fair if all of the “materials” were
eaten up and someone couldn’t finish their work!
Second, you must model how to share the plate of beginning sound materials
when working. Show your kids how to take one piece at a time to glue onto their
letters. Make sure they know that their hands should only touch whatever they
are going to glue as they pick out their materials so that the leftovers will be fit to
eat!
Third, you must model how to use a bottle of glue, showing your students how to
squeeze “just enough but not too much.” Some kids might have been gluing
things since they were toddlers; others might have never held a glue container
before. If you pretend that NONE of them have any idea how to glue and explain
what to do step by step, you should do just fine! You can say something like,
“Pick up the glue bottle when you are ready to glue. Twist the top until the little
white thing disappears.” (Demonstrate how to open a bottle of glue, pointing out
how the little white thing disappears.) Then, continue with something like, “Turn
the glue bottle directly over where you want the glue to go, but DON’T
SQUEEZE!!!!!!!” (Show your kids how the glue will just drip out when it’s new,
and let them know that they should not, under any circumstances, squeeze it!
Then show your kids what happens if you squeeze it, making a big deal about how
messy it looks and how it will mess up their project.)

Model How to Complete the Activity
Once you’ve gone over how to glue and other basic rules, show your kids exactly
what they will do by completing a real-life example in front of them yourself.
First, write your name very neatly at the bottom of the page. Discuss how nice
and little you wrote it, and challenge them to do the same when it is their turn.
Then, carefully trace the letters with a marker, just the way you taught them to
write the letter before. Next, show them how to trace their letter with glue in
preparation for whatever beginning sound pieces you are using. Remind them
that they will need to start at the “top” of the letter when it is their turn, just like
they did when they practiced writing the letter earlier in the day. You can tell
them that it’s fun to pretend they are driving a car on the street as they trace it
with the glue. Tell them that they need to keep the glue on the “road” (the letter)
to avoid crashing. When you are done gluing, show your kids how to place the
beginning sound pieces, one at a time, on top of the glue.
Make sure your kids know to leave their paper at their seats when they are done
gluing all of their objects on so the glue can finish drying. Show them what will
happen if they lift up their paper to show you before it has had a chance to dry.
(Everything will droop down or fall off.)
Finally, let your kids know that when they are done, they can go quietly to the
book center and read. Also, remind them that only the people who have worked
quietly on their projects and who have read quietly afterward will get to enjoy the
leftover snack. Make them earn their reward -- they will!
Reiterate Directions as You Send Students to Their Seats to Work
As you send your students to their seats to work, reiterate what they are
supposed to do:
1. Write their names neatly on the bottom of their paper.

2. Trace letter with marker or crayon.
3. Glue over letter as if driving on a racetrack.

4. Carefully place beginning letter object on top of the glue, covering the
entire letter.
5. Leave their papers at their tables when they are finished so the glue can
dry.
Pass Out Materials/Circle Room While Students Work
Pass out papers (and pencils, if necessary), and remind your kids to begin by
writing their names neatly on the bottom left corner of the paper. Circle around
the room, handing out markers or crayons to those ready to trace their letters.
(Don’t hand out a marker or crayon until name is neatly written in pencil.) As kids
get their letters traced, hand them a bottle of glue. This will help keep everyone
working in the order requested. It will also help ensure neat and thoughtful work.
Once their letters are traced neatly with the glue, fill their plate with the
beginning sound materials. Compliment students on their good work and
behavior as they carefully cover their letters with the beginning sound objects.
Ask them why they are covering the letter with whatever beginning sound objects
you are using. Help them connect the letter to the beginning sound object. Let
students who finish early read a book quietly. When everyone is done, call them
back to enjoy their snack! Don’t forget to remind them to eat just one at a time –
no handfuls!!!
Why aren’t there masters of every letter?

There are not masters of every letter for this activity, as you should replace this
activity with a more challenging one as soon as your students get the hang of
letters and sounds, as well as how to glue, trace, and use their fine motor control.
By the time the masters run out, you should replace this hands-on activity with
Thursday’s (or something else more challenging that meets your students’ needs).
Not doing so is bound to hold your kids back.

Tuesday’s Hands-On Activity: Painting the Letter of the Week
Tuesday’s hands-on activity is geared to increase fine motor skills. It is also meant
to give students a fun way to practice proper letter formation. Of course, it is also
meant to help with letter recognition as well. Having your students write their
first and last names on the bottom of their paper will also help reinforce name
writing skills. Plus, it’s just fun to paint stuff! And it makes for a great wall
decoration as well!
Setting Up
What you’ll need:
 Class set of Painting Master (Found in Appendix); print on colorful paper

 Pencils (one for each student)
 Paint Containers of some sort (paper plates, mini paint pallet trays, etc.)
 Different colors of paint (red, blue, yellow, green, orange)
 Q-tips or very fine paintbrushes (one for each color of paint at each station)
Getting Ready
Your kids will be painting the Letter of the Week with Q-tips (or a very fine
paintbrush of some sort) on a picture of something that begins with the letter
being studied. (See appendix for masters.) As with the last activity, you’ll want to

have your materials ready beforehand so you can move right into this activity
when it’s time.
Go Over Basic Rules
Before you send your kids to paint their letters in the boxes, there are a few
things you need to go over:
1. Everyone should put their first and last name on their paper very neatly as
soon as they sit down!
2. Students should write the capital and small letters in PENCIL and get them
approved before reaching for a Q-tip! (If your letters aren’t large enough,
the paint will cover them instead of outlining them.)
3. Paint can be messy! Everyone should be careful when they are painting so
they don’t end up wearing it home!
4. When paint colors mix, they are not always very pretty! Keep Q-tips with
their original paint color. Ex.) Don’t put the red Q-tip painter in the green
paint! If you do the red Q-tip won’t be red anymore, and the green paint
will now have red in it, causing it to turn a muddier color.
5. You can’t erase paint! Take your time and work carefully. If you mess up,
you mess up. It can’t be corrected. You will either have to start over or
make due.
6. Paint drips! Don’t move your paper when you are finished unless teacher
asks you to! Leave it to dry so your nice work doesn’t get ruined!
Potentially messy activities are extremely important to model! Before you send
your kids to complete their painting activity, model EXACTLY what you want them
to do. Go step by step, completing the entire activity as they watch. This will help
your less auditory learners know what to do, and might very well save your
sanity!

First, while everyone is still sitting down in the “U” from their last Letter of the
Week Focus activity, put your “painting master” down on the floor in front of you
so the kids can see it. (If you hang it, the paint might drip.) Explain that everyone
needs to have a pencil for the first part of the assignment. Then, tell your kids
that the first thing they need to do is write their first and last name VERY NEATLY
on the bottom of their paper.
After you have finished showing your kids how to write their names in the right
spot, use the pencil to show them how to alternately write capital and small
versions of whatever letter you are working on in the spaces provided. For
instance, write a capital P in one space and a small p in the next until all of the
boxes/circles/rectangles have been filled. Have your kids say the pattern with you
as you write – “Capital P, Lowercase p, Capital P, Lowercase p, etc.” Review how
to form the letters as necessary.
After all of the letters have been filled in, audibly contemplate which colors you
want to use to make your page “pop.” Ask for suggestions. Once you have
decided which color you will start with, very carefully show your kids how to pick
up the Q-tip, place it on your penciled P, and carefully trace the lines to make it
beautiful! Remind students that they need to make the letters big enough to
paint. Otherwise, each letter will just be a paint smudge! (Since you will have
them do the letters in pencil first, you can have them remake any letters that are
too small, squished, or messy before giving them their paint.) Continue carefully
painting letters in different colors until all of the letters have been covered.
Once you have finished painting all of the capital and small letters, tell your kids
that they can paint the outline of whatever picture is on the page. If you are
doing letter p, for instance, they could trace the outline of the pig with their Q-tip
paint brushes. They should not however, color the pig in – that would take too
long and most likely make a big mess!

As you send your students to their seats to work, remind them about what they
are supposed to do:
1. Write their first and last names neatly on the bottom of their paper.
2. Alternate writing the capital and small version of the letter in the spaces
provided until all have been filled.
3. Carefully paint over pencil written letters AFTER teacher has given
approval.
4. Paint the outline of the picture, if desired, to really make the painting look
good.
5. Read a book quietly if they finish early.
Pass out painting letter papers (and pencils, if necessary) to the quietest students
first. Remind your kids to begin by writing their names neatly on the bottom of
the paper. Circle around the room, handing out paint and Q-tips as student
letters are approved. Remind students to be careful with the paint as they begin.
Also remind them to put each Q-tip back where it came from as they work so the
paint colors don’t get all mixed up.
What if my students get wiggly while I’m demonstrating what to do?

If your students start to get wiggly while you are demonstrating what to do,
simply tell them that you are watching to see who will get to paint with you. Let
them know that you will only let people who follow the directions paint since you
would be afraid the others would make a big mess and get their clothes dirty! (I
never had to keep anyone from painting after explaining this!)

I’m worried my kids will get paint on their clothes!

If you have modeled how to paint properly, this should not be a big problem. Of
course, you’ll need to monitor your students as they work to ensure that it isn’t!
It’s also a good idea to have any kids with long sleeves roll them up before
beginning. Finally, remind your students to LEAVE THEIR WORK AT THEIR
TABLES!!! If they try to carry their work to you, it might get on someone or drip.
Let them know that you will remove their papers and put them in a safe place
when they finish. This should help prevent some unfortunate accidents!
Why aren’t there masters of every letter?

As with Monday’s hands-on activity, there are not masters of every letter for this
one. This is because you should replace this activity with a more challenging one
as the school year progresses and your kids’ needs change. I recommend
replacing this activity with Friday’s hands-on activity no later than when the
masters run out, sooner if you have an advanced group. Another alternative
would be to have your students write and illustrate a sentence using words that
utilize the letters covered to date. You can pre-write these on individual papers
and pass them out according to ability, or you can have them create their own.
The important thing is to get your kids sounding out each word and thinking
about what the words mean when put together.

Wednesday’s Hands-On Activity: Cutting Out the Letter of the Week from
Newspapers and Magazines, and Gluing it on the Letter Master
Wednesday’s hands-on activity is geared to increase letter discrimination skills. It

is also a good way to work on cutting and gluing skills. Of course, it will also help
with name writing and fine motor skills as well.
Setting Up
What you’ll need:
 Class set of Letter Master (Found in Appendix); print on colored paper

 Old newspaper and magazine pages that contain Letter of the Week
 Scissors (class set)
 Glue (class set; can be shared if necessary)
 Markers (enough for each table)
Getting Ready
Your kids will be cutting out the Letter of the Week from old newspaper and/or
magazine clippings, and gluing the letters found on a large outline of the current
letter. (See appendix for master.)
As with the last activity, you’ll want to have your materials ready beforehand so
you can move right into this activity when it’s time. Don’t forget to collect old
newspapers and magazine clippings well before the first letter clipping activity so

you’ll have enough to pass out each week. You can ask the parents to help out
with this if you don’t have enough on your own.
Go Over Basic Rules
Before you send your kids to cut out and glue the Letter of the Week on their
letter outlines, there are a few things you need to go over:
1. Everyone should put their first and last names on their paper very neatly as
soon as they sit down!
2. Students should be courteous with their newspaper and magazine
clippings. In other words, as they finish with pages, they should put them
aside neatly – not scatter them around haphazardly!
3. Students should be careful with their scissors, especially if they have sharp
ends.
4. The scissors are meant for cutting letters out! They should not be used to
cut anything else during this time, especially not hair, clothes, etc.! Anyone
caught cutting anything else will not be allowed to use the scissors.
5. Students should remember the rules with glue. Just a dot, not a lot!
Remember not to squeeze new containers of glue – just turn it over and let
the glue drip out. If the glue won’t come out voluntarily, give it a tiny
squeeze!
6. Students should try to spread out their letters as they glue them in their
letter outline so they don’t end up all bunched up in only one area of the
outline.
7. Students should have FUN being detectives!!!!
Introduce this activity by telling your kids that they get to be “letter detectives”
today! Tell them how real detectives examine things for clues and must have
really good eyes to find them! Remind them that the very first thing they’ll do is

put their first and last name at the bottom of their paper. After you have finished
putting your own name on your paper, hold up a sheet of newspaper or a page
from a magazine, and ask if there are any good detectives in the room who think
they can find the Letter of the Week somewhere on the page you are holding up.
If you have built up the excitement properly, you should see almost all hands go
up in the air! Pick someone to be the first detective and tell them to come up and
either point to the letter you are looking for or circle it, whichever you prefer.
Then show your kids how to use scissors to cut the letter out. Since some kids
may have never had the opportunity to use scissors before, show your kids
exactly how to use them, starting with which fingers go where! Then show them
how to close them a little, but not all the way. Never assume they know what you
mean – show them! Call up select students to model and/or let all of your
students practice opening and closing their scissors on the floor. Once you are
convinced that they can do so effectively, show your kids how to put a dot of glue
on the letter and stick it somewhere inside of the letter outline. Remind them of
the importance of spreading the letters out as you continue through this process.
When you have filled your letter outline up and feel confident your kids know
what to do, begin to pass out the letter outlines. Look for the quietest students
first, and give them their papers, saying something like, “Ooooo…I love the way
Michael is sitting so quietly! I can tell he’s ready for his paper!” As you send your
kids to their seats to work, tell them that you can’t wait to see who is the very
best detective in the whole class!
As your students go to their seats, remind them about what they are supposed to
do:
1. Write their first and last name neatly on the bottom of their paper.
2. Find the Letter of the Week (capital and small) in the newspaper and
magazine clippings, and carefully cut them out so no other letter is tagging
along.

3. Glue letters on carefully! One dot, not a lot!

4. Trace letter outline when finished finding letters.
5. Clean area when finished.
6. Read a book quietly if extra time.
Pass out letter outlines (and pencils, if necessary) to the quietest students first.
Remind your kids to begin by writing their names neatly on the bottom of the
paper. As students get their names on their papers, place containers full of
newspaper and/or magazine clipping for them to use. Make sure everyone has
scissors, markers, and glue as well. Circle around the room, helping students as
needed.
What if my students can’t cut with scissors properly?

If your students are having trouble using scissors, go back over how to use
them! Make sure they have the correct fingers in the correct places. Then
show them how to open and close the scissors without closing them all the
way. Have them practice while you watch. Then show them how to line
the scissors up and go around corners so they actually cut out what they
want to cut out! Help as needed until they can do so on their own.
What if my kids can’t find the Letter of the Week?

If some of your kids are having trouble finding the Letter of the Week, hand them
some pages with larger versions of the letter so it will be more obvious. Let them
circle the letters on the page before cutting them out. If all else fails, help them
find a few, then leave them to find more on their own.

Thursday’s Hands-On Activity: Drawing (and Labeling) Four Pictures that Begin
with the Letter of the Week
Note: This activity will also be done on Friday until your kids are comfortable
sounding out words and there are enough words to illustrate. By the 4th or 5th
week of school, “Friday’s hands-on activity” should be used on Fridays.
For this activity, your students will be folding a blank piece of paper into fourths
(model this slowly for students) and will be thinking up and drawing four words
that begin with the current Letter of the Week. This will help you see who
understands beginning sounds and who doesn’t. It will also help your students
gain fine motor skills. Of course, it will reinforce name writing skills as well. If you
have your kids label their pictures, it will help with letter/sound associations and
segmenting skills as well. Not bad for an activity that only requires a blank sheet
of paper, pencil, and possibly crayons!
Setting Up
What you’ll need:
 Blank copy paper (one page per student)

 Pencils (one per student)
 Crayons (if desired)

Getting Ready
All you need for this activity is blank copy paper and pencils! If you want your kids
to color in their pictures, make sure you have crayons as well.
To get ready for this activity, you will need to help your kids fold their papers into
fourths. Do this before sending them to their seats to complete their assignment
so you can make sure everyone can see and is doing it correctly.
Folding a Blank Sheet of Paper into Fourths – Like MAGIC!
Before you send your kids to their seats to draw their beginning sound pictures,
you need to teach them how to fold a plain piece of paper into fourths! You can
tell them it’s a magic trick – that they are going to take a plain sheet of paper and
create four boxes to draw pictures in!
Step 1: Demonstrate how a paper can be “tall” or “wide” by holding yours

vertically (“tall”) and horizontally (“wide”). Try to trick them and ask them
which way you are holding it while switching it back and forth a few times
until they seem to get it.
Step 2: Tell your kids to make their papers “wide” (hold them so that the
wide side is on top). You can have them go from “tall” to “wide” a few
more times if you see they are still having trouble. Then have them place
their papers on the ground in front of them so that they are still “wide.”
Step 3: Tell your kids that you are going to fold your paper in half. Tell
them you are “feeling hungry” and are going to make a giant “hotdog” to
start the process! Begin to fold your paper in half, but instead of creasing it
to make the fold, hold it loosely in your hand like you are holding hotdog. If
you want to make them laugh, pretend to eat it! Then let your kids pretend
to make hotdogs with their papers! Tell them not to really eat them –
they’ll be needing them!

Step 4: Have your kids put their papers back down in front of them on the
floor. Tell them to make them “wide” again. This time, tell them they are
going to be “chefs” and make the “hotdog” for someone else. Tell them
not to pick the “hotdog” up this time. After all, no one wants someone’s
hands all over their food right before they eat it!
Step 5: Demonstrate how to make the fold. Tell your kids to lift the lower
corners and match them to the top corners to make the “hotdog.” Explain
that it’s really important that the corners match up when you make each
fold. As you match yours together, show them how the side underneath
“disappears.” Don’t forget to show your kids how to hold the corners
together with one hand while creasing the fold with the other. After you
have demonstrated what to do, review the steps and let your kids do theirs.
Help as needed.
Step 6: Now that everyone has a “hot dog” fold, it’s time to fold again!
This time, tell them you want a big, juicy “hamburger!” Show them how to
make one by folding the right side of the “hotdog” over the left side, as if
putting one bun on top of the other. Hold the paper loosely together like
you did with the “hotdog” before. Let your kids make “hamburgers” in the
air and pretend to eat them.
Step 7: Have your kids put their papers back on the floor like a “hotdog.”
Remind them that they are going to be the “chefs” again. Also remind
them how important it is to match up their corners when they make their
next fold. Show them how to do so, then guide them through the process
as they do their own.
Step 8: While the paper is folded, ask if they can guess what it will look like
when you open it back up. Tell them they will have done “magic,” and will
have turned one blank sheet of paper into an invisibly lined one with four
squares! Let them open it up to see!

Now that all of the papers are folded into fourths, it’s time to model exactly what
you want your kids to do with their papers. Begin by showing them how to turn
their “invisibly lined papers” into “visibly lined” ones! Show them how they can
use their pencils to carefully trace the fold lines they created to make a “giant t.”
Remind your kids that they need to put their first and last names on the bottom
of their papers as soon as they have completed this.
Next, tell your kids that they are going to be “artists” and draw four pictures that
begin with the Letter of the Week on their papers. Let them know that they can
pick any beginning sound words they want, as long as they begin with the Letter
of the Week and can be represented by a picture. Tell them that you are looking
for some really creative words and drawings. Challenge them to come up with
beginning sound words that aren’t on the chart. (Turn your chart around, if
needed, so students come up with some new words!)
When you brainstorm your beginning sound words with your kids, take time to
show your kids how to draw them. Tell them that you are not an artist (unless
you actually are!), but that you are just going to try your very best to make your
picture look as much like what you are trying to draw as possible. Tell them to do
the same. Show them how to think about the shapes they’ll need to use to draw
the pictures, etc. Draw slowly so they can see how you do it.
After you have carefully crafted your pictures, tell your kids they will need to
write both the capital and small version of the Letter of the Week above their
drawings in each box. Then, challenge your kids to try to label their pictures by
sounding out the names of whatever they end up drawing. Tell them the spellings
don’t have to be perfect. Then, model how to do this by sounding out the words
you have drawn and representing each sound with the appropriate letter or
letters. Ask your kids to help you as you do so. After you have gone over each
word, send your students to their seats to draw and label their own pictures. Tell
them not to color them unless they finish early and can do so VERY carefully!

As your students get to their seats, remind them about what they are supposed to
do:
1. Outline their “giant t.”

2. Write their first and last names neatly on the bottom of their paper without
going over the middle line.
3. Draw four beginning sound word pictures.
4. Put both the capital and small version of the Letter of the Week in each
quadrant.
5. Try to label their pictures by sounding out the words and writing down
what they hear in order.
6. Any students who finish early can carefully color their pictures (if desired)
or read quietly until time is up.
You shouldn’t need to pass out much for this activity, especially if you have
already folded papers together. Just make sure everyone has a pencil and paper.
Supply crayons if desired.
Note: Later in the year (when you run out of Monday’s masters – or sooner if you
have kids who are already letter savvy), you can replace Monday’s hands-on
activity with this one. Then, on Thursdays, you can replace this one with the
writing and illustrating sentences one explained below.
*If you need to make this lesson more challenging, have your students write and
illustrate sentences using the beginning sound words they choose. As an
alternative, pass out a different pre-written sentence to each student and let your
students read, write, and illustrate whichever one you give them. Make sure you
write a variety of them so you can give easier ones to kids just starting to read and

more difficult ones to your more advanced kids. Try to come up with funny ones,
like “The cat is on the hat.” or “The brown dog is licking my chin.” Regardless of
what you write, make sure they can all be illustrated!
What if my students have trouble coming up with beginning sound

words?
If your kids are having trouble coming up with beginning sound words, you either
need to focus more on vocabulary throughout your day (so your kids will know
and be able to produce more words) or take more time out of each day to
emphasize and elicit beginning sound words from your students (so they have an
easier time understanding what a beginning sound word is and how to come up
with them).
In any case, for the first three or four weeks, you can leave your letter display
showing so the kids can still see it. The pictures should help jog their memory.
After a few weeks, however, I strongly urge you to turn your letter display around
each time you brainstorm words, not to mention each time you conduct this
activity. I would also urge you to encourage creative thinking so that everyone
draws different things.
As you walk around to see how your kids are doing, stop when someone is off
track or having trouble, and help them understand how to brainstorm words.
Emphasize the beginning sound until a word comes out that begins with it. Then
move on. Don’t stay with any one child for too long. It’s important to help and
move on, help and move on.
Some of my kids say they “don’t know how to draw.”

Because drawing is difficult for many kindergartners at the beginning of the year, I
would do your best to model how to draw four pictures before you send your kids
to their seats. This usually helps a lot. While you are doing so, show your kids

how they can look at different objects in terms of shapes to make drawing them
easier. Ask them to tell you what shapes they see when looking at a picture of
the object. Then show them how to draw one shape at a time, trying to keep the
sizes of the shapes in perspective of one another so the end result resembles the
object being drawn. Make sure you use an erasable device to draw, and show
them how you simply erase when you mess up. Let them know that they don’t
need to be able to draw perfectly; they just have to try their best and make their
drawings look as nice as possible.
What if my kids scribble when they color in their pictures?

What can I say? A lot of kindergartners don’t know how to color neatly yet! The
best thing you can do is to model how to outline their pictures and color them in
carefully. Again, this should be emphasized before your send your kids to their
seats to work.
To show your kids the difference between “coloring” and “scribbling,” do an

example of each on your sample drawings. Make a really big deal out of how
pretty you are coloring when you are coloring. Then carelessly scratch over the
drawing when you are scribbling. Ask which one they like better. Then remind
them to take their time when they “color” so their pictures will look beautiful
when they are done.

Friday’s Hands-On Activity: Reading, Writing, and Illustrating Four Words that
Utilize the Letter of the Week
Note: Do not worry about starting this activity until the 4th or 5th week of school unless you have
an advanced class who is ready to begin it sooner. If you start it on the third week, you will need
to use the words on the sheet above. As the weeks go by, you will have more and more words
to draw from to illustrate.
For this activity, your students will be folding a blank piece of paper into fourths
(just like on Thursday). Instead of drawing four pictures that begin with the Letter
of the Week, however, your students will be choosing four words that have been
created using the Letter of the Week and any others that have been focused
on/covered previously. If you have not covered many letters yet, students may
have to pick from previous words that don’t contain the letter as well. For
example, if you are on letter Mm, let your students pick from old word lists as
well. They might pick the words hop, pot, top, pop, hit, hip, pit, tip, mom, mop, or
mitt. As you cover more letters and your word list grows, limit your students to
picking from the words created with the current Letter of the Week so that they
are forced to read, write, and draw new words and pictures. Until then, keep the
old words on your display board and let students pick any of them to read, write,
and draw.

Setting Up
What you’ll need:
 Blank copy paper (one page per student)

 Pencils (one per student)
 Crayons or markers (if desired)
 Letter of the Week display board with recently made words displayed
Getting Ready
All you need for this activity is blank copy paper and pencils! If you want your kids
to color in their pictures, make sure you have crayons as well. You will need to
help your kids fold their papers into fourths before sending them to their seats to
complete their assignment. Make sure you show them how to do this while they
are still on the floor with you so you can make sure everyone can see and is doing
it correctly.
Folding a Blank Sheet of Paper into Fourths – Like MAGIC!
Before you send your kids to their seats to read, write, and illustrate the words
they choose, you need to review how to fold a plain piece of paper into fourths!
Step 1: Remind your students to put their paper “wide” in front of them.
Step 2: Have your students make a “hotdog,” by matching the bottom of

the paper to the top of the paper. (Remind students to make sure their
corners match, and to hold the paper still with one hand while creasing the
folded part with the other.)
Step 3: Have your students make a “hamburger” by folding the right side of
their “hotdog” over to the left side. (Remind students to match the corners
and hold the paper in position while they make the crease.)
Step 4: Open paper and admire the “magic” that was done – 4 squares!

Now that all of the papers are folded into fourths, it’s time to model exactly what
you want your kids to do with their papers. Start by reminding your kids how to
turn their “invisibly lined papers” into “visibly lined” ones by tracing the fold lines
they created with their pencils to make a “giant t.” Then remind your students to
put their first and last names neatly at the bottom of their papers as you write
yours on your own.
After, show your kids how to pick words that can be illustrated by reading the
words on the display board and picking the ones they think they’d like to draw.
(You can take down any words that can’t be illustrated or you can leave them in
the mix for an added challenge.) Slowly sound out the first few words together
and decide on one you’d like to draw. Write the word in the first square, sound it
out again to make sure you wrote it properly, and begin your illustration.
Remind kids to think of objects in terms of shapes when drawing, and discuss how
you are drawing your picture as you do so. Remember, it is important to draw
slowly so your kids can see what you are doing. It is also important to tell your
students exactly how you are drawing each object as you do so in front of them.
For example, if you are drawing a picture of a pot, you might say, “The pot part is
shaped like a square, so I am drawing a square. The pot handle is like a thin
rectangle, so I am going to draw a thin rectangle for the handle.” Then show your
kids how to shape it up a little bit, rounding some of the harsh edges. After, show
them how to carefully color the picture. If you are having trouble with scribblers,
remind them to color slowly and carefully, and once again demonstrate the
difference between scribbling and carefully coloring. The kids will almost
certainly praise your work and say how well you draw when they see your final
product! Tell them that you are just trying your best and that that is what you
expect for them to do as well.
Remind your kids that you don’t want to hear anyone say, “I can’t!” because
everyone can at least try their best. Let them know that you don’t expect them to
draw perfectly, but that you do expect them to take their time and do their best.

When you are done modeling how to draw all four pictures, send your students to
their seats to do their own.
As your students get to their seats, remind them about what they are supposed to
do:
1. Outline their “giant t.”

2. Write their first and last names neatly on the bottom of their paper without
going over the middle line.
3. Sound out the words on the display board and pick 4 to write and illustrate.
4. Read, write, and illustrate picked words.
5. Read quietly until time is up if finish early.
You shouldn’t need to pass out much for this activity, especially if you have
already folded papers together. Just make sure everyone has a pencil and paper.
Supply crayons or markers if desired.
Note: Later in the year (when you run out of art masters – or sooner if you have kids who are
already letter savvy), you can replace Tuesday and Wednesday’s activities with this one. Then,
replace this one on Fridays with book making. Simply print out a master of a little take home
book that matches your students abilities, read the sentences within the “slow” and “fast” way
(write them on sentence strips or simply remove the pictures so students will look at the letters
to read instead of trying to “guess” read), then let your kids color the pictures and practice
reading the book on their own. Have them read the book to you when they think they are
ready!
*To make this activity more challenging, have your students write and illustrate sentences using
the words they choose.

What if some of my students can’t read the words?

If some of your students are having trouble reading the words by themselves, you
need to figure out why they are having trouble. Listen to them sound out the
words. Do they know the proper letter sounds? Do they have a good blending
technique? If not, help them learn the sounds they don’t know and/or gain a
better blending technique. Keep an eye on these kids throughout the day and
make sure they are paying attention during your lessons. Call on them often to
make sure they are understanding what you are teaching. With proper guidance
and enough practice, kids can usually learn to blend accurately within a couple of
weeks. Occasionally, it may take a week or two longer. The key is to make sure
your kids are getting the guidance and practice they need for this to happen in a
timely manner. Otherwise, it could drag on much longer and stall their results.
Some of my kids are taking too long with their pictures and aren’t
finishing. What should I do?
If you have kids who are getting consumed by their pictures and aren’t having
enough time to actually finish their work, tell them to simply sketch a quick
picture to go with each word they have chosen. Let them know that they can
color their pictures and/or add more details later, if there’s time. If there’s not
time, tell them they can add more details during center time or recess, if they
wish.
What if this is too easy for my kids?

If this assignment is too easy for some (or all) of your kids, make it harder! Have
students illustrate sentences instead of simply words. Or ask them to write a
story utilizing four or more of the available words. As a teacher, you need to
constantly adapt your assignments to your kids. Don’t keep them on easy stuff if
they are capable of doing more!

Assigning Homework
It’s important for your kids to be able to practice what they are learning from the
comfort of their own home. This will enable them to get the independent
practice they need to become experts at whatever you are going over in class. It
will also help their parents know what they are supposed to be able to do. Just
make sure whatever you send home is something your kids can do quickly and
without help. After all, not all kids have a lot of “spare” time in the afternoons,
and not all parents are willing, capable, and/or home to help.
Word Lists, Letter Sheets, and Take-Home Sentences
You will find words lists for each Letter of the Week in the appendix (beginning
with the third week of letter instruction). Send the appropriate one home each
Monday. That way your kids can practice reading the words created each week
on their own (or with a parent) each night. If your kids are still learning their
letters and sounds, I would also recommend sending home a letter sheet each
night. Ideally, you want the letter sheet to reflect the Hands-On Activity you did

in class that day. Alpha-Basics has five letter sheets for each letter, and was
designed to go with this program. You can order a copy at www.JKHTeach.com or
www.KindersCanReadandWrite.com. If your kids already know their letters and
sounds, send home more advanced sheets that get them reading cvc words,
sentences, and passages. Then, on Fridays, send home the Take-Home
Sentences found in the appendix. This will give your students something to read
over the weekend!
Name Writing Sheet
I would also send home a “name writing” sheet each night until your kids can
write their first and last names neatly on lined paper. This will ensure they can
not only spell their first and last names but can properly form each letter as well.
Hopefully, you will have some parental support at home to help them with this. If
not, you can ensure your kids get the help they need at school during your own
handwriting time. Either way, the extra practice should help get them writing
their names with ease much faster than if you did not send home a sheet. Just
make sure the sheet you send home has their first and last name written on the
top line. If necessary, write their name three times so they can trace it three
times before writing it on their own for the rest of the lines.
Making Homework That Suits Your Changing Needs
As the year progresses, your kids will need more challenging material to go along
with their Word Sheets and Take-Home Sentences. Adjust as necessary. You are
the teacher. You know your kids. Send home work that matches your students’
needs. Just don’t “dumb it down” any! If anything, you should need to send
home more challenging work! I often began sending home comprehension pages
and writing assignments instead of letter sheets well before the 26th week of
school, and that was with groups of kids who came to me with very little
letter/sound knowledge.

As soon as your kids know letters and sounds and can read with them, send home
more challenging work! Send home poems to read and respond to, CLOZE
activities, writing assignments, word problems, science and social studies sheets,
etc. Just make sure whatever you send home echoes what you have covered in
class. Homework should always be a review, not something new or barely
covered.
Explaining homework to the class
Homework can be explained whenever you feel it is a good time to do so.

Personally, I preferred to explain mine right before dismissal. That way the
information was fresh in their minds as they headed home, giving them a better
chance of not only remembering to do it but of doing it correctly as well.
None of the homework assignments should be difficult, so it should not take more
than a few minutes to go over them. Just show your kids one sheet at a time and
explain what they are to do. Call up a few students to do sample problems on
each sheet as you go over them. Let them use markers or crayons so everyone
can see their work. If there is not time to call up students to do this, you can
show them yourself. The benefit of having students do it, however, is that you
can instantly see if they understand the assignment or not.
Where can I get letter homework that goes along with this program?
The book Alpha-Basics was written especially for this program. It has five pages
of homework for every letter. Monday’s page has them trace the Letter of the
Week. Tuesday’s page has them write the Letter of the Week. Wednesday’s page
has them find the Letter of the Week. Thursday’s and Friday’s pages have them
color pictures that begin with the Letter of the Week. If you do not have a copy of
Alpha-Basics, you can order one from www.JKHTeach.com or
www.KindersCanReadandWrite.com. Or you can find appropriate homework on
your own that covers the same skills. Just make sure your students are getting

practice tracing the letter, writing the letter, recognizing the letter, and picking
out pictures that begin with the letter.
What happens after I have covered all 26 letters?

Once you have “taught” all 26 letters of the alphabet, you will run out of Letter of
the Week Word Lists and Take-Home Sentences. You will also run out of Alpha-
Basics sheets! Then, you can switch to focusing on a different “trick” each week.
If your students already know those as well, simply dig up and start sending home
more challenging homework! If you are teaching the program correctly, you
should need more challenging work much sooner, especially with regard to letter
homework.
Regardless of when you begin to send more challenging work home, make sure
that you do! Simply replace the Word Lists, Letter Sheets, and Take-Home
Sentences with more advanced work that gets your kids reading and writing more
complicated text. My favorite way to do this was to send home a copy of
whatever Interactive Literacy Chart we had worked on that day. I would leave a
few words out and have a word bank at the top. This way I could see if they could
accurately fill in the right words. I also sent home writing assignments. This is
exactly what your kids need at this point – to read and write. Keep it simple, but
make sure you begin sending home sheets that will challenge your kids and help
them to review whatever you are doing in class, namely reading and writing!
What if my kids already know their letters and sounds? Do I still need
to send home letter pages?
No! When your kids know all of their letters and sounds and are able to read and
write with them, send more difficult work home! You can begin a “Trick of the

Week” focus to make sure they learn those, or you can move right into more
complicated reading and writing activities.
I often began switching out letter sheets with real reading sheets much sooner
than the 26th week of school. By then, my kids were reading so much that letter
homework was no longer necessary.
Just make sure that whatever you send home is reinforcing the reading and
writing you are doing in class. Any reading sheets or books that you send home
should be phonetic, not full of “outlaw” words. Picture-word matching sheets,
fill-in-the-blank sentence work, and other appropriate sheets can be sent home.
Just stay away from “sight word” activities. Your kids will learn these naturally if
you are reading and writing real literacy charts with your kids each day. Don’t
confuse them by taking them out of context and asking them to “memorize”
them!
What about sight words? Shouldn’t I be sending home lists for them
to work on?
No! Sending home list of “sight words” can actually do more damage than good,
creating “guess readers” instead of real readers. Your kids should be learning the
“sight words” naturally if you are reading and writing Interactive Literacy Charts
the “slow” and “fast” way with them throughout the day. Making them learn lists
of words that don’t make phonetic sense will only confuse many of your slower
and/or less-visual learners.
If you feel you absolutely must send home lists of “sight words” for your kids to
learn, at least group them by “trick” so your kids’ parents can teach the words in a
way that makes more sense. Start by sending simple, phonetic words that only
require basic letter/sound knowledge like can, is, at, it, in, did, his, on, will, etc.
Then send home words with blends such as and, black, ask, went, etc. After that,
focus on one trick at a time, pulling words with sleepy e’s, 2 vowels, sh, ch, th, etc.
This is a MUCH smarter way to get your kids to learn the words you want them to

know. But again, if you are teaching the Kinders Can! program correctly, this
should be unnecessary.
Can I send Social Studies and Science homework home?

Yes! Simply send home sheets that get your kids reading and/or writing and that
have to do with the Social Studies and Science concepts you want to make sure
they learn about! Just make sure you’ve gone over the material beforehand.
Remember, nothing you send home should require parental assistance!
Why should I send home homework?

The best thing about sending home homework is that it gives kids a chance to
practice what they are learning in the comfort of their own homes. It also gives
parents a chance to get involved with their child’s learning. Not all parents will
supervise their child’s homework, of course, but the ones who do will get to see
how their child is doing with the skills you are teaching. This will give them a
chance to help out if needed. If they don’t, it will give you a chance to see who
needs more help! Either way, the child wins!
What if my kids don’t want homework?

When you first tell your kids that you are going to be sending home “homework”
with them, it’s important that you let them know that they are LUCKY! Let them
know that they are going to be getting homework just like the FIRST GRADERS!
Really build it up! Show them their special homework folders and tell them all
about how smart they will get by doing it each night! They should love it! My
kids actually complained just before special holidays when I DIDN’T give them
homework! That’s the sort of climate you want to create! Make learning and
homework rewards, not punishments!

What if some of my students don’t complete their homework each

night?
It is important that every student do his/her homework each night. Because you
won’t be doing a lot of paperwork in class, it is especially important that they get
this practice at home. It’s also important that they learn how to be responsible
for their assignments early on. Because the homework is so easy, especially at
the beginning of the year, there is no excuse for them not to do it, even if their
parents are uninvolved. Insist that they get it done and enforce whatever
consequence you need to to ensure that it is returned daily. If someone doesn’t
turn it in on time, you might have them do it during recess or center time. If lots
of kids aren’t returning it, reward those who do with a special prize. You might
give them a treat of some sort or extra center or recess time! It shouldn’t take
long for the other students to get their acts together when they see the benefits
involved!
Some of my students are turning in messy work! What should I do?

If you have students turning in really messy work, you can always ask them to
redo it. Preferably, though, I would recommend that you begin to showcase the
really neat ones to the class, praising how beautiful their work is and possibly
offering the makers a treat of some sort for their careful craftsmanship! Don’t
bother mentioning the others. Simply praise the good ones. Pretty soon, you
should have lots of others to praise as well!
Remember, your goal is to motivate your students to do their absolute best! Be

their cheerleader! You can often attract more bees with honey!

Component 3
Daily Journal Writing
If you want your kids to be fluent writers, you must give them daily
opportunities to practice putting their growing letter/sound/”trick”/”outlaw”
knowledge to use. Having them write in their journals each day during Daily
Journal Writing is an excellent way to do so. The independent (and guided)
practice they get during this time will help your kids realize that anything they
can think up or say can be written down. It will also help them get used to using
proper spacing, capitalization, and punctuation. All in all, Daily Journal Writing
is one of the most valuable activities you can use to develop your kids’ writing
skills. More effective than any worksheet you could pass out, it is a powerful,
authentic, naturally-tiered activity that requires virtually no planning or prep
time but, when taught properly, yields great results!
~~~~~~~~~~~~~~~~~~~~
Your kids need practice writing on their own to become truly successful writers.
In fact, they need a LOT of practice writing on their own. Giving them 45 minutes
to an hour each day (20-30 minutes in the very beginning of the year) to write
about whatever they want as you circle around the room, helping as needed, is
crucial to their ultimate success as writers. After all, this is when your kids get to
experiment with the letters, sounds, segmenting/blending techniques, “tricks,”

“outlaw” words, and the many important print conventions they are learning
about throughout the rest of their day. It is also when they get to receive
personal tips and one-on-one guidance from you on how to do whatever they are
currently stuck on, whether it is sounding out words, utilizing “tricks,” developing
their stories, learning to spell new words, and/or writing sentences with proper
capitalization, spacing, and punctuation.
To get the best results possible from this component, you need to utilize your
kids’ journal time wisely. Use every second of it to move your kids forward from
wherever they are. Circle around the room continuously, helping each child with
whatever he or she needs help with to move closer to being an independent
writer. Make it your goal to get as many of your kids writing independently as
soon as you can. Before you know it, you’ll be circling the room smiling, watching
your kids happily write about whatever is on their minds!
Setting Up
What you’ll need:
 a spiral notebook for each child (3-4 for each child should cover them for
the entire year)
 pencils with erasers
 crayons (class set or enough to share at each table)
 a decent block of time (at least 30-45 minutes for most of the year; 20 in
the very beginning if your kids don’t know letters and sounds yet)
 a little teacher “know how” (must be able to help kids segment/blend
sounds, teach “tricks” and “outlaws,” and understand how to properly
capitalize and punctuate sentences)

Getting Started
Because Daily Journal Writing is such a powerful activity,
it’s important to get your kids writing in their journals as
soon as possible. Still, since the first couple of days of a
new school year can be kind of crazy, especially in
kindergarten, you might want to hold off on passing out
your official journals for a couple of days or so. Before
that, you can offer your kids a simple coloring sheet or a blank piece of paper to
draw on.
Picking a Time
My favorite time for journals is first thing in the morning.

This gives your kids something productive to do as soon as
they walk through your door, whether they are late, early,
or on time. It also gives them the time they need to wake
up, calm down, and/or get focused after what can
sometimes be an awfully stressful morning rush!
Furthermore, it gives you a few minutes to take the lunch count, confirm
afternoon transportation, speak to any parents who happen to show up
unexpectedly, etc. If you can’t schedule your journal time for the first thing in the
morning, however, directly after lunch, P.E., or recess can be a good time.
The First Day of School

In place of journals on the first few days of school, I
recommend having a blank sheet of paper or detailed
coloring sheet waiting for your kids. That way they will have
something quiet and calming to do as soon as they walk
through your door. Since almost everyone can pick up a
crayon and begin coloring (even if it’s not a great coloring

job), it is a generally nonthreatening activity that can help to ease fears, keep your
kids busy as you greet everyone and put away supplies, and give you a quick
beginning glance at who has had experience coloring and who hasn’t. It will also
help you figure out who can already write their names and who can’t. If you ask
your kids to label and/or write about their pictures while they are busily working,
it can tell you who can already write (and to what degree) as well.
Use Your Students Nerves on the First Day of School to Your Advantage
When your students first enter your room and begin drawing their pictures
and/or coloring their papers,
they are likely to be quite
nervous and quiet. Use this to
your advantage. Praise how
quietly they are working. This
will help set the tone for the rest
of the year. Look around and
say things like, “Wow! I can’t
believe what good workers you
all are! You are like First Graders
already! …I knew I was getting a
smart class this year, but, WOW, you guys are REALLY smart!” If someone raises
his or her hand to ask a question, go crazy, saying, “Oh my goodness! You even
know how to RAISE YOUR HANDS?!?!?! You guys are SO SMART!”
Praising your kids in this way will help you go over some of your rules and
expectations right away without boring them, wasting time, or talking over their
heads. It will also help your kids actually see what you expect. Mostly, though, it
will help inspire some of your other students to do the same wonderful things,
thus setting you up for a wonderful year! After all, the more kids you can get
doing what you want them to do, the easier your year will be right off the bat.

The Third or Fourth Day of School: Beginning Journals (For Real!)
Step 1: Get your students EXCITED about writing in their

journals
When you are officially ready to begin Daily Journal Writing
with your class (no later than the beginning of the 2nd week
of school), it’s important that you do so with great
enthusiasm! The more excited you are about your kids’
new journals, the more excited they are bound to be as
well. Announce that you have something really special for them, and tell them
that you can’t wait any longer to share it!
Bring your fresh stack of new journals (spiral notebooks) with you to your Letter
of the Week meeting area, and ask your kids to sit on the floor around you in a U
formation so everyone can see. Let your kids know just how cool their new
journals are and just how excited you are for them to receive them. Tell them
how great it is that they are going to become “real writers.” Let them know just
how much you are looking forward to seeing their unique pages, and how you’ll
be watching with bated breath to see their first words, sentences, and STORIES!
Tell them that you just can’t wait to read the very first story created, that you’ve
been waiting all summer long to do so! Tell them that you really miss reading
good stories! Regardless of what you choose to say, get everyone super-excited
about journals and writing in general. Writing time should be FUN, not a dreaded
chore.
Step 2: Model EXACTLY what you expect your students

to do with their journals
Before you actually hand out your kids’ journals, you
need to model exactly how you want your kids to use
them. Telling them is not enough – you need to actually
show them, one tiny step at a time! Otherwise, you are
bound to get at least a few kids who start their journal

writing on the last page or who use multiple pages (sometimes the entire journal)
in one setting!
1. Start by telling your kids that they need to start on the first page – the one
that comes right after opening the colorful front cover of their journals.
Make sure you specifically point out which side is the front of the journal
and which side is the back. After you have done so, quiz your kids. Ask,
“Which side is this?” Then flip over the notebook and ask them to tell you
which side is showing now. Do this a few times to make sure everyone
knows which side is the front and which is the back. You can say things like,
“Is this the front?” or “Is this the back?” It may seem obvious to you, but
certain kids are sure to get the two confused and start from the back if you
do not make a big deal out of this!
2. After going over which side is the front and which side is the back, model
how to turn the pages of the journal, one at a time. Kindergartners are
notorious for turning a bunch of pages at once and doing their next
drawing/story on some random page. Keep this from happening by
stressing the fact that they should only turn one page each day. Tell them
that they are not allowed to skip any pages when they do so. Make a big
deal out of this, turning a bunch of pages at once and saying, “Is this where
I’m supposed to write?” Of course they’ll all shout out, “NOOOOOOOO!”
Still, you are bound to have at least one student skip a page (or 20) at some
point!
3. Now that your kids know how to open their journals and find the right
page, tell them that they are only allowed to use ONE page per day. If you
don’t, you might find that some of your kids will scribble one little picture
after another on multiple pages until the whole journal is full…on the very
FIRST DAY of use!
After explaining your “one page per day” rule, ask them, “How many pages
are you allowed to draw/write on each day?” Make sure they all respond

appropriately. Ask a few more times to make sure everyone knows the
answer!
4. Once your kids know how to find the page they are to write on and
understand that they are only to write on one page per day, it’s time to
open up your journal once more and model how to actually draw a picture.
If you are feeling adventurous, ask your kids if anyone has a good idea of
something for you to draw. Otherwise, brainstorm aloud as you think up
something to draw and write about. (This will help model how your kids can
come up with what to draw in their own journals.)
Once you have figured out what you are going to draw, pick up a new
crayon or two, and discuss how to take care of new crayons and make them
last. It’s also a good idea to talk about how to color slowly and carefully
with them (as opposed to scribbling) so their pictures will turn out extra
nice! After, talk about what you are going to draw and how you plan on
drawing it. Try to break each part of your picture down into parts, if at all
possible. For instance, if you decided to draw a picture of your family, draw
one person at a time, discussing that you are going to start with a circle for
the head…then add a little square for the neck…then are going to do kind of
a rectangle-ish shape for the body, etc. Talk your way through the entire
drawing, helping your kids see how anything can be broken down into
shapes to make the drawing of it easier. Some kids will naturally know/do
this, but others will greatly benefit from this instruction! Plus, it will be a
good review of shapes for any kids who still don’t quite know them. Once
you have gotten the main parts down, discuss how to make the picture
extra-special by adding all sorts of details. Ask for ideas about what colors
you should use, what you should add, etc. Really get your kids thinking!
As you draw whatever picture you decide to draw, stress to your kids that
you want to see their BEST work every time they draw or write in their
journals. Let them know that you will give them plenty of time to finish.
Tell them that no one should rush through their work. If you want,

demonstrate the difference between coloring carefully and simply

scribbling. The more specific you are about what you expect, the better
your results are bound to be. Kindergartners are generally eager to please!
5. Once you have finished with your picture, show your kids how to label
various items by sounding out words. Teach “tricks” as necessary. Not
everyone will be ready to sound out words on the first day of school, but go
over it anyway so that those who are ready can get the idea and try to do
so on their own. You can also go over how to write a complete thought, or
sentence. Simply sound out each word in the sentence you want to write.
Have your kids help you, if appropriate. Add more sentences if you desire.
Step 3: Send students to their seats…QUIETLY!

After you are done modeling EXACTLY what you want
your students to do in their journals, it is time to send
them to their seats to work. Since many of your kids
will need a quiet work environment to really
concentrate, it’s important to set this up from the start.
As you prepare to pass out journals, tell your kids that

you are looking for the quietest students to call up first.
Let those “quiet” students be the first to pick out their
journals and get started. Call on other “quiet” students to follow. Encourage
students to stay this way as they eagerly get to work. Praise those kids who are
working quietly and doing a great job. This should get others to do the same. If
you have any kids who start to get a little noisy or antsy, quietly talk to them as
soon as possible. Sometimes, simply putting a soft, calming hand on their
shoulder or back to let them know you are there can help quiet them without
your having to even utter a sound.

Step 4: Circle around the room, helping as needed

As soon as students are settled and working, it’s time
for you to get to work as well – helping your students
learn to write words, sentences, and/or stories! Help
as many kids as you can each day. Be careful not to
stay in any one place for too long; it’s important that
you simply help a little and move on, help a little and
move on.
Initially, you want to make it your goal to meet with

your highest kids first. This doesn’t mean you ignore your others; it just means
that you want to try to get to all of your kids who are ready to begin writing as
soon as you can. After all, these kids typically don’t need a lot if instruction to get
going, and once you get them going, they will be able to continue doing so
without any extra help. This will not only inspire others to begin writing, but will
also free up some of your time so you can spend it on your needier students.
So, for starters, help your high kids with whatever they need, and get them
writing as soon as possible! If they are just starting to write, help them discover
how to sound out words and label their pictures. If they can already do that,
encourage them to sound out one word at a time to write a whole sentence, or
thought. Teach them how to start with a capital, space between words, and end
with the appropriate punctuation mark. If they are already comfortable writing
sentences, persuade them to write stories. Help with capitalization and
punctuation as needed. Don’t worry about everything being perfect, however;
your main goal is just to get your kids WRITING… a LOT! The more they write, the
easier it will be to teach them about where capitals, periods, etc. belong.
Encourage them to fill up the entire page…and then to continue on to the next!
(If they are writing on the lines, they are allowed to keep writing on subsequent
pages.) Compliment their work enthusiastically, and tell them that you can’t wait
to read whatever they write next! Encourage them to “keep writing” as you leave
them, and move on to your next student as soon as you can. You never want to

stay with any one student for too long, just long enough to teach them something
that will help them move forward from wherever they are.
As soon as you’ve given your highest kids the tips they need to begin working
independently, visit your next highest kids. See what they need help with. If it is
sounding out words so they can label their drawings or write a simple sentence,
show them how to do this. Those with letter/sound knowledge should be able to
catch on to this pretty quickly. Those still learning letters and sounds will need
more help picking out the right letters as you
sound out whatever it is they want to say.
Hover over them for a minute, helping as
needed. After you have helped to get them
started, encourage them to continue and
move on.
After visiting with your top and middle

groups, it’s time to circle around to your
needier kids, the ones who are just learning
to scribble and/or draw. Most likely your
“scribblers” will not know enough letters or sounds to begin writing words yet.
That’s okay. That’s one of the reasons why I recommend that you meet with
them last. (That doesn’t mean that you initially ignore them, it just means you
spend more time getting your “less needy” kids moving first so they can be busily
working while you meet with those who require a bit more attention.)
In any case, when you finally “sit down” with your “lowest” kids, see what they
need. If they are really struggling to draw, show them how. For instance, if they
are drawing people with legs dangling from the head, show them how to include
the body, arms, etc. If they have drawn a “house” flying in the air, show them
how to put it on the ground.
After your mini drawing lesson, ask them what they would like to write. If they
are able, let them write the letters as you sound out the word at hand and help
them figure out what they need. You can point to your class alphabet display (or

independent alphabet strip if they have one at their seat) and show them which
letter to write. If they aren’t able to write letters yet, write the letters for them
very slowly, sounding out the words as you go. Your goal is to model how you
figure out what letters to write, as well as to help them become more familiar
with the letters themselves. Even if they don’t “get” the whole
letter/sound/writing connection right now, they will have at least been
introduced to it. As the year progresses and you consistently pound in this
connection throughout your day, your kids should all gain the ability to write
words, sentences, and stories.
Step 5: Pick a few students to share their work

When you see that your kids have had a chance to draw
their pictures and write their words/sentences/stories,
pick a few students to share their work. Look for kids who
did a really nice job with their journals. Those sharing
should have labeled their picture nicely and/or written a
few good sentences or even a story. They should have
also drawn a nice picture.
It’s important to make a really big deal out of the students

you choose to come up and share their journals.
Congratulate them. Say how smart they are. Tell the class
what you liked about their journals. This will help motivate others to step up their
journal writing as well. You might even let those chosen sit in a special “author’s
chair” or read their stories over a microphone. When I was teaching, I bought a
small karaoke machine for my students to share their work through. It was a big
hit! The kids loved hearing their voices on the microphone. This caused many to
work even harder on their journals because they wanted to get chosen to share
their work so they could use the microphone.
If you don’t have time to call your students up to share their work, make sure you
at least hold up an exceptional journal or two and read it to the class yourself.

Openly admire the author’s writing and intelligence.
As the Year Continues

As the year continues, you’ll need to make
sure that all of your kids are consistently
moving forward from wherever they are.
Circle around, praising their work and
encouraging them to write even more.
Help as needed, showing your kids how to
properly space between their words, start
sentences with capital letters, and end
each sentence/complete thought with the
proper punctuation mark. Review “tricks”
and “outlaw” words that come up, helping your kids adjust key spellings as
needed.
As you visit with your kids and help them progress, make sure you are
enthusiastic and encouraging. You want your kids to LOVE expressing their
thoughts, feelings, and ideas on paper. Praise, praise, praise all efforts, letting
your kids know just how smart they are getting. Hold up examples of great work
for everyone to see. Marvel at super sentences and drawings. Put special stickers
or stamps on superior work. Get your kids excited about filling up their journal
pages each day! Inspire them to learn, grow, and “show what they know.”
By mid-year, everyone should be sounding out words and writing sentences on

their own. If they aren’t, make sure you are adequately teaching your kids what
they need to know throughout the rest of your day. They should all be well-
versed in letters, sounds, blending/segmenting techniques, “tricks,” and “outlaw”
words if you are utilizing all 7 components of the Kinders Can! READ and WRITE!
program properly.
Keep in mind that conducting Interactive Literacy Charts on a daily basis is crucial
to their success. That is where they get the guided practice they need to write on

their own. Make sure you are reading and writing at least one chart each day the
“slow” and “fast” way with your kids. Also, make sure they are leading the charts
with their voices so that they aren’t simply mimicking yours. This can make a
world of difference!
Getting the Most Out of Journal Writing Time

To get the most out of your kids
during their journal writing time,
make sure you are: 1) teaching them
what they need to know to read and
write words (letters, sounds, how to
blend and/or segment words,
“tricks,” and some of the most
frequent “outlaw” words), 2) giving
them enough time to really get into
their writing (30 minutes to an hour),
3) supplying them with the proper materials (a spiral notebook with regular lines,
sharp pencils, and a variety of crayons), 4) maintaining a calm, quiet environment,
5) praising their work regularly, and 6)helping as needed. Slighting them on any
of these core ingredients can alter your results significantly.
1. Teach your kids what they need to know to read and write words
You absolutely MUST be teaching your kids what

they need to know to read and write words
(letters, sounds, how to blend and/or segment,
“tricks,” and some “outlaw” words) throughout
each day if you want your kids to be independent
writers. If you are only teaching your kids how to
blend and segment three and four letter words,

you can’t expect them to be able to write the many words full of “tricks” that they
are likely to come across. They simply won’t know how to represent the new
sounds. Likewise, if you have been too afraid to teach the “outlaws,” your kids
will not know how to correctly represent those either.
Don’t be afraid of “tricks” and “outlaw” words. Point them out and teach them
every time they come up. Eventually, they will become second-hand knowledge
to your kids. For this to happen, however, you must give your kids the guided
practice they need to get comfortable with them. You must read and write charts
the “slow” and “fast” way with them as often as possible, pointing out and/or
teaching “tricks” and “outlaw” words as you do so. These charts should be full of
“real” words and sentences, not overly predictable or simplified text. (See
Interactive Literacy Charts chapter for more on this.)
Whatever you do, don’t shy away from teaching your kids the “tricks.” Your kids
really need to know them to become writers (and readers). In fact, not knowing
these “tricks” is the number one reason the kids who come to me for tutoring are
failing to read and/or write fluently. Although they generally know letters,
sounds, and “sight words,” they usually struggle to read and/or write any words
they haven’t memorized that contain these “tricks.” You simply must teach your
kids the “tricks” if you want to turn them into real readers and/or writers.
2. Give your kids enough time to write
Ten to twenty minutes for journal writing is simply not

enough time for your kids to complete the writing
process. If you want to really get them writing, you
need to give them the time they need to think, plan,
and create. Forty-five minutes to an hour is best. You
can go down to 30 minutes if absolutely necessary.
Just make sure that that time is being used
appropriately. Your kids should all be consciously
working on their stories, not talking or goofing off.

3. Supply your kids with the proper materials
If you want to really get your kids writing

complete stories in their journals, you need
to make sure they have the materials they
need: paper, pencils, and crayons. While
pencils and crayons are pretty self
explanatory, “paper” is another issue.
Although any type can be used, I have found
regular notebook paper to be the best
choice. Spiral notebooks make instant
journals and can often be found for very reasonable prices just before the school
year begins when many stores have their “Back to School” sales. I wholeheartedly
recommend getting a year’s worth while they are on sale, or putting them on
your supply list for your students to bring in.
If you decide not to use notebook paper and instead pass out handwriting paper
for your kids to write their stories on, do not expect the same results. There
simply isn’t enough space for your kids to write as much as they would have on
notebook paper. Even when you supply extra pages, it’s harder for the kids to
keep up with all they have written due to the spread out nature of the lines and
the “flipping” of pages reading over what they have written requires. Plus, when
they get to the end of the first page, they will rightly feel as if they have already
“filled up the page,” and will likely see no need to go on to page 2, 3, and 4.
Furthermore, “writing on the lines” requires more careful strokes which can slow
down the writing process, preventing the flow of thought and stifling the amount
of work completed. Because of all this, you are likely to get very different results
depending on the type of paper used.
I once had a teacher come up to me and tell me that she just “wasn’t getting the
results she wanted.” She said her kids knew the basics, but just weren’t really
writing that much. Despite doing journals every day, she just wasn’t seeing the
progress she had hoped to see. I asked her to show me some of her kids’ journals
so I could get a better idea of what was going on. When she pulled them out,

they were cute little journal booklets that had a big blank space on the top half of
the paper, and a few handwriting lines on the bottom. Her kids were “filling them
up” with 2 or 3 sentences at most. I urged her to switch to notebook paper as
soon as she could. She did so, and was thrilled with the results, showing me the
difference it had made, literally, overnight. Instead of getting two to three
sentences, she was suddenly getting whole stories! Trust me – it might not seem
like any big deal, but the paper you hand out to your kids to write on can make a
huge difference in the results you get!
4. Maintain a calm, quiet environment
It’s hard for your

kids to get much
done if they aren’t
actually working!
I’ve seen classrooms
where kids are
supposed to be
writing in their
journals but are actually talking, playing, moving around the room, etc. If you
want your kids to get practice writing, they need to be…uh… writing! To help
them do so, make sure you maintain a calm, quiet environment. That means kids
should be writing rather than talking, playing, and/or moving around the room. It
also means your room should be quiet. This will help your easily distracted
students think better and more clearly, enabling them to get more done. Insist on
good behavior during journal writing time. It is well worth the effort!
5. Encourage your students to do more and more

Regardless of what your kids are able to do or not do, always encourage them to
do more! As you circle around, teach them, admire their work, and encourage
them to add some more. You want to get all of your students doing THEIR

absolute best, whatever that is. To get this out of them, you have to get them
excited about what they are doing. Praise, praise, praise…and encourage,
encourage, encourage. Make a really big deal out of whatever they are doing,
especially if they are practicing a new skill (going from drawing to labeling, from
labeling to
sentences, or from
sentences to full
stories). Genuinely
appreciate their
work, recognizing
them and
congratulating
them in front of
everyone or in
private, whichever
seems more
appropriate. Kids
like to know what
pleases you. They also like to be recognized. You are bound to get more out of
your kids if you notice their growing skills and make a big deal out of them when
you do so!
One student in a classroom I visited was definitely not doing her best work. Her
teacher told me that she had been a writer from the moment she had entered
kindergarten, and that she should have been writing full stories, for sure. When I
looked at her journal entries from the beginning of the year, I noticed that they
were far better than her more recent ones. When I asked her why, the little girl
said that she was “just doing what all of the other kids were doing.” Then she
continued to tell me that “no one ever came to help her or compliment her
work.” As a result, she did whatever she felt like doing. She had no reason to do
more – no incentive. This smart girl needed some TLC! She needed some
encouragement, a reason to do more than the other kids. A little praise would
have gone a long way!

Remember – even though your brightest kids may not need a lot of help, they do
need encouragement! And the more you encourage them, the more they will
generally do! Inspire them to continue to grow and stretch along with your other
kids. Let them know how proud of them you are. You will be AMAZED at how far
they will go with a little TLC and enthusiastic encouragement! Plus, they will help
to motivate your other kids to progress as well!
6. Help as needed
Praise is important, but kids also need help to progress from where they are.
Make sure you are circling the room as your kids work, helping each one advance
a bit as you stop to briefly meet with them. You want all of your kids to be
constantly moving forward. That means you need to meet with EVERYONE, not
just the ones who are struggling.
In the case of the girl whose work

was actually deteriorating as the
school year progressed, all she
needed was a little urging. She was
fully capable of writing long, detailed
stories, but saw no value in doing so
since everyone else was only writing
a few sentences. Had her teacher
encouraged her and praised her
when she wrote long stories in the
beginning of the year, she most
likely would have been more inclined to continue doing so. Had her teacher also
met with her (and not just the struggling students in the room), her spelling,
sentence structure, capitalization, and punctuation skills would have no doubt
improved more as well. Don’t forget – ALL of your kids need your help. Move
around the room and help as needed, encouraging everyone to do THEIR personal
best as you do so.


Frequently asked questions
Do I have to include journal time in my schedule every day? My kids

don’t even know how to write!
Daily Journal Writing is one of the most important activities you can include in
your day, even if your kids can’t write yet. Do not take it out of your schedule or
only utilize it a day or two each week just because your kids appear to be
scribbling during the first couple of months. Limiting their writing time will hold
back their writing ability even more. Rather, make sure you are circling around
the room during this crucial component, teaching your kids what they need to
know and encouraging your kids to do their very best work. By mid-year, the
quickly scribbled drawings and random letters should have disappeared, replaced
by careful drawings and oodles of readable print! By the end of the year, if you’ve
done your part correctly, you should have a classroom full of kids who love to
draw and write!
When is the best time to have my kids write in their journals?

Although you can insert your Daily Journal Writing time into any open pocket of
your day, I recommend doing so first thing in the morning. It does wonders to
create a calm, focused environment, despite what might have been a mad rush
for many of your students beforehand. Plus, it’s a great, quiet way to start the
day, allowing announcements to be heard and sleepy brains to be gently
awakened. Furthermore, it allows kids to get started as soon as they come in the
room, helping to utilize everyone’s time from the first second of the school day
on. As your students collect their journals and get to work, it also gives you a few
minutes to take care of any early morning tasks (attendance, lunch count, parent
notes, etc.) that must be quickly attended to.
If first thing in the morning is not possible, Daily Journal Writing can also be used

as a sort of “quiet time” shortly after recess, lunch, or physical education.
Regardless of when you manage to sneak your daily journal writing in, make sure
that you do so. It is an activity that is well worth the time it takes up, despite the
daily commitment required. It will give your students the time and practice they
need to experiment with all they are learning, and you the time you need to cater
to your students’ individual skill levels, moving each forward as you circle around
the room helping as needed.
What does a typical journal entry look like?

A typical journal entry varies from student to student, depending on their skill and
developmental level. For some, a beginning entry might be little more than a
scribbled picture with some scattered letters. For others, it might be a three page
story with near perfect spelling, capitalization, and punctuation. Either is fine, as
long as each child is trying his or her best and you are constantly working to move
each one forward from wherever they are.
Since there is no such thing as a “typical” journal entry, it’s important for you to
ensure that every child in your classroom is diligently working at his or her ability
level and constantly progressing throughout the year. That means that no child
should just be drawing pictures labeled with random letters for long. As soon as a
student knows enough letters and sounds (which should be early in the year due
to the Daily Alphabet Review Activities), he or she should be shown how to label
his or her journal by sounding out words and writing the letters that represent
them. As soon as a student can label words in his or her journal, he or she should
be urged to write sentences with proper spacing, capitalization, and punctuation.
As soon as a student can write sentences, he or she should be prompted to write
paragraphs and/or stories. As soon as he or she can write paragraphs and/or
short stories, he or she should be encouraged to write longer ones!
By mid-year, all of your kids should be writing sentences in their journals. In fact,
they should be writing more and more each day. If they aren’t, something is

wrong. Make sure you are doing enough Interactive Literacy Charts with your
kids, letting their voices lead as you go through the sentences. Also, make sure
that you are circling around the room during journal writing time, helping those
who are stuck or confused as needed. You’ll also need to ensure that everyone is
participating in all of the Kinders Can! activities throughout the day. After all,
that’s how they’ll learn about the letters, sounds, blending/segmenting
techniques, “tricks,” and “outlaw” words they’ll need to know to write on their
own.
By the end of the year, all of your students should be writing anywhere from a
nice paragraph to several pages. Encourage them to write, write, write as you
circle around praising their efforts.
Do my kids really need 45 minutes to an hour every day to write in

their journals?
Giving your students 45 minutes to an hour to write in their journals each day is
really important, especially during the second half of the school year. Your kids
need a large chunk of time to really get into writing their stories. Cutting this time
short in lieu of other activities is like stopping a great cardio workout after the
warm-up so you can eat a snack, get back to work, or make some phone calls. It’s
just not going to be as effective. You won’t build as much new muscle. You won’t
burn as many calories. You won’t accomplish as much (at least as far as your
workout is concerned).
Don’t make this mistake with your kids. For your kids to get the best writing
workout possible, you need to let your kids get warmed up, then prod them on to
new heights, urging them to write more and more with the time they have.
Remember, your goal is to get your kids writing full-page stories. To achieve this,
you need to give them the time they need to experiment with print and build
upon their skills. Calling time before they have a chance to really get into their
writing is sure way to prevent them from doing so and to limit their overall
progress.

With that said, you don’t need to give your kids quite as much time in the
beginning of the year if they don’t come to you already knowing letters and
sounds. In this case, you might just give them 20 minutes or so until their
letter/sound knowledge starts to come in. As this happens (usually within the
first month or two), you’ll want to steadily increase the amount of time you give
your kids to work in order to ensure they have enough time to really express their
thoughts adequately and practice all they are learning.
I generally gave my kids around 45 minutes a day to work on their journals all
year round. This gave me the time I needed to circle around, helping those in
need. It also gave my students the time they needed to draw and write about
whatever was on their minds. Since journal writing is one of the most effective
activities you can include in your daily schedule, I heartily recommend giving your
kids as much time as possible to work in their journals throughout the year.
Should I assign a topic?

I do NOT recommend giving your students a topic to write about during journal
time because the point is not to see what they know about something you
suggest, but rather to get them writing as much as possible so they can practice
all they are learning about writing. Some kids are bound to not write as much if
you give them a specific topic, just because they don’t know much about that
particular topic or possibly because they simply don’t feel inspired to write much
about it.
With that said, some kids have more trouble coming up with something to write
about than others. If needed, have some story starters they can use, or tell them
to look at the alphabet strip pictures hanging on the wall for inspiration. This is
usually enough to get those kids started.

Should I write hard-to-spell words on the board for my kids to copy?

Because your goal is to get your kids writing words without your help, DO NOT
WRITE WORDS ON THE BOARD FOR THEM TO USE. You never want your students
to think that they can’t spell something by themselves. Rather, if they ask how to
spell a word, sound it out for them. Never tell them the actual letters.
What if I have kids who say they “can’t” do something?

Journal writing should not be stifled by “I can’t” thinking. Do everything you can
to get your “I can’t” students to believe that they really can. Tell them they can,
show them how they can, and insist that they say they can. Mindset is half of the
battle to learning.
If any of your kids say they “can’t” spell a word, sound it out for them. If anyone
says they “can’t” draw what they want to draw, tell them to think of it in terms of
shapes. If anyone says they “can’t” think of something to write about, simply
have them look up at the pictures on the alphabet strip and say something like,
“Look at all of those ideas! You could write about alligators… or bears… or cats…
or dogs....”
Whatever you do, make sure your class has an “I can!” attitude. This alone will
take them far.
How many students should I work with each day…and who should I
work with first?
While you walk around the room looking for people to help, make the most of
your time. Don’t stay with any one person too long. You want to try to visit with
everyone if possible. Still, since your goal is to get as many of your students self-
sufficient as soon as possible, it’s important to spend a few extra moments with
those who are close to writing on their own so you can get them going. This will

allow you to spend more time with your needier students as the year progresses
and they become more developmentally ready to tackle all that writing entails.
In any case, make it a point to give mini-lessons to at least 5 or 6 students each

day until everyone is writing independently. In addition, make sure you circle
around the entire room each day, praising everyone’s best efforts. Encourage
them to do even more by saying things like, “Wow! What a great start! I can’t
wait to see what you come up with next!” or “Nice job! You wrote some
wonderful words! See if you can write some sentences now!”
Lack of positive motivation will likely yield a lack of positive results. Remember to
praise all of your kids as often as possible, especially your story writers. Make a
really big deal out of good, quality work. That way others will strive to do the
same, and those doing the good work will continue to try to impress you, possibly
trying to write even more.
When should my kids be writing on their own?

It’s really hard to say when your kids should be writing on their own. A lot
depends on what they already know when they enter your room and how
effective you are at teaching letters, sounds, blending, segmenting, and “tricks”
throughout your day. If your kids already know letters and sounds upon walking
through your door, they should begin writing pretty quickly, possibly within
weeks. If they haven’t had much exposure to letters and sounds, it will probably
take a little bit longer.
My goal, since I was never blessed with any writers at the start of the year and
only got a handful that knew letters and sounds when they first came to me, was
always to have everyone in the class reading and writing within four to five
months of the beginning of the school year. Typically, I would have a few
stragglers with speech or learning disabilities who took longer, but, for the most
part, all of my kids could read and write (at least on a basic level) by mid-year.
Once my kids understood how to write words, I spent the rest of the year helping

them improve their skills and encouraging them to write even more. By the end
of the year, all of my kids understood how to write on their own, though some
wrote 2-3 page stories every day while others just wrote a long paragraph or a
few disjointed sentences that described their pictures. Mostly, though, everyone
enjoyed writing and did their best to at least fill a page.
How can I get my kids writing longer, more interesting stories?

If you want to get your kids writing longer, more interesting stories, you need to
do a few things. First, you need to make sure you are teaching your kids what
they really need to know to read and write anything -- letters, sounds,
blending/segmenting techniques, “tricks,” and some “outlaw” words. Keep in
mind, however, that you should not be spending much time on “outlaw” words.
Rather, you should be focusing your efforts on getting your kids to sound out
words and represent those sounds with the appropriate letters. “Outlaw” words
should really only be discussed when reading and writing interactively with your
kids.
Second, you need to make sure your kids have decent vocabulary skills and a
general understanding of story structure. Reading aloud to them each day should
help with this. Going over new vocabulary words each week during the Letter of
the Week Focus and social studies and/or science themed charts should also help.
Third, you need to make sure you are giving your kids enough time to really get
creative. If you are only giving them 20 minutes or so to write, they probably
won’t have time to do a whole lot. After all, it takes time to come up with an idea
and draw a picture, not to mention to put your idea into words!
Of course, the type of paper you are using could be a problem as well. Make sure
there are lots of lines. Notebook paper works best. Otherwise, your kids really
won’t write much. They’ll think they are done when they “fill up the lines.”
Now, if you are doing all of these things and still aren’t getting good stories from
your kids, try modeling how to write one yourself. Brainstorm ideas, draw your

picture, and get to work. Sound out your words as you write. Do this every day
for 3-7 days. Then send your kids to their seats to work on their own stories.
They should have a much better idea of what you are looking for after you have
modeled the process.
Finally, make sure you are utilizing one of the finest teaching tools available –
PRAISE! As you circle around the room, helping as needed, make a really big deal
out of any creative sentence writing that you see. Make an even bigger deal out
of any stories you see! Tell your class how excited you get when you get to read
their sentences and stories! Tell them how smart they must be to write so much!
Tell them whatever you need to to get them excited about writing more…and
more…and more! The more excited they get, the more they should write. The
more they write, the better their stories should get!
I found the cutest journals! Do I really need to use spiral notebooks?

Beware of cutesy “journals!” Oftentimes, they are full of pages that have a large
space at the top for a picture and a few lines of handwriting paper at the bottom
for the “story.” This type of paper may help your students to write nice and
neatly “on the lines,” but it will also slow them down and keep them from writing
more than two or three sentences due to the limited amount of space they have
to fill and how big they have to write to get their letters on the proper lines. As a
result, it’s best to save the lined story paper for illustrating a sentence or
something. Journal writing time should be more about getting your kids to write
as much as they can. For this, you will need a lot more lines than handwriting
paper can provide. Spiral notebooks will do just the trick!
Could I make my own journals and use blank paper inside?

You could make your own journals, but I don’t recommend using blank paper to
fill them. Paper without any lines tends to invite super-large letters that fill up the

entire page! Instead, if you want to make your own journals, consider placing one
blank page (for a picture) next to a lined page. Then let your kids know that they
are to draw their picture on the blank page and write their story on the lined
page. Just make sure that you put lots of lines on the lined page so that your kids
can write a bunch without running out of space. If you don’t want to bother
making your own journals, buy spiral notebooks. They work great for this!
When should my students start sounding out words?

You want to get your kids sounding out words as soon as possible. Students who
come in knowing letters and sounds should be urged to sound out words the very
first week of school. Others should pick up this information quickly and be urged
to sound out words as they do so.
Should I correct my students’ spelling errors?

In the beginning, you simply want to get your kids comfortable sounding out
words and writing the letters that best represent what they hear. If they leave
out an important letter or two, don’t worry about it. Simply compliment their
efforts and sound out a new word or two with them, helping them hear all of the
sounds in the correct order. The idea is to get your kids feeling comfortable and
excited about writing.
As your kids get more and more comfortable sounding out words, you can begin
to help them a little more. Still, don’t correct everything they have miswritten.
Instead, pick a word or two you think they are likely to want to write again, and
help your kids hear any important sounds they are leaving out. Teach them any
“tricks” they need to know as well. For instance, if one of your kids wrote the
word sister “str,” praise his or her attempt, then say something like, “I love that
you are working on writing big words already! You are so smart! Let me help you
sound this one out. It’s a little bit tricky!” Then help him or her sound it. Have
him or her write the correct letters as you do so. When you get to the /er/ sound

at the end, ask him or her if he or she knows what letters say “/er/” at the end of
‘sister’. If he or she doesn’t know, teach him or her that e and r typically say /er/
at the end of a word. Don’t make a big deal out of it, just teach it and move on.
Announce it to the class so they can learn it as well.
As your students become more and more comfortable spelling words, you can
help teach them how to spell certain “outlaw” words you want them to know as
well. Pick one or two misspelled words in their current story to correct/teach
them each day. You don’t want to overwhelm them or make them feel as if they
have to memorize everything they want to write, so don’t pick too many words
for them to correct. Be careful how you bring up the correction as well. You can
say something like, “You know what? This is a tricky word! I’m going to show you
how to spell it like a first or second grader!” This should help take the sting out of
the correction!
Most spelling errors should be minor if your kids know letters, sounds,
blending/segmenting techniques, and “tricks.” Make sure you are teaching all of
these throughout the day. Help your kids get used to common “outlaw” words as
well. (See Interactive Literacy Chart section for more on getting your kids reading
and writing with “tricks” and “outlaw” words.)
Yuck! They’re scribbling!

Without fail, kindergartners will scribble! Sometimes they scribble because that’s
all they know how to do. Sometimes they scribble because they don’t care what
their drawings look like. Undoubtedly, you will look at some of their pictures and
wonder why it is you are giving them all of this time to scribble! Just remember
that scribbling comes before drawing, just like sounding out words comes before
reading fluently.
If you are having trouble with your kids scribbling, there are a couple of things you
can do to move them out of this stage of “drawing,” just like there are things you
can do to teach them how to read.

1. Model how to draw a picture each morning (or day) during the first week or
two of school. When doing this, show students how to put various
“grounds” in — dirt, grass, gravel, pine straw, etc. Remind them that it is
sometimes challenging to draw certain things, but that you expect them to
try their best, just like you. Include some details and end with a sky. Then
send them to their seats to do their own, telling them that you are sure
theirs will be even better than yours since you had to rush a bit.
2. Praise carefully made pictures when you see them. Hold them up for the
class to see and RAVE about them. Others will, no doubt, want to have you
rave about their work as well. Because of this, you should see a lot more
students begin to take their time and show a little more pride in their
pictures.
Should I make my students write or draw first?

One of the worst things you can do during journal writing time is to force students
to write before they are allowed to draw their pictures. Some may choose to
write before drawing — great! Others will need to draw first to get their brains
going. Let them. If they are nervous about writing and/or stressed out from a
crazy morning, the rhythmic movements should allow them to calm down a bit so
they can relax and get their minds focused.
With this said, later in the year, when everyone is able to write, you might need to
give your kids a cutoff time for their drawings. Sometimes, students will get so
excited about their drawings that they will completely lose track of time and will
soon find themselves with an incredible drawing but no story to go with it. When
your journal time is about halfway over, simply remind your kids of the time and
let them know that you expect everyone to get started on their stories within the
next couple of minutes, if they haven’t already. After the “couple of minutes”
have gone by, insist that crayons be put away and pencils be picked up. Let them
know that they can go back to their drawings once their stories have been
completed – or later in the day if there is some spare time.

Don’t forget to loudly, genuinely, and excitedly praise your writers as you circle
the room. This should help get more kids focused on their writing, as most
kindergartners are eager to please the adults they care about! Of course, your
kids will only be able to write independently if you have actually given them the
tools they need to do so (knowledge of letters, sounds, segmenting/blending
techniques, “tricks,” and some “outlaw” words) as well as the daily practice they
need to grow comfortable using these tools. If you aren’t teaching your kids
these things, don’t expect them to be writing anything other than what they have
memorized or can copy from around the room.
What should I do if a student asks me to spell a word for him?

If one of your students asks you how to spell a word, sound it out for him or her —
don’t ever spell it with the actual letters. Very few students will get anything
long-lasting from your spelling words for them. So, if a student asks you how to
spell “summer,” simply respond with the sounds needed, saying “/s/ /u/ /m//m/
/er/.” You can ask them, “Do you know what 2 letters say ‘/er/’ at the end of
summer?” If they don’t know the “er trick,” teach it to them. If they do, they’re
all set to spell the word summer on their own. What’s more, the next time they
want to spell the word summer, they are more likely to remember “/s/ /u/
/m//m/ /er/,” and will thus be more likely to write it down perfectly – without
having to ask you how to spell it again!
Why should I sound out words for my kids instead of spelling them out
or writing them on the board?
If you want to get your kids writing on their own, they must understand that any
word we can say aloud can be broken down into individual sounds and
represented accordingly. Until they understand this, they will only be able to
write what they have memorized, can copy, or are told.

Your goal during journal time is to get your kids comfortable writing whatever
comes to mind without help. Even if your kids don’t spell everything perfectly,
they should be able to get really close if you are teaching them letters, sounds,
blending/segmenting techniques, “tricks,” and “outlaw” words throughout the
rest of your day. By sounding out whatever words they are unsure of, you will let
them know that no word is any more difficult than any other, and that they simply
must sound out whatever words they want to write and write down the letters
that represent what they hear.
Now, if one of your kids asks you how to spell an “outlaw” word, sound it out the
way it is spelled. For instance, if the word is “should,” tell the student who asked
that it is spelled, “/sh/ /ou/ /l/ /d/,” and check to see if the student remembers
the 2 letters that usually say, “/ou/.” This way you can teach proper spelling while
at the same time reinforcing why it is spelled the way it is. You’ll also be
reviewing an important “trick” in the process!
Helping your kids “hear” how a word is spelled, especially if it has a few “tricks” in
it or is one of the dreaded “outlaw” words they will eventually need to know, will
make a big difference in how quickly your kids will learn to spell words correctly
on their own. Having to remember one or two “odd parts” of a word as opposed
to a bunch of random letters is much easier to do for a beginning writer. It’s a
simple memory trick. Think about it -- if someone told you a string of random
numbers to remember, such as 3278530921, wouldn’t it would be much easier to
remember them if you broke them up into manageable chunks, like a phone
number? And wouldn’t it be even easier if those numbers actually meant
something to them? I always have an easier time remembering phone numbers
that have some sort of pattern, rhyme, or reason to them! Don’t you? Helping
your kids hear the sounds in the words they want to write makes it easier for your
kids to figure them out and remember. It’s just common sense.
So, remember -- if your kids ask you how to spell a word, help them hear the
sounds/letters they need to write by sounding out the word as it should be
spelled for them, helping to teach any unknown “tricks” as needed. Sounding out
words for them in this way will not only help answer their immediate questions,

but future ones as well!
How do I get my kids to start writing in their journals?

To get your kids writing in their journals, you first need to get them sounding out
words. Start with the students who already know their letters and sounds. These
are the ones who are the most likely to be ready to read and write. Usually, they
just need a little push in the right direction, a little understanding of how words
are made up of sounds that can be represented by letters. Then, once they
understand how to write words, they just need a little extra push to get them
writing sentences! It’s really very easy, as long as you are teaching the other
components throughout the day.
The main hurdle you have to get over in the beginning of the year is the
understanding that every spoken word can be segmented into the individual
sounds that create it. In other words, your kids need to understand that the word
cat can be broken up into the sounds /c/ /a/ and /t/, and represented accordingly.
Once your kids get this, they should be off and running. As a result, your main
goal during beginning journals is to get as many of your kids as possible sounding
out words and representing the sounds they hear with the appropriate letters,
even if those words aren’t spelled perfectly. DO NOT WORRY ABOUT SPELLING
OR HANDWRITING during this time; worry about getting your kids sounding out
words and doing their best to represent them.
During the first week of journal writing, circle around the room complimenting
your kids’ careful work and looking for kids to help. Stop in front of one of the
students who you think might be ready to begin sounding out words. If you’ve
tested your kids already, stop in front of the ones who already know their letters
and sounds. If you don’t know who these kids are yet, stop in front of the ones
who have the best fine motor control. Usually, these are kids who have had a
little more exposure to “school knowledge” than the ones who are having a hard
time merely holding their crayons and scribbling their pictures.
Regardless of who you stop in front of, ask him or her look at their picture and tell
you a little bit about it. Then ask him or her what he or she might like to write.

Try to steer him or her toward something easy, if possible. You might help him or
her sound out and write the word sun, dog, cat, or tree. If he or she would rather
write sister, brother, house, or some other word that contains “tricks,” help him
or her sound out those words and write them, going over the “tricks” as you do
so.
Keep in mind that you should not stay with any one student too long. Simply go
over a word or two with the eager learner, encouraging him or her to continue
sounding out more words after you leave. Praise all efforts, and make a really big
deal out of anyone who attempts to sound out words and write them on their
own, telling your kids something like, “Wow! Juanita is already starting to write!
She might be the first one to write a real story! I can’t wait to see who else is
writing! I just LOVE to see kids writing words, sentences, and stories! I am so
excited!”
How should I sound out words for my kids?

Let’s say the student you are talking with has drawn a picture of him and his dog.
When you ask him what he would like to write, he says he would like to write the
words me and dog. Begin with the first word, saying something like, “Okay, great!
Let’s write ‘me’ first! Ready?” Then repeat the word “me” and continue to break
it up by saying, “Mmmm-ee -- what do you hear first?” Repeat as necessary until
the student you are helping can tell you the first letter that needs to be written
(m). If he or she is having trouble, break it down even further for him or her,
saying, “Mmmm-ee, what says mmm?” Once the student comes up with the
letter m, move on to the e part, again saying, “Mm-eeee -- what do you hear
next?” or “Mm-eeee, what makes the eeee sound?” After the e is written next to
the m (either by you or the student, but preferably by the student), point to the
letters as you sound out the word. Say, “Mmm-ee, me!” Then move on to the
word dog, breaking down/segmenting the word just like you did for the word
“me,” and waiting for your student to respond by writing the letter that
represents each sound. Then point to the letters written and re-sound out the

word, this time blending the sounds together to see what they say.
This process should not take long. Move through it quickly, praising the student
you are working with for being so smart! Let the class hear you as you excitedly
tell the student how he/she is learning to “write like the first graders!” Make sure
you encourage your other kids to begin doing so as well! Many kids will have
been listening in as you taught this one anyway, and should be that much closer
to writing on their own as well!
What should I do with the students who finish early?

Tell the students who think they are finished with their journals to continue to
add more details to their pictures -- to color the sky in, add some trees, draw
some flowers, etc. If they have done that, tell them to sound out some words or
write a few more sentences until you can check their work. Get to them as soon
as you can. You never want idle hands. Chances are, if you let a student get
bored, he or she will begin to talk to someone or play a little game with their
crayons, etc. At best, he or she might fall asleep.
To avoid wasted time and/or unruly behavior, always have a plan for the students
who will undoubtedly finish early. But be sure they are truly finished before
allowing them to do something else. Check to see if they worked neatly, did their
best, and/or are truly done. When someone is really finished, allow him or her to
bring a book to his or her seat and read quietly. If you prefer, you can let him or
her read quietly on the floor somewhere.
NOTE: I would discourage book reading as an alternative to adding more details in

the beginning of the year because you do not want your students to rush through
their work to get a book. Use your best judgment on this and insist that the
students show you their work before getting a book if you allow them to do so.
Later in the year, make this an automatic choice for students -- any time they are
done with an assignment early, let them get a book and read it quietly. This is a
wonderful, never-ending activity that keeps everyone happily learning despite how

quickly or slowly they complete assignments. It is a much better alternative that

putting their heads down and falling asleep or disturbing others!
Should I write out the words for my slower students?

No. Expect the same from your “slower students” as you do from the others. Go
through their words the same way. The only thing you’ll need to do differently
with them in the beginning of the year is to help them come up with the letters
they need to write. Hand signals should help you with this. Since you’ll be
practicing the Alphabet Review each day with hand signals, even your “slowest
kids” should be able to find the appropriate letter when shown the hand signal
that goes along with it. Use this to your advantage. If you are trying to help one
of your students spell the word “me,” for instance, and he or she doesn’t know
the letter that represents the /m/ sound even after looking up at the alphabet
and going through it, show him or her the hand signal for M, and see if that helps.
If instant recognition doesn’t occur, encourage him or her look up at the alphabet
again to see which letter looks like your hand signal. Then confirm the letter and
sound as soon as he or she finds it by saying something like, “Yes, the one under
the monkey -- m, /m/.” Helping like this will not only help your students learn to
spell words but learn their letters and sounds as well!
If all else fails and you absolutely have to write the word for the student, make
sure you sound out the word as you do so, so the student you are working with
can get an idea of how you are figuring out which letters to use as you are writing.
Sound the word out slowly, writing the appropriate letter (or letters) after each
sound. Then, after you have written the entire word, point to the letters as you
sound out the word and blend the sounds back together again, showing your
student what the word says – and why it says what it says. After, have the
student sound out the word with you. It’s really important that you point to the
letters as you do this. Otherwise, the student you are working with is probably
going to have a tough time trying to figure out what you are doing. Repeat this
process until the student seems to understand what you are doing and can sound

out the word on his or her own (or at least with minimal help). Then move on to
your next word! After you have sounded out a couple of words with the student
in this way, encourage him or her to continue labeling his or her picture and move
on to another student.
Who should I work with first? I can’t get to everyone!

Because your lower and middle students are apt to be so time-consuming in the
very beginning of the year while they are still struggling to simply learn letters and
sounds, it’s important to empower your more advanced students first. You still
need to stop and help your other students, but you need to especially focus on
the ones who are ready to begin writing right away. And you need to move these
kids forward as quickly as possible.
Teach the kids who already know their letters and sounds how to use that
information to write words. As soon as these kids get the hang of sounding out
words and labeling their journal pictures, move them into writing sentences!
Teach them how to space between their words. Show them how to use capitals
and periods. Tell them about important “tricks” that come up, like sh, ch, th, er,
ing, etc. Then move them into writing stories! These kids will most likely catch on
very quickly, becoming self-sufficient in no time. They’ll also serve as great
models for your other kids to follow. Make sure you encourage them to do more
and more as the days go by, praising all of their efforts as they strive to meet your
challenges. This will help inspire them to continue going above and beyond and
will most likely spur others on as well.
With this said, remember that you should be circling around the entire room each
day, encouraging all of your students and quickly offering advice as needed. It’s
just that you will need to focus your mini-lesson time on those who are ready to
begin writing right away. Just think -- if you are able to get your top six to eight
kids writing/sounding out words on their own after the first two or three weeks of
school, you will have just reduced your class size by a third or fourth of its original
size. That will give you more time for those who need it. If you focus on your

middle students next and get them writing independently, you will have just
reduced your class size to about half or a third of its original size! This will open
up a lot more time to focus on the kids who need a lot more attention to get
going while still allowing the others to move at their own speed. As a result,
everyone will end up getting what they need when they need it. This will help
your class progress at a much faster rate.
The key is not to hold kids back. Everyone should be progressing every day. Don’t
ignore any group of kids. Just make sure you are focusing on the ones who are
ready to leap forward rather than spending all of your time on the few who are
simply not ready to. The more kids you can get writing, the more time you will
have to spend with the kids who are going to need a lot more one-on-one help.
What if my students can’t read what they’ve written?

As students learn to write words and sentences in their journals, ask them to try
to read what they have written back to you. Say something like, “Oh! Wow!
You’ve been writing! Can you read what you’ve written to me?” This will be
difficult for many of them at first, as it is often easier for students to write than it
is for them to read back what they have written. In some cases, they may have
left out some important letters, making it harder to read what they have written
back to you. If this is the case, you can help them resound out what they wanted
to say, making sure they get a more accurate representation to read back this
time.
Regardless, when asking one of your students to read their work to you,
encourage your kids to sound out what they have written. Be patient as you wait,
and be sure to help as needed. Even if one of your students writes the exact
same thing every day for a week, he or she may still not instantly know what it
says. That’s okay. Let him or her sound it out….again. Not knowing what it says
just means that his or her brain hasn’t fully internalized it yet. Give it time.
Sounding out words over and over again will allow your students the time they
need to fully understand, map out, and internalize the words before them. The

more they sound out the words written, the sooner their brains will begin to
understand the “secret code” being used. Once this happens, they will begin to
recognize the words by sight. Forcing this process is not productive. It only gets
students to guess at words, using the first letter as a clue. To avoid this, insist
that your kids sound out their words. Soon they should be reading and writing
them without any trouble.
My students are leaving out too many letters!

If your students are leaving out too many letters in the words and/or sentences
they are writing, it is most likely because they don’t fully understand how words
are formed yet and/or they haven’t gone back to actually read what they have
written. To remedy this, as you circle around the room looking at your kids’ work
and helping as needed, ask your students to sound out whatever they have
written. By sounding out their words (as they have written them), they should
begin to realize how important each letter is. For example, let’s say one of your
students only wrote an m to represent the word man. When you ask him to
sound out what he wrote, he should point at the m and say, “/m/.” If he points at
the m and says, “man,” you need to point back at the m and say, “Not quite,
that’s just /m/. You’re on the right track, though! You did a great job getting the
first sound. Now let’s see what else we need to write to get the whole word
written. Otherwise, it will just say, ‘/m/’!” Then help him finish sounding out the
word. After, point back to the first letter and begin to sound out what you wrote
together. See if the student you are working with can sound it out alone after
that. Then encourage him to write even more as you continue to circle around
the room, helping others discover the same! Do the same thing with sentences,
only help with spacing, etc, as you do so.
By encouraging your students to sound out what they have written, they should
get past this “leaving tons of letters out” stage much faster. Still, don’t attack
beginning writers with this type of mini-lesson before they are ready. If it is their
first day to write something and/or they seem at all nervous or timid, just smile

and compliment their work. Now is not the time to let them know they left out
letters or completely missed the mark. Rather, give them a week or so to feel
successful and comfortable doing what they can. Compliment them daily on their
efforts. Then, when you think they are ready, help them sound out a new word or
two when you visit them. As soon as they appear confident enough to handle a
little correction, you can ask them to sound out what they have written and help
them add a few more necessary letters. Just don’t shut them down by being
overzealous. It’s more important to get them writing than to have them write
perfectly from the start. With that said, make sure you help them switch over to
more conventional writing as soon as you can.
How can I get my students to put capitals, periods, and spaces?

Once your students become comfortable writing words and/or “sentences,” it is
time to get them writing with capitals, periods, and spaces! Don’t worry about
correcting everything at once. Just like with teaching them to write words, it’s
more important that you keep them writing than it is to make sure everything
they write is perfect. Your goal should be to visit with as many kids as possible,
helping them with whatever they need to clean up their writing a bit. You do not
need to ask them to start their journal entries over simply because they are
missing spaces, capitals, and/or periods. Rather, you just need to help them
understand how to use them in the future.
If you come up to a paper where the writing is all mashed together and there is
no way to save it without erasing everything, merely compliment all of the work
and ask your student what he or she would like to write next. Then help him or
her with the next sentence, reminding him or her to start with a capital, space
between each word, and end with the proper punctuation mark. Do one or two
sentences together, then praise the student and encourage him or her to
continue on in this way while you go help some others learn to do the same!
If you come up to a paper where the writing is neatly spaced but there aren’t
capitals and/or periods, compliment the work and help your student figure out

where each sentence begins and ends. Say something like, “Wow! This is great
work! Look at all the sentences you have written! Now let’s see if we can get
your capitals and periods in place! Read your first sentence to me.” When the
student finishes reading the first sentence (whether he or she realizes it or not),
stop him or her. Say something like, “Very good! That’s a whole sentence. Now,
let’s start it with a capital and end it with the right ending mark!” Help him or her
do so. Then ask him or her to read his or her next sentence to you. Stop him or
her if needed, then help him or her make the appropriate changes. Continue
through the story until the student being helped gets the hang of it and can do it
on his or her own. Check back the next day and help as needed once more until
proper sentence formation becomes secondhand to him or her.
If you continue circling around the room, helping the students who are ready, you
should find that your kids begin writing conventional sentences in no time.
What’s great is that as you help one student, at least three or four neighboring
students will probably be eavesdropping on your conversation. This should help
them improve as well!

Component 4
Interactive Literacy Charts
To get your kids reading and writing ANYTHING, you’ll need to explicitly and
repeatedly model how to do so in front of your kids. In other words, you’ll need
to show them exactly how to use the letters, sounds, blending/segmenting
techniques, “tricks,” and “outlaw” words they are learning throughout the rest
of their day to read and write real sentences and stories. More importantly,
you’ll need to get your kids actively participating in this process so that they’ll
feel comfortable reading and writing all sorts of sentences and stories on their
own. Fortunately, you can do this while also teaching your kids important social
studies, science, math, reading, and language arts skills.
~~~~~~~~~~~~~~~~~~~~
Reading and writing interactive literacy charts with your kids will not only show
your kids how to read and/or write anything that is put in front of them but will
also help develop their confidence and fluency as well. If you want to get your

kids really reading and/or writing ANYTHING this year, plan on reading and writing
at least one new chart each day with your kids. Really, though, you want to try to
read and write with your kids as much as possible throughout your day. Your kids
will not progress nearly as quickly or as far if you do not.
Keep in mind that when you read and write interactive literacy charts with your
kids, it should truly be a joint effort. You will be the guide and/or the scribe,
but your kids should be the ones supplying the “answers.” When you are
writing charts with your kids, for instance, you will break up and sound out the
words to be written, but your kids will be in charge of carefully listening to
those sounds and instantaneously telling you the letters to actually write as you
go through each word. The process is the opposite when you are reading
charts with your kids. Then, you will point to the letters (from left to right, in
order), but your kids will be the ones to actually make the sounds each letter
and/or “trick” represents, blending them back together again to create
whatever words are being read. Of course, you are there to help as needed,
especially when new “tricks” and/or unfamiliar sounds pop up. Just make sure
your “help” doesn’t turn into doing it all!
Like I said, when you are “helping” your kids read and/or write charts, make
sure you are only “helping,” and not taking over. In the beginning of the year,
you will, obviously, need to help quite a bit. To do so, you will need to use your
voice to slowly and methodically show your kids how to sound out and/or spell
the words before them, encouraging them to call out the answers with you. As
your kids begin to get the hang of what you are doing, however, and are able to

chime in quickly and effectively, you should gradually silence your voice, leaving
your kids to sound out the words and/or supply the needed letters on their
own. Think of it like teaching a kid to ride a bike…you need to hold on until
they get going, then, as soon as possible, you
need to let go and let them cruise on their own,
only reaching out to assist them when they
need it! This is exactly what you need to do
when reading and/or writing charts with your
kids – show your kids how to read and/or write,
get them started, then take your voice out and
let your kids supply the answers on their own, only chiming in to help with
unknown sounds, “tricks,” and/or “outlaw” words.
If you don’t wean your voice out of the process and let your kids take over,
your kids are apt to simply mimic whatever answers you call out the entire
year. If this is the case, they most likely won’t learn to read and/or write much
of anything at all, as they will never have had to put much thought into how to
do so on their own. Because of this, it is absolutely crucial that you quiet your
voice as soon and as often as possible when reading and writing charts with
your kids. In fact, by mid-year, you should have your kids doing just about all
of the work on their own. Toward the end of the year, you should be able to
call on your top kids to actually lead the charts themselves! At that point, you
should merely be the “director,” able to sit back and watch the fruits of your
labor as your kids teach, read, and write the charts at hand by themselves!
Setting Up
What you’ll need:
 Chart paper
 Markers
 A little teacher “know how” (Must be able to sound out and/or segment
words and point out/teach “tricks” and “outlaw” words.)

Getting Started
Basically, there are two types of interactive
literacy charts you need to work into your
schedule – the type you write and the type
you read. All you need for the type you write
is a big piece of blank paper or a large writing
board of some sort, along with some bright
markers. Add to that a little teacher “know
how” and a group of eager participants, and
that’s it -- the rest you will do with your kids! Easy enough, right?!
Your reading charts, on the other hand, will take a bit more thought and
preparation. You can use the same materials (chart paper and markers), but,
unlike your writing charts, your reading charts will need to be filled out in
advance. Of course, if you don’t want to physically
write out and illustrate your reading charts on large
chart paper, you can always create them on the
computer and project whatever it is you want your kids
to read. The biggest disadvantage to projecting your
charts is that you probably won’t be able to keep them
up for very long, thus limiting the amount of exposure
your kids will get to them. Also, you won’t be able to
write in front of your kids in quite the same way,
making it harder for them to see how you form the letters you are writing. Still,
it’s not a bad way to go if you need to save yourself some time and aren’t a
gifted printer and/or artist!
Create Charts That Go With Your Themes
As far as what to read and/or write goes, that’s up to you. Figure out what you
need to teach your kids (content-wise), and structure your charts accordingly.
Teaching about the seasons? Read and write a chart about the seasons!

Studying Thanksgiving? Read and write a chart that has to do with

Thanksgiving. Want to go over dinosaurs? Read and write about dinosaurs. It
doesn’t really matter what you read and write about, as long as your kids are
being exposed to important content while being shown how to read and write
real text!
Get Creative…Make Charts That Cross Subject Lines and Will Get Your Kids
Reading and Writing THROUGHOUT the Day!
Ideally, you should be reading and writing interactive literacy charts with your
kids throughout the day, exposing them to the creation and decoding of print
as much as possible, regardless of actual “subject” being taught. The charts you
choose to create and/or read can be as simple or as complicated as you need
them to be. They also can take many forms. They can be KWL charts, graphs,
calendar displays, science experiments, word problems, story charts, Daily
News charts, Brainstorming Charts, informational charts, recipes, poems, etc.
As long as they cause you to read and/or write new words and sentences with
your kids the “slow” and “fast” way, they count as interactive literacy charts.
The important thing is that you read and write at least one new chart with your
kids each day – more, if possible. It’s also important that you make these
charts increasingly more challenging as the year progresses.

Writing Interactive Literacy Charts with Your Kids
You need to write at least one new interactive literacy chart with your kids each
day. When you do so, you need to sound out the words and have your kids tell
you the letters and/or letter combinations to write. This is what will help your
kids understand how to take any word they can think of and/or say and convert
it to printed letters. Of course, you’ll also need to explain how to determine
where spaces, capitals, and appropriate punctuation marks should be placed.
Doing this over and over and over again each day (with a variety of complex
words and sentences) will help your kids learn exactly what they need to know
to read and write all sorts of words and sentences on their own. And the
sooner they feel comfortable with this information, the sooner they’ll happily
use it to read and/or write independently.
Writing In Front of Your Kids vs. Writing With Your Kids
Almost all kindergarten teachers will readily admit that it’s important to write
in front of your kids, but writing in front of your kids is not nearly as effective as
writing with your kids. After all, when you simply write in front of your kids,
you are doing all of the work. The students who are actually watching you
(generally your highest students) might see what you are doing, but many of
those students will still have no idea why you are doing what you are doing.
They might pick up how to form certain letters, space between words, go from
left to right and top to bottom, and, possibly, how to spell a stray word or so,

but they probably won’t pick up too much more than that. They certainly
won’t have learned how to spell whatever they might like to write in the future.
Unfortunately, they might not have learned to spell anything at all. And the
ones who weren’t actively watching you write will have learned even less.
To turn writing in front of your kids into a much more meaningful and
worthwhile task, you need to actually show your kids how you are coming up
with the letters you are writing. And you need to teach your kids how to come
up with them as well, going over letters, sounds, effective segmenting/blending
techniques, “tricks,” and “outlaw” words as you do so. This is what will teach
your kids how to write whatever they wish when they are on their own. This is
what will reinforce all of the important skills they need to learn. This is what
will take them from being mere observers to active learners. This is what is
called “writing the ‘slow’ way.”
Writing the “Slow” Way
Writing the “slow” way simply

means asking your students to
supply you with whatever letter
and/or letters you should write (as
well as when you should put
capitals, periods, etc.) as you sound
out the words and/or sentences to
be written, sound by sound, going
over any unknown “tricks,” “outlaw”
words, and/or conventions of print
as you do so.
Ideally, everything you write in front of your kids should be written the “slow”
way, with you sounding out the words and your students telling you the letter
and/or letters to write. After all, this is what will help your students learn two
of the most crucial (and often overlooked) writing concepts – 1) how to take a

word and break it down into its individual sounds, and 2) how to represent
those sounds with the appropriate letter or letters. In addition, writing the
“slow” way reinforces left-to-right tracking, top to bottom progression, proper
spacing techniques, important capitalization and punctuation skills, and all sorts
of other important reading and writing concepts.
Step 1: Preparing Your Kids to Write Interactively – Laying the Foundation

If you get a lot of kids who don’t know
their letters and sounds when they first
come to you, you will need to spend
two to three weeks modeling how to
read and write the “slow” way before
expecting your kids to be able to help
you do so. This will give your kids a
little time to become more familiar
with letters and sounds, not to mention blending and segmenting. It will also
give your kids a preview of some of the most common “tricks.”
Introduce Your Kids to the Writing Process
To introduce your kids to the writing process, sound out the words you are
writing (loud enough for your kids to hear) and write down the corresponding
letters as you do so. You want your kids to understand that words can be
broken up into sounds and that each sound can be represented by the letters
they are learning during the Daily Alphabet Review and Letter of the Week
Focus.
Teach “Tricks” As You Run Across Them
When you run across a “trick” (any letters and/or letter combinations that

create new sounds when they appear together or in a certain position in words,
such as sh, ch, th, er, or, oo, y endings, sleepy e’s, etc.), simply tell your kids
what the “trick” is, get them to repeat it until everyone can shout it out
confidently, and move on.
For instance, when writing the word shut, you might say, “Does anyone know
what 2 letters say, ‘/sh/’ when they are together?” If any of your kids already
know, let them tell you. If they don’t know the letters that make up that
“trick,” tell them. Just say something like, “S and the h say, ‘/sh/’ because
they’re always telling each other secrets that they don’t want anyone else to
hear. They say, ‘Shhhh! Don’t tell anyone!’” After you have explained this,
quiz your kids on the new “trick.” Ask them what the “trick” says several times
in order to make sure everyone can respond appropriately. As soon as your
kids seem to know it, go ahead and sound out and record the rest of the word.
Get Your Kids Excited About Learning Each New “Trick”
I always liked to make sure all of my kids were

shouting whatever new “trick” we were going over
before I moved on. I’d call out, “What says,
‘/sh/’???.”.. “What says, ‘/sh/’????.”.. “What says,
‘/sh/’?????” By the third or fourth time of asking,
even my slowest kids would be screaming out the
answer. That’s what you want. When everyone is
screaming out the answer, you know you are ready
to move on! Whatever you do, don’t just move on
because a handful of your brightest kids responded. All of your kids need to
know the “tricks.”
Go Over Outlaw Words As Needed
When you go to write a word like to, of, are, have, you, one, or any other word

that isn’t spelled the way it sounds

despite knowing the “tricks,” tell your kids
that some words don’t follow the rules
and are considered to be “outlaw” words.
Then help them learn how to spell them.
Simply sound out the parts that make
sense (if there are any), and tell your kids
whatever tricky letters need to be added
in. Since a lot of these words will come up
quite a bit as you write charts with your
kids, it shouldn’t take long for your kids to
get to know them. As with “tricks,” the more you point them out and explain
them, the sooner your kids will catch on to their irregular ways! Before you
know it, your kids will know how to spell these wacky words as well!
Don’t Worry If Your Initial Charts Take A Little Extra Time
In the beginning, writing charts in front of and/or with your kids can be tedious
and slow. That’s okay. In fact, that’s to be expected. The sooner your kids
know letters, sounds, and “tricks,” the faster each future chart will go! Teach
what you need to teach and go as slowly as you need to go. It’s better to take
an extra-long time to make your initial charts and truly show your kids how to
read and write than to blow through them quickly and only get a few of your
brightest kids reading and writing. After all, the whole point is to teach your
kids how to read and write!
Get Your Kids to Help Call Out What You Should Write!
After a few weeks of going over charts in this way, your kids should be ready to
tell you what to write! Don’t worry if you still have to help quite a bit. Just
start the interactive writing process. Because you’ll run across the same letter

sounds, “tricks,” and “outlaw” words over and over again, your kids should
have them down in no time! As they gain this important information, it should
take less and less time for them to complete each chart. Eventually, they
should be able to read and/or write an entire chart in 5-10 minutes!
Step 2: Writing Your First Interactive Literacy Charts with Your Kids
When you begin writing interactive
literacy charts with your kids, it
might feel a little bit like pulling
teeth! Try not to let that bother
you. The first few are bound to be
slow, but as you write more and
more together, going over “tricks”
and “outlaw” words as you do so,
the process should speed up
considerably. Before you know it,
what used to feel like “pulling teeth” should be a breeze. In the meantime,
here are some tips to help you get past the “painful” part!
Tip # 1: Keep your beginning charts short!

In the beginning of the year, don’t try to write too much the “slow” way with your
kids. A few words or sentences each day
will do. You are just trying to get your kids
familiar with sounding out words and
writing with the proper print conventions.
Because you’ll be going over so many new
“tricks” and print concepts in the
beginning of the year, a page of words or a
few simple sentences will most likely take
you a decent chunk of time. Go for as long
as you can and keep it as exciting as you

can, but once you see your kids are tiring and/or losing interest, move on. Write a
little more each day until, eventually, you are able to write (and read back) full
charts with your kids. Keep in mind that your attitude will do a lot to determine
how excited your kids are about completing a chart with you. Be excited! Get
your kids excited!
Tip #2: Teach your kids what they need to know to write anything – from the
first day on!
As you create various types of
charts with your kids, the
number one thing you need
to teach them is how to figure
out which letters they need to
write (and in what order) to
represent whatever it is they
want to say. That means you
need to teach them how to
sound out words and write
down the letter and/or letters
that represent the sounds
they hear when they do so.
This will require that you go
over and/or reinforce more
than basic letter/sound associations. It will require that you teach them the
“tricks.” “Tricks” are simply letters and/or letter combinations such as sh, ch, th,
oo, or, er, ar, ou, all, y endings, “sleepy e,” and ing that create different sounds
when they are together or in certain places in words than each letter that makes
up the “trick” normally would when alone. After all, almost every word your kids
will want to write will contain one or more of these “tricks!” The more “tricks”
they know, the easier it will be for them to spell whatever unknown word comes
their way. Of course, your kids will also need to know some of the most common
“outlaw” words they are bound to run into time and time again, like was, saw,
said, one, have, very, there, what, you, etc. Besides this, they will need to

understand when to put spaces between their words, and when to use capitals,
periods, commas, etc. Teach them all of these things as you write charts with
your kids. The more you talk about them and go over them, the sooner your kids
will absorb them.
Tip #3: Get your kids excited about learning!

Writing should be exciting! Get
your kids pumped up about
learning how to write whatever
they want. Tell them you are
going to teach them how to write
like their moms, dads, big
brothers, big sisters, cousins,
aunts, uncles, etc. Praise them
each time they make an effort
and/or remember a new “trick.”
Tell them how exciting it is to
know how to write whatever you
want to say! And bring great enthusiasm with you to each and every chart,
knowing that your attitude toward writing is bound to become their own.
When you run across a new “trick” or “outlaw” word that you need to teach your
kids, get even more excited! Teach it to them; then ask them to repeat whatever
you just taught. Continue to ask them to repeat the new information until your
whole class is shouting it back to you! The more excited you get your kids, the
more likely they are to remember it…and the more likely they are to want to learn
more!
Each time you write and/or read back the chart you are working on, keep the
energy up. Don’t let your kids’ voices drag. Get them excited! Praise them and
congratulate them. Encourage them and support them! Prod them to reach new
heights. You are their leader; lead in such a way that they will look forward to
learning with you each day.

Step 3: Have your kids read the chart the “slow” and “fast” way after writing it!
After writing a chart with your kids, it’s important to make sure your kids
understand how to read it! After all, just because they helped write it doesn’t
mean they can easily read it! Reading and writing are similar, but they don’t
necessarily go hand in hand. As a result, it’s important that you go over/read the
charts you write after you have completed them.
As soon as you have finished

writing a chart with your kids,
direct your kids back to the top of
the chart and ask them to read it
the “slow” way. To do so, have
them sound out each word before
putting it back together
again/deciding what it says. Then,
once they have read all of the
words the “slow” way, putting
them back together after sounding each one out, let them read the entire chart
the “fast” way, simply saying each word in its entirety as soon as they see it
(reading it normally, without pause).
In other words, if you have just written a KWL chart on Fall, ask your kids to read
the chart you created the “slow” and “fast” way before moving on to your next
activity. Let’s say that the first sentence in your “Know” column is “The leaves fall
off the trees.” Have your kids sound out each word in this sentence the “slow”
way before allowing them to read the entire sentence back fluently. It should
sound something like this:
(Students recite as you point to the appropriate letters/words, only stepping in to

help if needed.)
Slow Way (Students sound out each word before putting it back
together again.): “/Th/ē/, The /l/ē/v/s/, leaves /f/all/, fall /o/f/, off
/th/ē/, the /t/r/ē/s/, trees.”

(You point back to the first word, saying something like, “So what did the
sentence say?” Students respond by reading the sentence the “fast” way.)
Fast Way (After reading the sentence and/or passage the “slow” way,
students read what was written without stopping to sound out words
unless they need to figure out a forgotten word.): “The leaves fall off
the trees.”
You would continue going through the chart you wrote, line by line in this manner
until you got to the very end. Then, you would go back to the beginning of the
chart and have your kids read the entire chart fluently, from top to bottom, only
pausing to sound out a word if they get stuck.
Keep in mind that your job is to merely point and help as needed. Your goal is to
get your kids doing as much of the sounding out as possible, so it’s important that
you take your voice out and listen whenever you can. You might have to take
your top kids’ voices out periodically as well to ensure your other kids are not
simply “echo reading” as you go through the chart.
Step 4: Speed Up the Process of Going through Your Charts Interactively

As you go over more and more
charts with your kids, you should
find that each one takes less and
less time. Eventually, you should
be able to write a complete chart
with your kids in just about as
little time as it would have taken
you to write it on your own.
To get to this point, it’s important

that you teach your kids about
letters, sounds,
blending/segmenting techniques,

“tricks,” and “outlaw” words throughout your day – not just during reading
and/or writing time. Whenever there is an opportunity to teach your kids how
letters work together to make words, take advantage of it – during calendar
time, math time, social studies time, science time, reading time, language arts
time, or any other time, for that matter.
It’s also important that you insist that your kids read everything the “slow” way
before attempting to read it the “fast” way – even if they can already read
and/or write. This will help your lower kids continue to get what they need to
catch on to good reading/writing habits. It will also ensure that your top kids
actually know how to sound out new words, and aren’t just guessing what the
words on the chart say due to context clues, memory, and/or a limited “sight”
word vocabulary.
Most important of all, perhaps, is that you expose your kids to as many
interactive literacy charts a day as possible. The more your kids read and write
the “slow” and “fast” way, the sooner they should become independent
readers and writers. And, of course, the more fluent they are, the faster your
charts should go!
Step 5: Let Your Accomplished Readers and Writers Teach Interactive Literacy
Charts
As soon as you have any
kids who can read and
write fluently and who
fully understand how to
write the “slow” way, you
can call them up to help
“teach” the class! The kids
get a big kick out of this. It
makes them feel like they
are playing a game. This

helps them learn even more! Just make sure that whoever you select
understands how to sound out words and ask the class for the information
needed. It’s not an easy thing to do, so only pick your most advanced kids to
do it. Pay attention as they go through the chart and pipe in as needed.
Interactive Writing Charts to Work into Your Day
Work in as many interactive writing charts as you can throughout your day,
regardless of the actual “subject” you are teaching. In other words, write
charts whenever you can – during math, social studies, science, story time, etc.
Use these charts to cover whatever you need to introduce and/or go over with
your class. Get creative and utilize whatever type of chart helps you teach
whatever it is you want your kids to know. The important thing is that you
constantly show your kids how to use the letters, sounds, and “tricks” they are
learning during your official Language Arts time to actually read and write
words and sentences of all sorts. The more you do so, the sooner they should
be reading and writing on their own!

Following are some example charts. Just remember -- anything that gets your
kids writing the “slow” way counts!
Daily News Charts

High interest; great for teaching ALL sorts of beginning and advanced
conventional writing concepts, along with important calendar concepts.
One of my all-time favorite writing (and reading)

charts is the Daily News Chart. I discovered it
when I first started teaching, and found it to be
an amazing tool to use with kindergarten
students. It takes absolutely no preparation
time, but yields impressive results. It covers all
of the usual interactive literacy chart skills –
capitalization, punctuation, proper spacing,
sentence formation, letters, sounds, “tricks,”
“outlaw” words, and conventional spelling, plus
how to spell most of the days of the week as
well as months of the year. Since it is based on what is going on with your kids,
it is typically of high interest to them. All in all, it’s a great chart to do daily.
To complete a Daily News chart, you simply need a large tablet to write on
(preferably lined), some colorful markers, and an eager group of kids. Of
course, you could write it on any available surface, but it’s best to write on
something that will remain visible throughout the day. The lines are only
important if you can’t write straight or still need to teach your kids how to form
and/or proportion letters properly.
When you are ready to begin writing your chart, start by asking your kids to
help you write the title (something like “K-5 News”). Teach and/or remind your
kids about any “tricks” that pop up, such as the “ew” in the word News. Don’t
forget to tell your kids how the words in titles are always capitalized as well.
Then call on your kids to tell you the date. Have your kids help you write it as a
complete sentence – “Today is (insert day), (insert month and date), (insert

year).” Many “tricks” will undoubtedly surface as you do so, as well as several
opportunities to teach correct capitalization and punctuation rules. Use these
opportunities to teach your kids!
After you have finished writing the date with your kids’ help, call on one child at
a time to give you some “news” – something they enjoyed doing, something
they saw recently, something they are looking forward to, whatever. Each time
someone gives you some “news,” have your kids help you turn that news into a
complete sentence, beginning with the reporter’s name. For instance, if Julio
said that he went to the store with his mother, you would need to help your
kids reframe that and come up with, “Julio went to the store with his mother.”
Once you and/or your kids have successfully restructured the sentence to
include the reporter’s name, have your kids help you write it the “slow” way,
with you sounding out the words and your kids telling you the actual letters
and/or “tricks” to write.
As you go through the chart, you will most likely run across many of the same
“tricks.” Notice how many times the “ay” trick popped up in our sample chart.
Er, or, ed, “sleepy e,” th, ou, and oo were also covered. Common “sight words”
were as well. Capitals, periods, spacing, commas, and apostrophes lent
themselves to discussion, too. If you take the time to go over these things each
time they pop up, you’ll find your kids will soon acquire this knowledge and
apply it in their own writing!
Once you have completed

writing your Daily News
chart, point back to the title
and ask your kids to read it
the “slow” and “fast” way.
You can help as needed, but
try to take your voice out as
soon and as often as
possible. Your main job is to
make sure everyone is

participating as they read back what they helped you write. Watch your kids’
mouths as you point to the letters and wait for their responses. Call on one
row at a time if you fear some kids are simply “echoing” others rather than
thinking and vocalizing their answers on their own. It is imperative that you get
everyone actively involved in reading it back.
Note: If you have kids who don’t know their colors yet, let them pick which
color marker you will write each sentence down with. Then refer to each
sentence by its color. This is a great way to help ensure all of your kids learn
their colors as well as how to read and write!
Brainstorming Charts
Good for introducing and/or reviewing new and/or old concepts.
Brainstorming Charts are great charts to utilize

when introducing a new letter or when starting
a new social studies and/or science unit. After
all, these charts can help you better understand
what your students already know (or don’t
know) about the letter and/or topic you are
about to cover, thus helping you teach the
upcoming unit and/or concept more efficiently.
At the same time, filling out these charts
interactively will also help you teach your kids
how to read and write! All this, and they
require virtually no preparation time!
To craft a Brainstorming Chart, simply grab some chart paper (or a writing
board of some sort) and a bold writing utensil. You can have your students
help you write the title, or you can already have it written and simply read it
with your students the “slow” and “fast” way when you are ready to begin.
After your title is in place and/or known by all, call on your students to tell you
what they know about whatever you are “brainstorming” about. Write down

their responses the “slow” way, going over letters, sounds,

blending/segmenting techniques, “tricks” and “outlaw” words as necessary. If
you are writing complete sentences, go over the conventions of print as well,
making sure your kids understand when to put capitals, spaces, periods,
apostrophes, etc. After each thought or sentence has been successfully
recorded, have your kids read the thought or sentence back the “slow” and
“fast” way. Continue filling out the chart in this manner until it is complete, you
have run out of time, or you have exhausted your kids’ knowledge!
Once you have finished filling out your chart, read the entire chart the “slow”
and “fast” way from beginning to end. Discuss each thought and/or
observation as desired and/or necessary. Remember to go over any vocabulary
words you think your kids might need help with as well. Try to make as many
connections as possible with the responses you get to help your less exposed
kids better understand and/or remember them. Since your kids are bound to
come in with a variety of background knowledge, some of them are likely to
need a lot more help understanding what others already “know” than others.
Keep this in mind as you fill out and go over your charts.
You can also use Brainstorming Charts at the end

of a lesson and/or unit. This is a great way to see
what your kids have actually learned during the
unit of study. Like before, start with the title,
writing and/or reading it the “slow” and “fast”
way. Then ask your kids to tell you everything
they have learned about the topic you have been
discussing. Write down their responses the
“slow” way as they give them. Then, as you
finish writing down their words, have the kids
read what you have written the “slow” and
“fast” way. Continue in this manner until you
have filled up your chart or exhausted your kids’ memories! Their answers will
help you see what your kids actually learned and/or can remember from the

lesson or lessons previously taught. This can help you decide whether or not
any re-teaching is necessary. It can also help you adjust future lessons to
ensure your kids better grasp whatever concepts you are teaching. As with the
other Brainstorming Charts, reread the entire chart from start to finish the
“slow” and “fast” way once you have completed it. This will help improve your
students’ decoding skills and fluency!
Brainstorming Charts can be made up of words, fragments, or complete

sentences. Of course, creating charts
with complete sentences will allow
you to teach a lot more than creating
ones that only contain simple words
or incomplete sentences. Still,
brainstorming word charts can be
useful as well, especially in the
beginning of the year when you are
having to work extra hard just to get a
few simple words written. Just keep
in mind that when you are merely writing words or partial sentences, you are
not teaching your kids everything they need to know to write on their own. As
a result, it’s important that you create lots of charts with complete sentences
as well, especially as the year progresses and your students’
letter/sound/”trick”/”outlaw” knowledge increases.
When written neatly and decorated slightly,

Brainstorming Charts are great charts to hang
up and display. They are especially nice to
look at when surrounded by student writing
and/or art related to the topic at hand. Plus,
they serve as a super reminder of what you
have gone over in class and what your kids
have learned. Whenever possible, display your completed charts for at least a
few days so your students can remember what you’ve been working on and can

show off what they’ve been doing!
Storybook Charts
Good for teaching reading/language arts skills
Another one of my favorite literacy

charts is what I call the “Storybook
Chart.” Filling it out the “slow” and
“fast” way is a great way to teach
your kids all sorts of important
story concepts as well as crucial
reading/writing skills.
To set up a Storybook Chart, simply name the columns after whatever it is you
want to review and/or teach -- vocabulary words, characters, setting, facts and
details, story predictions, causes and effects, etc. Pick and choose whatever
you think your kids could benefit from the most.
If you include vocabulary words, pick them out beforehand and write them on
the chart. Choose words from the story that you think your kids might have
trouble with. Before reading the story, ask your kids to read the words you
have chosen the “slow” and “fast” way. Then ask them what they think each
word means. Record their answers by having them help you write the “slow”
way. You will probably be surprised (and amused) by some of their answers,
especially if you are teaching kids with limited vocabularies. After you have
recorded their guesses, tell them to clap, snap, or raise their hands (pick one)
when they hear the word read aloud. Then have them see if they can figure
out what the word really means by listening to the sentence and using
whatever context clues are available. Help as necessary, then write the correct
definition the “slow” way with your kids.
After reading the entire story to (or with) your kids, call on them to suggest
answers for each column. Write their responses the “slow” way, as usual. To
get more participation from your kids, tell them you are going to write their
initials by each response. Tell them that you’ll be able to tell how smart

everyone is getting by how often you see their hands raised and/or their initials
on the chart. Praise them often and have fun!
As always, remember to read over your chart (the “slow” and “fast” way) once
it has been completed. This is what not only helps your kids remember the
concepts covered, but will teach them how to read the many words that they
helped to write as well, reviewing all sorts of “tricks” and “outlaw” words along
the way.
Finally, while many teachers choose to utilize the same Storybook Chart
throughout the week, filling in one column a day, I recommend completing
each Storybook Chart in one sitting, trading it for another each day. This will
enable you to expose your kids to many more interesting stories, vocabulary
words, experiences, thoughts, and ideas. It will also enable you to cover more
reading and writing tips. In fact, by covering a different story each day, you’ll
be exposing your kids to five times as much learning as you would be if you only
went over one chart a week.
Picture Charts
Great for second language learners! Builds vocabulary and begins
conversations about various topics, improving background knowledge.
Picture Charts are those charts

that are based on some sort of
picture, graph, and/or diagram.
They are particularly good at
helping to build vocabulary,
and can be made up of words,
sentence fragments, and/or
whole sentences.

Picture Charts are generally used to introduce, reinforce, or review an idea or

topic currently being studied or discussed, but can be totally unrelated as well.
I often used Picture Charts like the one below to begin my social studies and/or
science lessons (typically
after the first day of our unit
when I used a Brainstorming
Chart). All I had to do was
choose a picture that had to
do with whatever we were
covering at the time –
transportation, weather,
insects, seasons, etc, and
stick it on a large piece of
chart paper. Then, I would call on my kids to tell me any words or thoughts
they had that were related to the picture. One lucky student would get to
come up with a title.
What my kids called out for the “Words” section could be as simple as “orange
hair” or “green hummingbird.” The goal was to get them looking at the picture
and using adjectives to describe whatever they saw. It was also to help them
understand the difference between a couple of words and a complete
sentence. Furthermore, it was to develop their vocabulary and teach them
how to spell.
When filling out the “Sentences” portion, my kids would call out an actual
sentence describing the picture. It could be as simple as, “The girl is taking a
picture.” Or, it might be more complex – “The girl with orange hair is taking a
picture of a green hummingbird.” The important thing was that they expressed
a complete thought about something in the picture.
For the “Title” part, I would ask students to come up with something that
described the “whole picture.” This would really get them thinking. It was
great preparation for those “What would be the best title to describe this
story?” questions they were bound to face later on.

As with all interactive literacy charts, everything that went on the chart was
written (and later read) the “slow” and “fast” way with my kids. During this
time, we went over any unknown letter sounds, “tricks,” and “outlaw” words.
We also went over various print conventions, such as capitals, spacing, periods,
exclamation marks, apostrophes, etc. This was a great way to get my kids
familiar with all sorts of theme-based words and concepts. It was also a great
way to get them comfortable with reading and writing all sorts of other
miscellaneous words and sentences.
Regardless of the type of Picture Chart you choose to do with your class,
Picture Charts can really help to advance your students’ vocabulary and
thinking skills. Integrate them into your lessons whenever you can!
Comparison Charts
Great for fostering critical thinking! Also helps visually organize two or more
subjects!
Comparison Charts can be extremely useful as well, especially when you want
to get your kids thinking critically. These charts can help your kids compare and
contrast multiple people, places, things, or ideas. They can also help to get

your kids analyzing important data. Furthermore, they can help organize this
information in such a way that it is easier to see, process, and remember.
Venn Diagrams are probably the most commonly used Comparison Charts.
They are made up of 2 or 3 overlapping circles (more, if desired), and are great
for helping your kids quickly see how two things are similar and how they are
different.
When making a Venn

Diagram, simply choose two
or three subjects you’d like
to compare. For
kindergartners, two is
probably plenty. You might
want to compare spiders and
insects, moths and
butterflies, Pilgrims and
Indians, spring and summer,
two book characters, two holidays, two types of dinosaurs, two transportation
workers, two famous civil rights leaders, etc. Whatever you choose to
compare, write one heading above one circle, and the other heading above the
other circle. Have your kids help you do this! Remember, anything you write,
you want to write the “slow” way, sounding out each word and having your
kids tell you exactly what to write as you do so.
To fill out the Venn Diagram, ask your students to tell you what they know
about the topics at hand. Have them help you figure out where to put the
information they supply. Remember, “similarities” go in the middle where the
circles overlap. Unique characteristics go under the correct heading, just to the
side of where the circles overlap.
When you are finished filling out the chart, make sure you go over it, having
your kids read everything the “slow” and “fast” way, including the headings.
Discuss what students have learned afterward. For example, you might ask if

the two things have more similarities than differences or more differences than
similarities. Follow up with an independent activity, if desired.
T-Charts can also be used to help

you and your students synthesize
what you have learned about two
people, places, things, or ideas.
These charts are especially helpful
when trying to remember and/or
keep straight important facts and
details you have gone over. To
create a t-chart, simply write your
headings at the top and call on
students to tell you what they know or have learned about two subjects in
question. As always, remember to write the “slow” way as you fill in each
important detail. Make sure your kids read the completed chart back the
“slow” and “fast” way as well.
If you are looking to compare specific information regarding two or more

topics, you might want to consider using a “Specs Chart.” This type of chart
helps you compare two or more items by showing how they are alike and
different with regard to specific attributes. For example, when discussing
healthy choices, you
might want to
compare the
nutritional value of a
bag of Goldfish to a
bag of Doritos in
order to see if either
is healthier than the
other. In this case,
you might compare the fat content of each, the amount of salt, calories,
nutrients, etc. During another unit, you might want to compare a caterpillar

and butterfly, noting how they differ in their appearance, predators, modes of
transportation, food choices, etc. Regardless of the topics you choose to
compare, write the “slow” way with your kids as you fill in your chart. Then
read back the information the “slow” and “fast” way before moving on to your
next activity or discussing the matter further. Don’t feel you need to simplify
your chart so your kids can read or understand the specs listed. Rather, teach
your kids what words like “adaptations” and “predators” mean, helping them
sound out these advanced words just like they would any others. After all, your
goal is to get your kids reading and writing anything, not just simple
“kindergarten” words!
Creative Writing Charts

Great for teaching story structure, logical sequence of events, punctuation,
capitalization, etc.
If you are looking for a way to help your kids

write better and longer stories in their
journals and elsewhere, Creative Writing
Charts can help. Simply have your kids help
you write a creative story of some sort,
making sure to include a beginning, middle,
and ending. Encourage your kids to use
strong verbs and vivid adjectives as they tell
you their ideas. Keep asking, “What should we
have happen next?” to make the story longer
and longer. When you are ready to start
drawing it to a close, ask your kids to help you
come up with a conclusion.
I always liked relating my stories to my overall theme. In other words, if we

were talking about pumpkins and/or fall, we might write a story about a
“runaway pumpkin” or a “tree that refused to let go of its leaves.” Regardless

of the topic you choose, make sure you write the “slow” way with your kids,
having them tell you what to write as you sound out the words and sentences
they have offered. When you have finished writing the story, read it back with
your kids the “slow” and “fast” way.
Praise Charts
Great for recognizing students who are working hard and behaving optimally!
Praise Charts are a great way to not

only motivate your students to be the
best they can be but to teach reading
and writing skills as well! Instead of
sending home a Student of the Week
or a Student of the Month chart with
your kids to fill out with their parents,
consider filling it out with your class
instead. You can always ask parents to
send in pictures and/or special
mementos to add to the display before
or after the chart has been filled out.
To fill out the chart, simply read each category together the “slow” and “fast”
way. Then call on the honored student to help you fill in each category. Write
the student’s responses the “slow” way with your class. This will help you and
your kids get to know the student being recognized, and it will help give that
student a very special spotlight for a few moments! After you have finished
filling in the chart with your class, read the whole chart the “slow” and “fast”
way with your kids.


Reading Interactive Literacy Charts with Your Kids
Reading interactive literacy charts the “slow” and “fast” way with your kids is
crucial to their success. After all, it is what will help your kids go from merely
being able to read the simple, phonetic words you get them blending together
during the Letter of the Week Focus to reading all sorts of complex words and
sentences. It is also what will help your kids become intimately familiar with the
“tricks” and “outlaw” words they absolutely must know to read and write much of
anything at all. Furthermore, it is what will help them gain fluency.
If you are vigilant about reading (and writing) new charts the “slow” and “fast”
way with your kids each day, there should be no need to send home lists of “sight
words” for your kids to memorize. Rather, your kids should naturally learn to
read the “most frequently used words in the English language” through repeated
and consistent use. Even better, they should become skilled at reading just about
anything at all.
What do you mean when you say reading the “slow” and “fast” way?
When I mention having your kids read the “slow” and “fast” way, I am simply
referring to the process of having your kids sound out each word as they get to it
(while you point to the letters and/or “tricks,” helping to teach unknown or

forgotten ones as needed) before having them go back and read the words
quickly by sight.
To be more specific, when having your kids read a sentence the “slow” way, you
should have them sound out the first word, say it, sound out the next word, say it,
sound out the third word, say it, etc. until they get to the end of the sentence.
Then, after getting to the end of the sentence the “slow” way (sounding out each
word before saying it), you should have your kids return to the beginning of the
sentence and read the entire sentence the “fast” way, only pausing to resound
out forgotten words. If reading a page-long chart, you should have your kids
sound out each sentence in this manner until getting to the end of the page.
Then, you should have your kids read the entire page the “fast” way, starting at
the beginning and reading it as fluently as possible until arriving at the end.
Having your kids read the “slow” and “fast” way is a powerful learning activity
that allows everyone to better understand why words say what they say. It also
allows both your high and low kids to improve their spelling ability since they
become acutely aware of the various sounds in words and the order in which they
appear. Make sure you take the time to have your kids read the “slow” and “fast”
way as often as possible throughout the day.
Reading Charts with Your Kids

The First Half of the Year
During the first half of the year, the charts
you read with your kids will most likely be
the ones you have written with them. As a
result, these initial charts are likely to be
much shorter than the ones you’ll read and
write later in the year. That’s okay. Your
main goal in the beginning of the year is to
make sure all of your kids are learning what
they need to know to attack any word they

come across. Because of this, you’ll need to stop to teach all of the “tricks” and
“outlaw” words that pop up as you make your way through words and sentences.
You’ll also need to reinforce any shaky letter, sound, blending, and/or segmenting
knowledge you notice. Take whatever time you need to do so as these things pop
up. The sooner your kids absorb this knowledge, the faster future charts will go
and the better readers and writers your kids will become.
By Mid-Year
By mid-year, your kids should be ready for more
complicated charts. These charts should not only be longer
in length, but totally new, unfamiliar charts. Preferably,
these “totally new charts” will be what you use to introduce
and/or teach your science and social studies lessons. They
can also be ones you use to reinforce crucial math or
language arts concepts. Regardless of the subject matter
you choose to focus on, these charts need to be full of
words and sentences your kids haven’t just finished rehearsing by writing the
“slow” way. Rather, they should be fresh, new charts your kids haven’t seen or
interacted with before. The more new charts you read each day, the sooner your
kids should be able to read and/or write anything they come across!
Getting the Most Out of Your Interactive Reading Time
Tip 1: Read at least one new chart the “slow” and

“fast” way each day
It is crucial to your kids’ reading success that you

read at least one new chart each day the “slow”
and “fast” way with your kids. I say “at least one
new chart,” because, ideally, you should be reading
many more than that. In fact, you want to be
reading interactively with your kids throughout your

day. The more charts you read, the better off they’ll be.
I actually read charts with my kids during almost every subject. We read the
days of the week, months of the year, weather choices, date sentence, etc.
during our calendar time. We read simple word problems during math time.
We read words and sentences during our official “reading” time. We read
theme charts during our social studies and science time. Sometimes we wrote
a Daily News chart --and read it-- as well. Don’t limit yourself to merely reading
one chart each day, but do make sure you and your kids read at least one full
chart a day. Anything less, and you’ll be robbing your students of quality
learning time.
Tip 2: Teach letters, sounds, blending/segmenting techniques, “tricks,” and

“outlaw” words throughout the day
For your kids to be able to read the

“slow” and/or “fast” way, they are going
to need an arsenal of letter/sound
knowledge. Not only are they going to
need to know letters and sounds, but
blending/segmenting techniques,
“tricks,” and “outlaw” words as well.
Make sure you are using every
opportunity throughout your day to
teach them this information. Have your
kids perform the Alphabet Review Activities daily. Point out and discuss “tricks”
when going over the days of the week, months of the year, date sentence, and
weather graph during your calendar time. Circle around and tutor your students
as they write in their journals. Show your students how to blend and segment
letters, sounds, and “tricks” during your Letter of the Week Focus time. Point out,
teach, and review every “trick” and/or “outlaw” word that pops up during your
Interactive Literacy Chart time, making sure to have your kids repeat this

information until they are excitedly screaming it back to you! Basically, do

whatever you can whenever you can, making it “reading time” throughout your
day as you teach other important concepts and ideas. The sooner your kids
understand how letters work together to make sounds, the sooner your kids
should be able to read and/or write independently.
Tip 3: Take your voice out as soon and as often as possible
When you first begin

reading (and writing)
charts with your kids, you
will be actively helping
them sound out words.
You will also be stopping
to teach them whatever
they need to know to read
(and/or write) the words
before them.
As your kids get the hang of sounding out words and putting them back together
again, you will need to wean them off of your voice and allow them to do the
brunt of the work themselves. To do this, simply fade your voice out after you
hear them confidently sounding out the words. Chime back in when they run into
a “trick” or “outlaw” word they don’t know, lose their enthusiasm, and/or simply
need a little extra help or guidance. If you don’t wean your kids off of your voice,
they are likely to simply “echo read” the charts you are working on, saying
whatever you say just after you’ve said it. While this may still sound good to
anyone listening, it will significantly reduce the amount of learning that takes
place. As a result, remember to chime in and help as needed, but to fade back out

as soon as possible to ensure your kids are actually the ones figuring out the
words you are pointing to, not you.
Tip 4: Make sure everyone is participating, especially your “less eager” learners
When reading a chart interactively with

your kids, it’s important to make sure that
everyone is participating. Your most eager
learners will almost always be willing to
take part in whatever you do, but your
“less eager” ones will often need to be
encouraged and praised in order to stay
focused on the task at hand.
Work hard to ensure that all of your kids

are eagerly participating throughout each
chart. Eye them frequently, making sure their mouths are moving and their eyes
are looking in the right place. Praise the voices that you hear giving the correct
responses. Redirect any misbehavior immediately. Encourage everyone to do
their best. It’s crucial that you get everyone thinking and reading. Otherwise,
only some of your kids will learn the skills they need to know.
Tip 5: Do “spot checks” to see if everyone is learning!
It’s important to do “spot checks” every so

often to make sure all of your kids are
getting the hang of how to read the words
before them. Otherwise, you might still
end up with an “echo reading” problem,
where your lower kids are simply echoing
what your more advanced kids are saying
as they say it. To make sure everyone is
learning, simply call on one row of students

at a time to read a line of text. You can always handpick a few kids to read to you
at a time, if needed. Or, you can silence your top kids briefly so that the others
have a chance to lead. Mix it up and see who knows what. Do this periodically to
keep your finger on top of your kids’ progress and abilities.
Tip 6: As the year progresses, utilize longer, pre-written charts (in addition to
reading the one you write with your kids)
By mid-year, your kids should be ready to read longer,

pre-written charts to you! Of course, you can have
them read these sorts of charts sooner, especially if you
have an advanced class. But by mid-year, you should
certainly be asking your kids to read full, never-before-
seen charts to you. Keep in mind that this should be in
addition to the chart you will write (and read) together,
not in lieu of it! Plus, don’t forget to read throughout
the rest of your day as well, making good use of your
calendar displays and incorporating reading (and writing)
whenever possible during each subject.
My favorite way to get my kids reading full charts they’d never seen before was to
write five charts related to whatever theme I was teaching that week. If I was
teaching about transportation, for example, I might write one chart about cars,
one chart about planes, one chart about rockets, one chart about boats, and one
chart about helicopters or buses. Or I might write a general chart about
transportation, a chart about traveling by land, a chart about traveling by water, a
chart about traveling by air, a chart about past travel, and a chart about future
ways of traveling. As long as I had five different charts for my kids to read that
week, I was set. Then, I would begin my social studies and/or science lesson with
whichever chart applied. We would also write (and later read) a chart during this
time, perhaps one on brainstorming ways to travel or some other closely related
topic. Then I would read something that had to do with the topic as well. Of

course, we would discuss all of this as we went through it, going over new
vocabulary and ideas as they came up.
Tip 7: Use your charts to teach other subjects
Since there is so much to teach and so little time

to teach it in, it helps to use your reading (and
writing) charts to teach other subjects. You can
use them to teach math, social studies, science,
and language arts skills. Preferably, you can use
them to teach all of these subjects. Simply
create charts to teach whatever you need to,
and utilize these charts throughout your day. You could write a few word
problems utilizing whatever math skill they are practicing. You could write a
nonfiction paragraph about an important person you want them to know about.
You could write out a science experiment you want to do with them. You could
write a paragraph with missing adjectives, and have your kids come up with
“juicy” words that will make the paragraph more exciting to read. It really doesn’t
matter what your chart covers, as long as it teaches whatever you need to cover!
By incorporating charts into every subject, your kids will get the consistent
reading and writing practice they need, while at the same time acquiring other
useful skills, vocabulary, and background knowledge that will help them as well.
This is especially important for kids who don’t get a lot of enrichment at home.
Tip 8: Make sure your kids are comprehending what they are reading!
When reading charts with your kids, it’s important to

check to make sure they are comprehending what they
are reading. It’s not unusual for kids to read words
aloud and still have no idea what they are reading
about. As a result, it’s important that you check to
make sure they are “getting” what they are reading.
When reading words during the Letter of the Week

Focus, ask your kids to use each one in a complete sentence. When reading
sentences, ask your kids to explain what they just read about. When reading
charts, leave certain words out and see if your kids can supply a word that would
complete the sentence in a way that makes sense. In addition, talk to your kids
about everything they read! Discuss, discuss, discuss, and help fill in any missing
information, vocabulary, and background knowledge as you do so so the words
they are reading can begin to make more sense. After all, there’s not much point
in knowing how to read if you can’t comprehend what you are reading!

Interactive Reading Charts to Work into Your Day

Work in as many interactive reading (and writing) opportunities as possible
throughout your day. Your goal should be to read (and write) with your kids as
often as you can. Any sort of chart that contains words and/or sentences will do,
but you should constantly be striving to get your kids reading longer and longer
passages throughout the year. The more your kids read each day, the sooner
their fluency should set in. So don’t limit yourself to one chart or reading
experience a day.. Read whatever words are already up in your classroom, and
add reading and writing charts and activities that relate to each subject
throughout your day.
Calendar Displays (Days of the week, months of the year, weather graphs,
etc.)
Great for teaching your kids how to read the days of the week, months of the
year, and weather terms.
Calendar displays are up in almost every classroom and can be terrific learning
tools. After all, you can teach everything from how to read words and
sentences with “tricks” (Think: August, May, June, Thursday, etc.) to ordinal
numbers (Ask questions such as: What is the fifth month of the year?...What is

the third day of the week?...) to how to create and/or read a weather graph.
Make the most out of this opportunity, and use your calendar time to teach
more than what day it is.
Calendar Activity 1: Go over the months of the year and days of the week.
Your kids need to know the months of the year and

days of the week! They not only need to be able to
spout them off rapidly, but they should be able to read
(and write) them as well. You can help your kids learn
this information by starting off your calendar time with
just about any catchy “months of the year” and “days
of the week” song. Simply point to the words on your
display board as they come up in the songs. (Since the current month will
be missing, simply point to it wherever you have put it.) Once your kids
are familiar with the information and can keep up and point as the song
rattles along, let them take the command each morning as the songs play.
After, you (or your chosen leader) can go over the months of the year and
days of the week without music, helping the class to sound out each one
the “slow” way before reading it the “fast” way. This will help ensure all
of your kids understand what is being pointed to. It will also help them
learn to read (and write) each one!
Calendar Activity 2: Teach ordinal numbers as you ask questions that

make your kids think....and read!
After you’ve gone over the months of the year and days
of the week, you can easily throw in a lesson on ordinals
– and get your kids reading in the process! Simply ask
your kids questions like, “What is the third month of the
year?” Then help them count it out, if necessary,

pointing to the months as you all say, “First…second…third!” Once you

are pointing to the correct month, let your kids sound out the month the
“slow” way before shouting out the answer the “fast” way. Continue
asking questions and figuring out the answers in this manner until you are
ready to move on. Do the same for days of the week, using your calendar
headings for the words. Help your kids sound out the answers as
necessary, teaching any unknown “tricks” along the way.
Another way to get your kids reading

the days of the week (and to build
“calendar sense”) is to ask questions
like, “What was the date on the
second Friday of this month?” That
will make your students read the days
of the week, recognize numbers, and
count out the ordinals!
You can get even more complicated if you want, asking your kids to
identify a future date. Just say something like, “What will the date be on
the fourth Monday of this month?” That will get your kids reading the
days of the week, recognizing numbers, counting out ordinal numbers,
and counting ahead! All this, and you won’t have had to prepare anything
extra!
Calendar Activity 3: Read and complete the date sentence.
For this activity, you’ll need to have a “date sentence” posted above (or
somewhere nearby) your calendar. I put Velcro on the back of all of my
calendar pieces so they could be easily interchanged as necessary. This
cuts down on prep time from year to year and makes swapping out the

date extremely easy! You could use any sort of sticky material, as long as
you can change out the days of the week, months, date, and year without
too much trouble.
At any rate, once you

have your pieces set,
you can use your “date
sentence” to go over
the day, month, date,
and year with your kids.
At the same time, you
can work on their
reading skills!
Start by asking if anyone knows what day it is. Call on someone to

answer, and let him or her find the correct day on the wall display by
reading all of the choices the “slow” and “fast” way. Let him or her peel
off the correct choice and put it in the date sentence, replacing whatever
day came before it. Then call on someone to tell you whether or not you
need to change the month on your display. This is a great time to go over
how many days there are in each month. If it turns out that it is time for a
month change, allow the student you called on to make the necessary
change in a similar manner. If not, move on to the date. Finally, discuss
whether or not the year needs to be changed.
Once you have all of the new date pieces in correctly, ask your class to
read the entire date sentence the “slow” and “fast” way, calling out
“comma” each time you hit a comma. (This will help your kids remember
where the commas go when they write the date sentence on their own
during handwriting time.)
As soon as your kids are used to the calendar and the types of questions
you want them to ask, pick a leader to replace you, and let him or her lead

this segment! Then, your kids will be “playing school” and learning at the
same time.
Calendar Activity 4: Go over the weather and fill out weather chart.
After you (or your previous

leader) are done going over
the date, choose a “weather
leader.” (Of course, you will
have to be the leader until
your kids know what to do.)
Have the weather leader ask
the rest of the class what the
weather is like. Then have
him or her pick someone to
fill in the weather graph. Make sure the person filling in the graph reads
the choices the “slow” and “fast” way until he or she finds the agreed
upon choice. Help with “tricks” as necessary, teaching any unknown ones
to the entire class as you go.
Once the weather graph has been filled in, ask questions (or let your
weather leader ask questions) to ensure everyone understands how to
make sense of the growing graph. You (or your chosen leader) should
vary your questions to suit your students’ abilities. You might ask
something as simple as, “How many hot days have there been this week?”
Or, you might ask something a little more complicated, such as, “How
many more hot than warm days have there been?” You can also ask
things like, “Which categories have the least number of marks by them?”
or “Which categories have the most number of marks by them?” These
questions will help your kids learn important vocabulary words while at
the same time getting them used to reading a graph for information.
Plus, to answer the questions, they will be sounding out all sorts of words
with “tricks,” such as warm, cold, cool, sunny, rainy, and cloudy!

Calendar Activity 5: Check and record the temperature!
Not everyone has and/or uses a

thermometer at their home, so
it’s important to teach your kids
how to read one in class. If you
are lucky enough to have a
window or door connected to the
outside, you can have your kids
read a real thermometer each
day and fill in your calendar one
accordingly. Otherwise, you can
tell your kids what the temperature is and have them fill in your class one
to match
Regardless, help your kids understand the difference between Fahrenheit

and Celsius, and bring in a real thermometer for them to view. Even if
you can’t take the outdoor temperature with it, it will at least get your
kids familiar with what a thermometer looks like and how it works. Plus,
you could always have your kids tell you the indoor temperature and have
them compare it to the outdoor one!
In any case, after you have had one of your kids check the thermometer
and write the correct temperature in the Celsius and Fahrenheit blanks,
have your kids read the temperature sentence the “slow” and “fast” way.
Then call on a student to tell you what to fill in the blank with. As always,
have your kids help you write the word the “slow” way. Then have the
entire class read the completed sentence the “slow” and “fast” way again.
Although this isn’t a large amount to read, it’s just another way to work a
little reading in while teaching other important skills your kids need to
know. If desired, you could always add more sentences that describe the
weather or temperature.

Problem Solving Charts (Word Problems, Brain Teasers, Mysteries, etc.)

Great for teaching number words and problem solving strategies.
Problem Solving Charts are great

for getting your kids reading,
thinking, and using problem
solving strategies. A quick brain
teaser can be a lot of fun for
your kids, and is a great way to
wake up their brains and teach
them how to think critically. If
you are like most teachers and
are finding it hard to make room for everything you HAVE to teach, word
problem charts might be your favorite type of Problem Solving Chart to utilize.
Not only can carefully crafted word problems reinforce important math skills,
they can also help get your kids familiar with the number words they need to
know. Furthermore, they can help your kids learn key math phrases and
important visualization skills!
To make a Problem Solving Chart, simply craft a few

easy-to-read problems for your kids to read the “slow”
and “fast” way. If you are teaching a “theme,” tie the
questions into your theme. Try to use your kids’ names
as well! This will add interest! Keep the problems
short and sweet, especially in the beginning. You don’t
want to overwhelm your kids with words; you simply
want to get them reading and thinking!
When you are ready to begin, read the problem at hand together. Once you
have read the problem the “slow” and “fast” way with your kids, teaching any

“tricks” and/or adjusting any “outlaw” words, have your kids solve the
problem on individual work mats. Help as needed, circling around to check for
understanding.
Once everyone has come up with their

answers, go over the problem as a group to
make sure everyone got it correct and/or
understands why they missed it. Call up kids
to underline and/or circle key words and
information on your chart. Then call on
someone to come up and write the number
sentence needed to solve the problem. Show
how to solve the number sentence as well.
This will help your less exposed kids better
understand the process involved in solving a problem. It will also help you see
who is getting how to do so and who isn’t.
The nice thing about word problems is that you can

create them for any math skill. After teaching your
kids how to add, put up word problems that require
addition. After teaching your kids to subtract, put up
word problems that require subtraction. Then put up a
mix of addition and subtraction problems to really get
your kids thinking! Do the same for each new skill,
including money, clocks, measurement, etc. Just make
simple problems that get your kids reading and utilizing
their newfound skills. With clocks, you might write something like, “Billy woke
up at 10:00. Set your clocks for when Billy woke up.” For money, you might
write, “Hillary has three dimes. Her mom gave her four more. How many
dimes does she have now? How many cents is that?” For measurement, you
might write, “Quinton’s worm is five inches long. Use your ruler to draw
Quinton’s worm.” If your kids are more advanced, make the problems more
advanced! Just don’t forget to read each one the “slow” and “fast” way!

Comprehension Charts (Messages from the Teacher, Social Studies Charts,

Science Charts)
Great for teaching new information. High interest charts! Fantastic way to
introduce new vocabulary and enrich students’ background knowledge.
Comprehension Charts can

improve your kids’ fluency,
vocabulary, and comprehension
skills. They should be prepared
ahead of time, and can be about
anything you want to teach
your kids. Good for any subject,
I generally created mine to
cover whatever social studies
and/or science concept I was going over that day.
To create a Comprehension Chart, merely write a few sentences about

whatever it is you want to teach. Include important
information and/or facts you want your kids to learn,
making sure the text is made up of appropriate words
and sentences for your kids’ skill level. If desired, you
can leave a few key words out, putting blank lines to
replace them. As the year progresses and your kids
get better and better at reading, you can increase the
length and difficulty of the text provided. Until then,
keep the sentences on the shorter side, but don’t
make the text predictable or overly simplified.
Comprehension Charts don’t always have to be written paragraphs about a

particular subject. They can also include recipes, poems, directions, or any other
type of written work that goes along with what you are teaching/doing with your

class. The most important thing about a Comprehension Chart is that it contains
something relevant for your kids to read and comprehend. Whatever form that
information takes is fine, as long as it includes real words and/or sentences to
read (not predictable or patterned text).
To complete a Comprehension Chart with your kids, have the “teacher” (you or
one of your advanced readers) begin the chart by pointing to the first letter or
“trick” of the title. If the chart you are reading doesn’t have a title, simply point
to the first letter or “trick” of the first word. The “teacher” should wait for the
students to make the appropriate sound, continuing on with the next
letter/”trick” after they do so.
Each time the “teacher” comes across a

hidden “trick,” he or she should invisibly
“circle” it with his or her finger (or
pointer), reminding the class with this
silent cue that a “trick” has been spotted
and is in need of being recognized and
remembered. The class should shout
out the appropriate sound. If the “trick”
spotted is unknown or haphazardly
spoken, the “teacher” should stop and
remind the students of the “trick” at
hand. If the “trick” is recognized quickly and effectively, the teacher should
continue pointing to the next letter/”trick” until the entire word has been
completed. After each word is sounded out the “slow” way, it should
immediately be restated the “fast” way. When the end of the sentence has
surfaced, the “teacher” should go back to the beginning of the sentence, urging
his or her class to read through the previously sounded out words the “fast” way
(without pause or hesitation). Upon the completion of the whole chart, the
“teacher” should go back to the beginning of the chart, asking his or her students
to read the whole thing the “fast” way. This repetition builds faster brain
response times and eventual fluency. It should not be skipped over or left out.

Reading in this way helps your kids understand how letters work together to
make sounds, and usually prevents them from turning into “guess readers.” It
also helps introduce your kids to the many “sight” words they are expected to
know without confusing them or forcing them to memorize long lists of
meaningless symbols. In fact, if you read and write a new interactive literacy
chart with your kids each day (along with teaching them letters, sounds, blending
techniques, and “tricks”), they should all become very well versed in “sight”
words simply though the repetitive nature of reading real sentences that include
these frequently used words.
After reading the chart the “slow” and “fast” way, it’s time to discuss it with
your kids. Ask what they learned. Go over any new or confusing vocabulary
words. See if your kids can make any connections. Talk about what else they’d
like to know about the topic at hand. If desired, you can also send them to
their seats to do some sort of related “hands-on” activity. You might have
them write a summary of what they learned, create a story, follow a recipe,
conduct a science experiment, create a drawing, etc.
Correction Charts
Great for reviewing complete sentences, punctuation, capitalization, etc.
Another type of chart you might want to utilize is a “correction chart.” To do

so, write a few sentences, purposely omitting various capitals, periods,
quotation marks, etc. Then see if your kids can spot the errors. You can tell
your kids how many errors there are or leave it up to them to discover them.
That’s up to you. The main thing is that you get your kids reading and
correcting! As always, remember to read the chart the “slow” and “fast” way
before asking for corrections! Finish by having them read the completed chart
the “fast” way.

What is an interactive literacy chart?

Basically, “an interactive literacy chart” is any sort of chart you read and/or
write with your kids the “slow and fast way” about any given topic. These
interactive charts differ from the usual classroom “literacy chart” in that the
students actively take part in the reading and/or spelling of each word as it is
read and/or created. Like regular literacy charts, however, these charts should
be read and/or written daily, and can be performed in either a whole or small
group setting. They should be full of regularly occurring words that reflect our
spoken language, not made up of predictable, repeated, and/or overly
simplified text.
What do you mean when you say I should have my kids read
something the “slow” and “fast” way?
Reading the “slow” way simply refers to the process of having your kids
actively sound out words in their entirety before hooking those sounds
together and saying the word as a whole. While they are doing so, you (or an
appointed “teacher”) should be pointing to the letters and explaining any
unknown sounds, “tricks,” and/or irregularly spelled words that surface. While
this process can seem painfully slow and feel somewhat tedious in the
beginning of the year as you pause to teach all of the necessary “tricks” and
“outlaw words” that continuously pop up, the “slow” way should become quite
fast as the year progresses and this important knowledge becomes second-
hand to your students.
Reading the “fast” way, on the other hand, simply refers to the quick/more
fluent way you have your kids read through the words, sentences, and/or charts
immediately after going through them the “slow” way. When reading the

“fast” way, your kids should only slow down at words they are still struggling to
recognize. When they stumble upon one of these words, they should be
encouraged to sound it out again. This will help your kids internalize the
information properly, so they can map it out in their brains and recognize it a
bit faster the next time.
Reading the “slow” and “fast” way will help your kids not only understand why
words say what they say but will also help develop your kids’ fluency and
speed. When having your kids read text in this manner, there is no need to
have them memorize long lists of “sight words.” They will get them through
real reading practice instead!
Why should I use interactive literacy charts in my classroom?

Literacy charts give your kids the guided instruction they need to become
experts at using everything they are learning (letters, sounds, blending, reverse
blending, “tricks,” and some “outlaw” words) to read and write real words and
sentences. They introduce your kids to a variety of important reading and
writing conventions as well – periods, capitals, proper spacing, apostrophes,
commas, irregular words, etc. Best of all, they allow your kids the chance to
move forward at their own rate, as all participating students are constantly
introduced to everything from the most basic skills (letters and their sounds) to
the most complex (spelling tricks, “outlaw” words, and proper punctuation).
Plus, they’re fun, active, and interesting.
When should I use interactive literacy charts?

Because interactive literacy charts are so crucial to your kids’ learning and can
cover anything you need to teach, you should utilize them as often as possible
throughout your day. Work them in during your morning calendar review, your
math segment, during language arts, social studies, science, and whenever else

you can! The more charts you do the “slow and fast way” with your kids, the
sooner they should take off with their reading and writing skills.
What do I need to know to read and/or write an interactive literacy

chart with my kids?
To teach your kids to read and write the “slow” and “fast” way, you must be able
to recognize and teach the many “tricks” (letters that work together to create
new sounds) that will pop up repeatedly as you read and/or write new text. This
knowledge is crucial, as most words are full of “tricks.” Knowing them and
teaching them to your kids will make reading and writing SO much easier! Words
like found, September, luckily, inspire, garden, and determination become easy to
read and/or write once you know the “tricks” and are an expert at blending and
segmenting sounds and syllables. (See table with “tricks” to see how your “trick”
knowledge ranks.)
You’ll also need to be able to instantly tell the difference between an easily
decodable word with one or more “tricks” and an “outlaw’ word (a word that
simply does not follow the phonetic “rules,” even if you know the “tricks”).
Although most words can be sounded out once you know the many hidden
“tricks” within them, some words will make little sense when sounded out, and
must simply be learned and/or adjusted to be read correctly. Words like through,
though, one, once, come, could, and would fall into this category.
The more comfortable you are with blending, segmenting, “tricks,” and “outlaw”
words, the easier it will be to pass this knowledge along to your kids. The more
comfortable and familiar they become with this knowledge, the faster the reading
and writing of various charts will go.

What exactly are “tricks,” and why do I need to know them?

“Tricks” are one of the most overlooked yet important elements of reading
and/or writing success. Although many typically think of our alphabet as
containing 26 letters and about 33 sounds (the 26 “usual” letter sounds, plus the
long vowel sounds, as well as two additional “soft” sounds for the letters g and c),
the English alphabet really makes somewhere around 44 sounds (phonemes).
And many of these sounds are made up of several different letter combinations.
For instance, the “long a” sound can be made using a “sleepy e” at the end of the
word, an e and an i put together (ei), or even by joining an a and a y (ay). Ey can
also make the “long a” sound, as in they and hey and grey. Likewise, the /er/
sound can be made by combining er, ir, and ur. These letter combinations that
create “new” sounds (something other than what the letters in them normally
say) are what I call “tricks.” Once you become aware of them, you will be able to
see them in almost every word you run across. Being able to point these out and

teach them is crucial to helping your kids better understand how to read and
write the many words they will come across throughout their days. If you don’t,
they will simply have to memorize everything they want to read and/or write
properly, and are likely to start the nasty habit of “guess reading” as a result.
Following are some of the most common tricks you should be aware of:
Trick: What Trick Says: Tell Your Kids:

(Not all tricks have fun hints! Make up your own if I
haven’t thought of anything yet!)
sh s and h say /sh/ as in ship and fish S and h like to tell secrets when they are
together. Whenever they see any other
letters coming, they say, “Shhhhh!”
ch c and h say /ch/ as in chip and C and h always play train when they get
crunch together. Whenever you see them, say,
“Ch, ch, ch, ch…” (like a train chugging
down the track).
th t and h say /th/ as in thin and T and h always play on the railroad
bath; t and h also say /th/ as in tracks. When they hear a train coming
this and that and look up, they point at the train
*Teach whichever sound you and say, “/Th/, /th/, /th/, /th/ the train
want, and have your kids adjust is coming! The train is coming!”
the sound accordingly. Teaching Sometimes, they wipe their brows and
the soft sound first is suggested, say, “Phew! I /th/ /th/ thought the train
but either should be okay. was coming!”
wh w and h say /wh/ as in when W and h really want to know how to
whistle. They keep trying and trying but
all that comes out is “/wh/ /wh/ /wh/!”
(Try to whistle but just blow out the
“wh” sound.)
“sleepy e” When an e is at the end of a An e at the end of a word gets really
word, it “goes to sleep” and sleepy and grumpy. Right before he
makes the other vowel do all the falls asleep, he looks at the closest
work. The other vowel gets so vowel and says, “Say your name,
strong that it says its name, as in vowel!” Occasionally the vowel is busy
rake, hope, and time. with another letter or won’t listen, but
usually it says its name!
2 vowels When 2 vowels go walking (are Since the vowels are usually separated
next to each other), the 1st one in words, when they get together, the
does the talking (says its name), first one looks at the second one and
and the 2nd goes to sleep (doesn’t says, “Hey! Remember me?
say anything). Remember me? My name is __, __,
__!” The second one waits for him to
stop talking, so he doesn’t say anything!

er e and r say /er/ as in her Er, ur, and ir talk so much in class that
they never hear what the teacher tells
them. When their teacher calls on
them, they say, “/Er/ we don’t know!”
oo 2 o’s together say /oo/ as in cool Notice that the two o’s together look
and food; when followed by a k like owl eyes or someone’s binoculars?
(and sometimes t or d), the sound Everything looks cool through
changes to /oo/ as in book, took, binoculars or owl eyes! That’s why you
foot, and good can hear them saying, “/oo/ cool!” But
when “Bully k” comes around (right
after the double o’s), he punches them
in the stomach and steals the
binoculars! You can hear the o’s saying
“/oo/” as in look, took, and book when
that happens. Sometimes t’s and d’s
can be bullies, too. But they’re like the
kids who are sometimes nice and
sometimes mean – you just never
know. Try the o’s both ways when
followed by a t or d to see which way
makes more sense. But k is almost
always a bully! (Not in spook and
spooky!)
or o and r say /or/ as in for; when a O and r can never decide what they
sleepy e follows, as in the word want to do. They keep saying, “We
“more,” the e is silent as usual could ________, or we could
but does not make the vowel say __________. (Fill in the blanks with
its name things like swim, play basketball, etc.)
Trace the o with your fingers after
explaining this and say, “They go round
and round…”(Then trace the top of the
r as you continue by saying, “…and back
and forth… and can never decide what
to do!”
ou o and u say /ou/ as in couch O pinches u (and w); whenever they are
together, you can hear them saying
/ou/ as in pout.
ow (in middle of o and w say /ow/ in the middle of O pinches u and w; whenever o and w
word) a word such as in down are in the middle of a word (and
sometimes at the end of a three letter
word, such as how, cow, wow, and
now), you can hear them saying /ow/ as
in power.
y endings y says “I” at the end of a 2 or 3 When y sees that just one or 2 people
letter word such as by, cry, or (1 or 2 letters) are going to the store, he
shy; y says “E” at the end of a 4 or says, “I want to come, I want to come!”
more letter word as in baby, If anyone else comes along (3 or more

tricky, and funny letters), he says, “EEEE! That many

people are coming?”
ar a and r say /ar/ as in car and dark A and r like to play pirates when they
get together. They say, “Arrrrrrr,
Matey!”
ir i and r say /ir/ as in shirt and dirt Er, ur, and ir talk so much in class that
they never hear what the teacher tells
ay a and y say /ay/ as in pay and stay When y sees a right before him, he says,
“A! What’s up?” (Like, “Hey! What’s
up?”
all/al a and l (or ll) say /all/ as in fall or L always wants what a has and begs
salt until a gives in. When you see them
together, you can hear a saying to l, “All
right, all right, you can have it!”
ing i, n, and g say /ing/ as in ring and i,n,g says /ing/
king
ew e and w say /ew/ as in new and E and w are picky eaters. They always
stew take one look at what’s for dinner and
say, “/Ew/!”
ed e and d at the end of a word e and d at the end of a word usually say
(at end of word) usually say /d/ as in clapped; /d/ as in clapped; when e and d follow a
when e and d follow a t or d, they t or d, they say /ed/ as in salted and
say /ed/ as in salted and added added because it’s too hard to say
salt/d/ or add/d/. So you’ll usually just
say /d/ when you see an ed ending, but
if it comes right after a t or a d,
remember to say /ed/.
gh g and h usually go silent, making G and h love to play Hide and Go Seek.
the vowel in front (i) say its name Since they’re the “hiders,” they usually
-ight as in fight, bright, and light; when don’t say anything because they are
-gh after 2 g and h follow 2 vowels this does hiding and don’t want to get caught!
vowels not apply; when g and h are at The letter i is the one who usually finds
-ough the end of a word, they usually them. When he does, he says, “/I/ see
say /f/ as in rough and tough you!” (Think: bright, light, might, fight,
(though is an exception) etc.) If he can’t find them, he sends 2
vowels out to find them. If they find g
and h (come right before them), they
usually say, “/Ah/ -- there you are!”
(Think: bought, taught, and caught.)
Sometimes g and h forget to hide and
end up at the end of a word. The 2
vowels who find them usually say,
“/Uh/…Why didn’t you hide?” G and h
reply, “We /f/ /f/ /f/ forgot!” (Think:
tough, rough, enough.) 2 common

exceptions are laugh and cough.

ind i, n, and d say /ind/ as in find and When you see i, n, and d together, say,
mind “ind.”
old o, l, and d say /old/ as in bold and O sings to l and d, “You’re so old, you’re
fold so old!”
le l and e at the end of a word say L and e at the end of a word say, “/le/.”
(at end of word) /le/ as in fiddle, simple, and little
ur u and r say /ur/ as in purple and Er, ur, and ir talk so much in class that
hurt they never hear what the teacher tells
oi o and i say /oi/ as in boil and spoil O and the i say, “oi” when they’re
together.
ow o and w at the end of a word say O usually pinches w, but when he sees
(at end of word) /ow/ as in follow and yellow they are wide open at the end of the
line, he gets nervous he’ll get caught
and says, “/Oh/! I better not pinch
here!”
c by an e, i, or y c by an e, i, or y says /s/ as in C likes to play “snake” with e, i, and y.
cent, recipe, and cycle You can hear him saying, “Ssssssssss”
whenever an e, i, or y follows him. E, i,
and y all have to finish their chores
before they can play, so they continue
doing their “jobs.”
oy o any y say /oy/ as in boy and toy O and y say “/oy/” just like o and i do.
O and y are usually used to say /oy/ at
the end of a word, while o and i are
usually used to say /oi/ in the middle of
a word.
a by a w a by a w says /o/ as in water and W is a’s dentist. Whenever w is next to
(wa/aw) awful a (either side), he makes a open wide
and say, “ah!”
tion t, i, o, and n say /tion/ as in T, i, o, n say /shun/. Whenever you
action; if they follow a vowel, the hear, “/shun/,” it’s the t, i, o, and n.
vowel often says its name as in Make sure you don’t get tricked when
lotion and vacation writing words like action, lotion, and
nation!
Reinforce this trick by singing, “/shun/,
/shun/, /shun/, /shun/…t, i, o, n!” in a
deep voice.
ies (at end of i, e, and s at the end of a one I, e, s is kind of like the y ending trick.
long/short syllable word say /ies/ as in cries, When i, e, s comes just after one or two
word) dies, and flies; at the end of a two letters, it says, /ies/ as in cries, dies, and
syllable word, they say /ies/ as in flies. When it comes after 3 or more
babies, ladies, and rabies letters, it says, /ees/ as in pennies,
bunnies, and baggies.
g followed by g followed by an e, i, (and When g is followed by an e, i, (and

an e, i, or y sometimes) y says /j/ as in gentle, sometimes) y, it says “/j/” as in gentle,

imagine, and gym imagine, and gym.
ink i, n, and k say /ink/ as in pink and I, n, k is similar to i, n, g, but i, n, k says
stink “/ink/” while i, n, g says, /ing/. The last
letter is what will tell you which ending
sound to make.
a at the end of a at the end of a word says /a/ as When an a is at the end of a word, he
a word in Alaska and banana looks around and say, “Uh… how did I
get here?!”
Ugh! If I don’t know all of the “tricks,” how are my students

supposed to know them?
When you look at the list of “tricks,” it may seem like a lot to remember,
especially for kindergartners. It is, at first. But if you read and write the “slow”
and “fast” way throughout your day and help your kids sound out various
words at journal time, you will find that these “tricks” pop up so frequently that
they are no harder to learn than letters and sounds. They just require a lot of
repetition. The more you point them out and explain them to your kids, the
sooner you all will learn them.
Plus, when you compare the number of “tricks” you and your kids need to
know to the number of “sight words” so many teachers ask their kids to
memorize, the list of “tricks” actually becomes quite small. In addition, this
little list of tricks will enable your kids to read almost every word there is to
read (assuming they know how to blend sounds together as well). They’ll
enable your kids to write as well! That’s a much better return than what you’ll
get from asking your kids to memorize long lists of “sight words” that often end
up getting kids guessing at words instead of actually reading them!
How do I teach the “tricks” to my students?

Teaching the “tricks” to students should be something you do from the first day
of school on. You don’t have to prepare special lessons that focus on “word

families” or pass out lots of phonetic worksheets. You simply have to point
them out and explain them every time they pop up. You can do this by
sounding out and/or writing lots of words and sentences in front of and/or with
your students. Because “tricks” are in almost every word you’ll run across,
you’ll get lots of opportunities to teach them. The more interactive literacy
charts you do with your kids, the sooner your kids should learn them.
Starting out is the hardest part, as generally your kids will not come in knowing
the “tricks” already (unless they had older brothers or sisters who learned them
first). You’ll need to do a lot of teaching in the beginning of the year to get your
kids used to calling out the right answers when you ask them what a certain
“trick” says or what letters make up a certain “trick,” depending on whether
you are reading or writing a chart. Even though stopping to teach this
information can be tedious when you first begin, take the time to do so
anyway. It will pay off big rewards in the long run. Your kids simply won’t be
able to read and/or write as much without this knowledge.
Let’s say you are reading a chart and you come across the “er” trick in the word
her. Right after telling your kids that e and the r say /er/, follow up by
enthusiastically asking your kids, “So what do e and r say when they’re
together?” Wait for a response. If your kids aren’t able to repeat that the e
and the r say /er/ when they’re together, remind them of the trick and ask
them again. Do this until ALL of your kids are shouting out the answer! If just
your top 6 or 7 students are responding, keep asking until the rest join in. It’s
really important that you make sure EVERYONE participates. After all, you want
all of your students to be successful, not just the few who are always ready to
learn. As a result, make sure you get all of your kids involved. Keep asking
what the “trick” says until everyone responds loudly and excitedly! Then
continue through your chart until the next “trick” surfaces.
When writing a chart, you simply do the opposite. Instead of asking, “So what
do the e and the r say when they’re together?” you’ll want to ask, “Who knows
what two letters say /er/ at the end of a word?” Of course, you’ll have needed
to have told them this little piece of important trivia at some point beforehand

for them to answer correctly! If it’s your first time to run across it, teach the
“trick” and immediately ask your kids to repeat it. Keep asking, “So, what
usually says, ‘/er/,’ especially at the end of a word?” until all of your kids are
excitedly responding with the correct letters. Pretty soon, all you’ll need to do
is call out the /er/ sound when you run across it. Your kids should excitedly
respond, “E, r!” If they don’t, reteach the “trick” and continue to review it until
they can!
As with anything, practice is the key! If you do enough charts with your class,
preferably at least one full one and many “mini ones” a day, your kids will hear
these “tricks” called out time and time again. Plus, if you are having your kids
write in their journals each day, they’ll also be applying them. Pretty soon, this
knowledge should become secondhand to all of them.
Since I am working with low kids, should I limit how many “tricks” I
expose them to? Or leave them out altogether?
No. Your “low” kids are going to need the same information as all of your other
kids to learn to read and write. While it may take them longer to grasp the
information and/or retain it, this is not a good reason to withhold it. In fact,
since kids with learning difficulties often require more exposure to learning
material to “get it,” you want to introduce what these kids need to know as
early in the year as possible so you can repeat it often. The longer you wait, the
less likely they are to “get” and/or retain it.
Think about taking a baby or toddler to the zoo. You don’t limit the number of
animals you show them just because they don’t “know” them and/or probably
won’t remember all of them later. Rather, you take them around the whole
zoo, telling them the animals’ names and maybe an interesting fact or two
about each one. Later, you might talk about them again, refreshing your child’s
memory as you reminisce about your adventures. This is what you want to do
with “tricks.” Introduce them and/or reinforce them each time they pop up.
Some of your kids will get them the first time. Some will get them the third or

fourth time. Some will get them the 100th time. Keep reviewing them, and,
eventually, all of your kids should get them.
What if I can’t remember all of the “tricks” when I am spelling

words with my kids?
It’s okay if you don’t know all of the “tricks” when you first start writing words
with your kids. As long as you understand how to break up words and sound
them out with your kids, the rest should follow. The key is to always be
thinking about why a word is spelled the way it is spelled, especially if it’s not
on the “outlaw” list. Then, any time you or your students come across a word
that has a sound that is not found in the alphabet (er, ch, sh, ou, ar, tion, oo,
etc.), see what letters make the sound. Then see if there is a pattern. Ask
yourself if other words with the same sound use the same lettering. Most
likely, you will find that they do! Make a note of it and pass it along to your
kids. You will be amazed at what you and your kids discover!
For example, let’s say you come across the word fly when you are writing a
chart with your kids (or helping one of your kids label a word in his or her
journal). You begin to sound out the word fly for them (or him or her) to help
you spell, saying, “FFF… (Kids reply, “F!”) lll… (Kids reply, “l!”) iii… (PAUSE)”
You know that it isn’t an i that belongs at the end of fly, but you also know that
that is what your kids are likely to think and/or quickly call out since you hear
the long i sound when you say it. This is when you need to ask yourself, “Is this
a common ‘trick’ or just a crazy exception to the normal ‘rules’?” The next step
is for you to quickly look for a pattern to help make sense of this crazy
revelation. In this case, you would try to think of other little words that end
with a long i sound but that are actually spelled with a y. You might come up
with by, try, fry, my, cry, and dry. Contemplate these words and see if you can
discover a particular pattern involved. Does y always make the long i sound
when placed at the end of a word? You suddenly remember the words, baby,
lady, empty, and crazy, and decide, no, it doesn’t always – sometimes it says

“e.” When thinking about the two sets of words, you might come to realize
that y says “i” when it comes after one or two letters, but “e” when it comes
after three or more letters…except when it follows an f, as in electrify or
identify. Once you realize this, teach it to your students, not just in the
moment, but whenever the new “trick” pops up. Don’t make a long lesson out
of it, just mention it, get your kids to repeat it until they are shouting it out
happily, and move on. Slowly, you should start to realize more and more of
these tricks. Before long, you should be able to quickly recognize and teach
your kids ALL of the tricks you come across.
Why should I write the “slow way” with my kids?

Writing the “slow way” with your kids will help them understand that any word
we can say aloud can be broken into individual sounds which can then be
represented by a letter or group of letters in the alphabet. As your kids catch
on to how to segment words and represent them with the appropriate letters
and/or letter combinations, they will be able to write more and more on their
own. This is the goal – to teach our kids how to write anything, not just a
handful of memorized words or canned sentences. While their spelling might
not always be perfect, it should be readable. As they read and write more, and
continue to go over more and more charts with you, their spelling should
become more and more conventional.
Why should I teach my kids the “tricks?”

“Tricks” are in almost every word! In fact, many words are made up of more
than one “trick.” As a result, if your goal is to get your kids reading and writing
anything, it’s crucial that you teach them this important information in addition
to the regular 26 letters and sounds of the alphabet. The sooner you teach this
to them, the sooner they’ll be able to read and write! So don’t wait until you
think your kids are “ready” for this information – teach it to them from Day 1

on. “Tricks” may seem intimidating at first, but they are really just letter
sounds. They aren’t a big deal and shouldn’t be treated as if they are, other
than to get your kids excited about learning them.
How often should I teach the tricks?

You should be teaching the “tricks” every time you come across them until your
kids are all able to shout out what they say on their own (or call out the letters
that make them up) immediately upon your pointing to them (or calling out the
sound they make). Because you’ll undoubtedly run across the most common
“tricks” time and time again as you do interactive literacy charts with your kids,
this information should be acquired pretty quickly. You’ll need to keep a close
eye on your “slower” kids, however, to make sure they are picking up this
information alongside your “faster” ones. Remember to make it a practice to
silence your faster kids and call on a row of your slower kids to read and/or
write the “slow” and “fast” way with you in order to ensure they are learning
what they need to know and not just mimicking your faster ones or tuning out.
What exactly are “outlaw” words, and how can I tell them apart
from words with “tricks?”
“Outlaw” words are simply the words like through, though, once, and could that
might have some phonetic clues and/or “tricks” in them, but that definitely
have one or more parts that don’t follow the “rules” and need to be learned or
adjusted to be read and/or spelled properly. Oftentimes, you can figure out a
large portion of an “outlaw” word by listening to and/or looking at the clues it
gives you. Still, at some point you will have to adjust the spelling and/or
pronunciation of a true “outlaw” word to finally get it right. If you don’t, it’s
not an “outlaw” word! Fortunately, context clues as well as letter clues often
help beginning readers make this final needed adjustment.

Because the same “outlaw” words tend to pop up time and time again, they are
fairly easy for most kids to learn when reading a variety of real charts the
“slow” and “fast” way consistently throughout the day. By simply helping your
kids adjust them each time they come up, you should find that they quickly
learn their funny ways and begin reading them with little to no trouble very
soon.
**IMPORTANT NOTE: Do NOT force your kids to memorize these law

breakers through word lists or isolated word cards. Rather, teach your kids to
read “outlaw” words, by sounding them out and adjusting them as necessary.
This will help to keep them from “mixing up” similar looking words, and will
help them learn to spell more accurately as well.
Common “Outlaw” Words In Need of Adjusting
of some was been

one their would come
once to your both
put two what done
said there who could
where very live eight
together today again from
warm you are does
work four because do
don’t into have give
through though thought should
movie above pull love
Why can’t I just use a worksheet? What’s so special about

interactive literacy charts?
Unlike worksheets, which tend to be either too hard or too easy for the

majority of kids in your class, interactive literacy charts meet a wide variety of
needs all at once, basically helping each one of your kids learn at his or her own
level and pace. Plus, regardless of who knows what, they allow all of your kids
to be constantly introduced to the real skills needed to achieve reading and/or
writing success (letters, sounds, blending/segmenting techniques, “tricks,”
“outlaw” words, and conventional writing rules). Finally, since literacy charts
do not tie you to a particular skill such as beginning sounds, short or long
vowels, capitalization, punctuation, etc., you can teach and/or reinforce
knowledge of all of these skills at once, while also teaching about whatever
science, social studies, or math concepts you need to cover. This allows you to
use your time much more wisely and efficiently.
How am I supposed to find enough time in my day to teach

interactive literacy charts?
Since almost everyone is hard-pressed to find all of the time they need to teach
everything they are supposed to cover in their classrooms each day, it’s helpful
to combine subjects and teach a variety of skills at once. You can easily do so
by using interactive literacy charts. For instance, if you need to teach your kids
about a certain social studies topic, but you also need to teach them “sight”
words, “tricks,” “outlaw” words, proper punctuation, correct capitalization,
listening skills, new vocabulary, and a variety of other reading and/or writing
skills, you can combine your social studies, reading, and writing lessons into
one by teaching what you need to teach through the appropriate literacy
charts! Then you can continue to bring up the social studies topic in math,
utilizing theme-based word problems to get your kids reading and writing once
more while at the same time practicing whatever new math concept they are
learning.
Let’s say you are teaching a unit on transportation. You could begin by having
your students brainstorm different modes of transportation. You could do this
orally or by composing a chart the “slow” way. This would help develop your

kids’ oral language skills and/or spelling skills. After brainstorming, you could
read a book about transportation with your kids, exercising their vocabulary as
well as their receptive language skills. Then, you could have your class read a
short poem or paragraph/page about whatever transportation topic you want
to address more specifically (land transportation, sea transportation, air
transportation, etc.). By doing so the “slow” and “fast” way, you would be
including a “reading” lesson as well as a social studies and/or science one,
strengthening your students’ phonetic skills and fluency as well as their
vocabulary, comprehension skills, and real world knowledge. Once finished
with that, you could have your kids help you fill in a chart about whatever it is
they learned. You could use some sort of storybook or picture chart, whatever
fits your needs best at that time. As always, you could have your kids fill out
the chart the “slow” way, remembering to teach them whatever they need to
know to write effectively as they do so. This would enable you to include a
“writing” lesson as well, giving you the perfect opportunity to go over how to
segment and spell words of all types and sizes, as well as how to properly
incorporate capitals, periods, and all of the other necessary conventions of
print. In less than an hour, you would have covered your social studies and/or
science theme, oral and receptive language skills, new vocabulary, phonetic
skills, a variety of language arts skills, and many others!
In math, you could further this learning once again by reminding your students
about freshly covered social studies and/or science concepts in their math
problems. Instead of simply having them solve simple number sentences, you
could enable your kids to utilize their newly developing reading and writing
skills by creating theme-based word problems that incorporate whatever basic
math skill you are working on (addition, subtraction, money, time,
measurement, etc.). This would increase the time you need to go over how to
read all sorts of necessary words (“sight” words, words with “tricks,” and/or
“outlaw” words) while at the same time helping your kids improve their
vocabulary and utilize important math solving skills. Suddenly, you would not
just be teaching one isolated skill, but the many skills necessary to meet with
overall academic success!

The key is to teach “smarter,” not “harder.” Make better use of your time.
Blend your subjects together and teach what really matters in a unified sort of
way. There is no need to only teach math in math or to only teach science in
science. Make each segment of your day full of quality instruction. Take out
“fluff” activities, and use each second you have with your kids to your
advantage. Don’t waste your kids’ time with television programs, movies,
games, or simple worksheets. Rather, use every second you can to talk with
your kids and introduce them to new ideas, concepts, and hands-on learning
that will allow them to succeed not only in kindergarten but in life.
Can’t I just teach my kids how to read and write through

worksheets?
Worksheets can be useful on occasion, but should rarely be used with
kindergarten students. They tend to be too easy for your higher kids and/or
too hard for your lower kids – unless, of course, you have a very homogenous
group. In any case, they are usually “time wasters” since you could be
accomplishing much more if you were actively interacting with your kids and/or
having them complete more authentic reading and/or writing activities.
Instead of using simple worksheets to polish off a lesson, try having your kids
complete assignments and/or projects that require them to utilize their
growing reading, writing, and/or math skills in more authentic ways. Come up
with assignments that get them to create rather than regurgitate. You might
send them to their seats to write and illustrate a story about whatever you
have just gone over, have them read to each other in small groups, or get them
to use and/or explore their newly acquired math skills to actually solve real
problems, play new games, or build new structures. Whatever you choose to
have them do, make it worthy of the time you are sacrificing with your kids.
When your kids are involved in independent work, use this time to circle
around the classroom and tutor the kids who need extra help. Remember to
compliment and spur on the others as well. Reteach whatever is necessary as

you discover weak spots in your kids’ learning. And always, always remember
to make a really big deal out of your kids’ efforts, praising how “smart” they are
all getting as they do their best to complete their work.

How to write the “slow” way with your kids…and read back
whatever you have written the “slow” and “fast” way.
Following is a detailed example of how to go through a sentence with your kids the
“slow” way when you are just beginning to write charts together. As your kids catch on
to various “tricks” and “outlaw” words, you will not need to stop to teach them each
time. Rather, you will simply need to call out the sound the “tricks” and/or “outlaw”
words make and have your kids tell you the letters to write, just as you do for the
regular letter sounds. This will allow the chart to be written (and read back) much
faster. Before your kids know these “tricks” and “outlaw” words, however, you must
take the time to teach them. The extra time you put in initially will pay great dividends
as the year progresses. Cut corners or leave this part of the activity out of your daily
schedule altogether, and you are bound to stunt your students’ reading and writing
growth dramatically.
~~~~~~~~~~~~~~~~~~~
Let’s say you are writing a Daily News chart and you have just written the date with
your kids, sounding out each word and asking your students to tell you what to write.
Now you want to write your first piece of “news.” You call on one of your students,
Kaley, and she excitedly reports, “I am going over to Anna’s house after school!”
Teacher: (Announces sentence to be written to entire class after deciding with class how they could
write, “I am going over to Anna’s house after school!” so that everyone who happens to read the chart
will know who is going to Anna’s house after school.)
Kaley is going over to Anna’s house after school. Ready? (Teacher looks at students to make sure eyes
are looking, legs are crossed, hands are in laps, etc.) Kaley…/K/. Does anyone know what makes the /k/
sound in Kaley?
Students: K!
Teacher: That’s right! Usually /k/ words begin with a c, but in this case, the /k/ sound is a K! What kind
of a k should I write? Does anyone know?
Students: Capital K! (If no one volunteers this information, tell them. Then ask again!)
Teacher: Great job! Here we go. (Pointing back to the capital K, teacher begins sounding out the word
again…) /K/ /ā/…
Students: A!
Teacher: (Writes the lowercase a and points back to the K, sounding out the word again, pausing when
the next sound is needed.) /K/ā/ /l/…

Students: L!
Teacher: (Writes lowercase l and points back to the K, sounding out the word again, pausing when the
next sound is needed.) /K/ā/l/ /ey/…Does anyone know what the /ē/ sound in Kaley is? It’s the e and
the y! (Explains to kids unless they already know.) Normally, when you hear /ē/ at the end of a word, it
is just a y. But in Kaley’s name, it’s an ey. So what do we need to write?
Students: Ey!
Teacher: That’s right! We’re going to write e and y because in Kaley’s name, she spells the /ē/ sound
with an e and a y. But what usually says /ē/ at the end of a word? Anyone remember?
Students: Just a y!
Teacher: Very good! Usually it’s just a y! (Checking to make sure more than the top kids got that
information.) So what usually says /ē/ at the end of a word?
Students: Y!
Teacher: Very good! (Asking louder and with even more enthusiasm to make sure everyone is learning
this new “trick.”) What usually says /ē/ at the end of a word?
Students: (Yelling excitedly!) Y!
Teacher: Very good! (Points back to the K.) Let’s see what we wrote…help me sound it out. Ready?
(Looks to make sure all eyes are focused and ready.)
Teacher and Students Together: /K/ā/l/ē/…Kaley!
Teacher: Very good! Now that we’ve written ‘Kaley,’ let’s go to the next word. We don’t want to squish
two words together because then it will be hard to know where one is and the next one begins, so let’s
put a finger space between them so we’ll know which word is which. Besides, don’t you hate it when you
get squished? So do words! They might start pushing… or crying… or something! So let’s put our nice
space in here and begin writing our next word! Ready? (Teacher visually checks students to make sure
all eyes are looking and all mouths are ready!)
(Points back to the word Kaley and begins reading sentence.) Kaley is…/i/
Students: I!
Teacher: (Writes i and begins sounding out word again, pointing to the i.) /i/ /s/…
Students: S!
Teacher: (Points back to the I and asks students to sound out what has been written.) Let’s read it the
slow way!
Teacher and Students Together: /i/s/ -- is!
Teacher: (Points back to ‘Kaley’ and invites kids to read what has been written so far as she points to the
words.) Let’s see what we have so far!

Teacher and Students Together: Kaley is…
Teacher: Very good! Now let’s put in another space so we don’t squish the word ‘is’ with our next word.
(Teacher repeats what has been written, pointing at words and announcing the next one needed.) Kaley
is going…/g/
Students: G!
Teacher: (Writes lowercase g and begins sounding out the word again, pausing when the next sound is
needed.) /g/ /ō/…
Students: O!
Teacher: (Writes lowercase o and points back to the g, sounding out the word again, pausing when the
next sound is needed.) /g/ō/ /ing/… Does anyone know what to write for the ‘ing’ sound? (If they know,
teacher writes it down. If they don’t, teacher teaches it to them.) When you hear ‘ing,’ write i,n,g!
What should you write when you hear ‘ing’?
Students: I, n, g!
Teacher: That’s right! What should you write when you hear ‘ing’?
Students: I, n, g!
Teacher: (Making sure everyone is responding excitedly.) What should you write when you hear ‘ing’?
Students: I, n, g!
Teacher: (Writing letters this time.) So what says, ‘ing’?
Students: (Yelling excitedly!) I, n, g!
Teacher: (Pointing back to the g and visually checking to see if all eyes and mouths are ready.) Let’s
read it the ‘slow’ way!
Teacher and Students Together: /G/ō/ing/…going!
Teacher: So what do we have so far?
Teacher and Students Together: (Teacher points back to the word ‘Kaley’ and continues to point to each
word as students read. This time teacher let’s students’ voices lead the way, seeing if they can read it on
their own. Teacher listens carefully and pipes in to help when needed, re-sounding out words as
necessary to show students why they say what they say or to help with forgotten “tricks.”) Kaley is
going…
Teacher: Very good! Kaley is going over…/ō/
Students: O!
Teacher: (Writes lowercase o and begins sounding out the word again.)
/ō/ /v/

Students: V!
Teacher: (Writes lowercase v and begins sounding out the word again, pointing to each letter.) /ō/v/
/er/ (If kids know what says /er/, teacher writes it down. If they don’t know what says /er/ in ‘over’,
teacher teaches them!)
Students: R!
Teacher: No, r says more of a ‘ruh’. /Er/ is a TRICK!!! If you hear ‘/er/,’ you almost always have to put
either er, ir, or ur. I call them the ‘/er/ sisters.’ Er is the big sister and usually does all the talking, but
sometimes ur or ir speaks up! Still, if you’re not sure which to write when you hear /er/, just go with the e
and r. You’ll usually be right! So, who thinks they know what usually says /er/ at the end of a word?
Students: E,r?
Teacher: Yes, very good! E and r usually say /er/ at the end of a word! Whenever you hear /er/ at the
end of a word, I want you to write e, r! What usually says /er/ at the end of a word?
Students: E, r!
Teacher: (Building excitement.) What usually says /er/ at the end of a word?!
Students: (More excitedly this time.) E, r!
Teacher: (Making sure everyone is getting the new “trick” and building up the excitement even more.)
What usually says /er/ at the end of a word?
Students: (Yelling excitedly.) E, r!
Teacher: So what should I write for the /er/ in ‘over’?
Students: E, r!
Teacher: (Writing the e and r in over.) Very good. Now let’s see what we have. (Points back to the o in
over.)
Students (and teacher, if needed): /o/v/er/…over!
Teacher: (Pointing back to beginning of sentence.) Let’s see what we have so far! Ready?
Students (and teacher, if needed): Kaley is going over…
Teacher: Good! (Points back to ‘Kaley’ and continues to point to words that follow as she reads them)
Kaley is going over…to…/t/
Students: T!
Teacher: (Writes lowercase t and explains the word ‘to’ is tricky!) Very good! Now, the /oo/ in to is just
an o. It’s an “outlaw” word. It doesn’t follow the rules. So when you want to write the word ‘to,’ as in,
Kaley is going over to Anna’s house, you just write t,o. How do you write the word ‘to,’ as in Kaley is
going over to Anna’s house or I am going to school today?

Students: T, o!
Teacher: Very good! (Reinforcing trick and building excitement.) How do you write the word ‘to’?
Students: T, o!
Teacher: (Reinforcing trick and building even more excitement.) How do you write the word ‘to’?
Students: T, o!
Teacher: Very good! (Teacher goes back over what’s been written so far so students can remember
where they are in the sentence. Points to beginning word and asks students to read it the ‘slow’ way
first. Teacher points to each letter as they do so with the back of her marker, running it quickly under
each word when putting it back together the ‘fast’ way.)
Students (and teacher, if needed): /K/ā/l/ē/, Kaley /i/s/, is /g/ō/ing/, going /ō/v/er/, over /t/o/ to…
Teacher points back to the beginning, saying, “Now, the ‘fast’ way!”
Students (and teacher, if needed): Kaley is going over to…
Teacher: Where is she going?
Students: To Anna’s house!
Teacher: (Visually checks to make sure everyone is looking and participating, and reminds students
about the importance of putting a space before the next word.) Anna’s…/A/…
Students: A!
Teacher: Tricked you! Does anyone know what kind of an a it should be since it is the beginning letter of
Anna’s name? (If kids know, teacher writes it down and moves on. If they don’t, teacher teaches them.)
Any time you write someone’s name, you need to begin it with a capital letter. (Teacher points to
alphabet strip on wall and shows how each letter has a capital and small version.) So what kind of an a
should I write?
Students: Capital A!
Teacher: Very good! What kind of a should I write?
Teacher: What kind of a should I write?
Teacher: Why should I write a capital A?
Students: Because it’s the first letter of someone’s name!
Teacher: That’s right! Very good! (Writes capital A and begins to sound out word again, pointing to
letter A and making 2 /n/ sounds to let the kids know a double letter is coming up.) /A/ /n/n/

Students: N, n! (If students respond with only one n, teacher lets students know that if they hear the
sound twice, they need to say the letter twice.)
Teacher: Very good! (Teacher explains as she writes down the double n’s.) You might only hear one n
when you say Anna’s name, but there are really two n’s in her name! Names can be spelled however
parents decide to spell them, so they can be tricky! Now, let’s see what we have so far! (Points back to
the capital A in ‘Anna’.) /A//n/n/…/u/… Does anyone know what says, ‘uh’ at the end of a word? (If kids
know, teacher writes it down and moves on. If they don’t, teacher teaches them.) It’s usually an a! As
in banana, vanilla, Alaska, etc. So…what says, /u/ at the end of a word?
Students: A!
Teacher: Very good! (Building excitement!) What says /u/ at the end of a word?
Students: A!
Teacher: (Asking again with even more enthusiasm.) What says /u/ at the end of a word?
Students: (Yelling excitedly.) A!
Teacher: (Writes lowercase a and begins to sound out word again, from the beginning.) /A/n/n/u/../s/
Students: S!
Teacher: Very good! (Writes lowercase s.) Now, this is a special word. Usually, when we add s, it means
we have more than one of something. (Teacher illustrates with nearby items.) For example, (picking up
a nearby pencil) this is a pencil. Right? Now, if I pick up another…or a few more…(picks up more pencils),
now I have pencils. Right? Hear the difference? Pencil is one…pencils with an s is more than one. We
usually add an s at the end when we have more than one of something. In this case, however, how many
Annas are we talking about? One…or more than one?
Students: One!
Teacher: That’s right! We’re only talking about one Anna in this sentence! We’re just trying to say that
it is Anna’s house – not that there is more than one Anna! So we’re going to show that by adding a little
mark up here. (Teacher draws the apostrophe.) This is called an apostrophe. It is used to show that
something belongs to someone. In this case, it is showing that Anna’s house belongs to her. We can tell
there is only one Anna because we put the apostrophe before the s. If there had been more than one
Anna, we would have put the apostrophe after the s to show that the house belonged to more than one
Anna! Now let’s see what we have written so far! Ready? (Teacher does a visual check, redirecting
students as needed so that all eyes and mouths are ready.) Slow way!
Students (and teacher, if and/or when needed): /K/ā/l/ē/, Kaley /i/s/, is /g/ō/ing/, going /ō/v/er/,
over /t/o/, to /A//n/n//a//s/, Anna’s…
Teacher: House. Ready for the last word? House, /H/…
Students: H!
Teacher: (Writes h and begins sounding out word again, pointing to the h.) /H/ /ou/… Does anyone
know what usually makes the /ou/ sound, as in house? (If students know, write it down. If not, teach

them!) O and u usually make the /ou/ sound as in house. O pinches u – that’s why they say /ou/! O can
pinch w, too, but usually when you hear /ou/ it will be the o pinching the u! If you’re not sure which one
it is, put o, u! You’ll usually be right! So what says, ‘/ou/’?
Students: O, u!
Teacher: Very good! What usually says, ‘/ou/’?
Students: O, u!
Teacher: What usually says, ‘/ou/’?
Students: O, u!
Teacher: What usually says, ‘/ou/’?
Students: O, u!
Teacher: (Writes o,u and begins to sound out word again, pointing to letters already written.) /h/ou/ /s/
Students: S!
Teacher: (Writes s and explains tricky e at the end of the word.) Very good! And then the word ‘house’
has a “tricky e” at the end that you can’t hear, so I’m going to just add it on. When e is at the end of a
word, he just falls asleep. You can’t hear him! I call him ‘sleepy e’ since he always falls asleep. Normally,
he bosses around the closest vowel before he falls asleep, making it say its name, but, in this case, since
the vowel was busy getting pinched and saying, /ou/, he didn’t listen to the e and say its name! So the e
just fell asleep! We’ll go over that some more when we see some more sleepy e words! That’s one of my
favorite “tricks!” You’ll see it a lot!
Now let’s see what we’ve written. Ready? Slow way! (Teacher points back to the first word and
continues to point to the letters and/or “tricks” as students sound out each word and blend it back
together again.)
Students (and Teacher, if needed): /K/ā/l/ē/, Kaley /i/s/, is /g/ō/ing/, going /ō/v/er/, over /t/o/, to
/A//n/n//a//s/, Anna’s /h/ou/s/, house…
Teacher: Very good! Fast way!
Students: (As teacher points.) Kaley is going over to Anna’s house…
Teacher: (Picks up sentence where kids stopped reading or asks kids what should come next.) After… /a/
Students: A!
Teacher: (Pointing at the a and re-sounding out word.) /a/ /f/
Students? F!
Teacher: (Pointing back to the a and re-sounding out the word.) /a/f/ /t/
Students: T!

Teacher: (Pointing back to the a and re-sounding out what has been written.) /a/f/t/ /er/ -- Who
remembers what usually says /er/ at the end of a word? (If someone remembers, write it down. If no
one remembers the “er” trick, re-teach it!)
Students: E, r!
Teacher: Very good! (Writes er.) Let’s see what we have. Ready? (Checks to make sure all eyes and
mouths are ready.) Slow way! (Teacher points to beginning of word.)
Students (and Teacher, if needed): /a/f/t/er/, after!
Teacher: Now let’s read what we’ve written so far the slow way! (Teacher points to the first word in the
sentence.)
Students (Teacher only helps if needed): Kaley is going over to Anna’s house after…
Teacher: School. School is spelled like /s/c/h/oo/l/! Ready? (Teacher visually checks to make sure all
students are ready.) /S/
Students: S!
Teacher: (Teacher writes down s and begins sounding out word again, pointing to letters.) /S/ /c/
Students: C!
Teacher: (Teacher writes down lowercase c and begins sounding out the word again, pointing along the
way.) /S/c/ /h/
Students: H!
Teacher: (Teacher writes down lowercase h and begins sounding out word again, pointing back to the s.)
/S/c/h/ /oo/… Does anyone know what says, /oo/? (Teacher curls fingers together to make o’s out of
each hand and places them over her eyes, as if looking through binoculars.) Two o’s make the /oo/
sound. See them? (Teacher points out her “o hands.”) The o’s look through binoculars when they are
together, and everything looks so cool through their binoculars that you can hear them saying,
‘/oo/…cool!’ Whenever you hear /oo/, put o, o. So what says ‘/oo/’?
Students: O, o!
Teacher: Very good! What says, ‘/oo/’?
Students: O, o!
Teacher: So what says, ‘/oo/’?
Students: O, o!
Teacher: (Writes down o’s and points to first letter of word to begin sounding it out again.) /s/c/h/oo/
/l/…
Students: L!

Teacher: Very good. Let’s read what we have written. From the beginning! Slow way! (Points to
beginning of sentence.)
Students: (While teacher points to letters/words, only helping if kids get stuck.) K/ā/l/ē/, Kaley /i/s/, is
/g/ō/ing/, going /ō/v/er/, over /t/o/, to /A//n/n//a//s/, Anna’s /h/ou/s/, house /a/f/t/er/, after
/s/c/h/oo/l/, school.
Teacher: Very good! Is that the end of our sentence?

Students: Yes!
Teacher: Does anyone know what we need to put to show we are finished with this sentence? (If
students know, put the period and congratulate them. If they don’t, teach them.) We need to put a
period! A ‘period’ is a fancy word for a dot, like this. (Teacher puts a period at the end of the sentence.)
This period says that we are done with this sentence and that whoever reads it needs to stop when they
see it and pause for just a second before reading any more. Let’s read the sentence together and try it!
When you see the dot, or period, stop! It’s like a stop sign you would see on the street. You always have
to stop when you see the dot, but just long enough to think about what you read. Then you move on
again, just like you would if driving a car or riding a bike.
Okay! Are you ready? Let’s read our sentence the fast way! (Teacher visually checks to make sure all
students are looking and ready to participate. Points back to first word in sentence and continues to
point as the students say each word.)
Students: Kaley is going over to Anna’s house after school.
Teacher: Nice stop! Wow! You guys are reading! Super job! Does anyone else have any news they’d
like to share today? That period means we finished Kaley’s sentence and are now ready for someone
else’s! (Teacher calls on next student and repeats process of showing students how to sound out words
and write down what they hear, teaching “tricks” and “outlaw” words as necessary.)

Component 5
Free Reading Time
Although it’s crucial that you read and write the “slow” and “fast” way with
your kids throughout the day in order to give them the guided practice they
need to understand how to read and write, it’s also important that you give
your kids a little time each day to simply pick out and explore books on their
own. Doing so will give them a chance to actively utilize all they are learning
about deciphering print throughout the rest of the day. It will also give them a
chance to simply enjoy books and all they have to offer.
~~~~~~~~~~~~~~~~~~~~
Free Reading Time is just what it sounds like. It is a time (usually about 15-20
minutes long) when students are free to pick out any books in the classroom
they’d like to read and read them. It should be a fun, relaxed time where they
can enjoy reading their books on the floor, in a book nook, at their tables, or
anywhere else they wish to as long as they are reading and/or looking at books.

Your goal during Free Reading Time is to get your kids interested in books and
reading, as well as to get them sounding out words and enjoying the text before
them. Make this time extra special for your kids. Get your kids excited about
reading!
Setting Up
What you’ll need:
 Various types of reading material (picture books, chapter books, magazines,

comic books, charts, etc.)
 Bookshelves and/or containers to help organize your reading material
 Floor space so your kids can spread out and get comfortable (Optional)
 Blankets, towels, or kindergarten mats (one per child) (Optional)
Getting Ready
For this activity to be successful, it’s important that you
stock a wide variety of interesting books and other reading
material in your classroom library. Look for books with
colorful, engaging covers and pictures. Try to include
written material of all sorts – easy readers, popular trade
books, fairy tales, folktales, fables, alphabet books, comics,
magazines, chapter books, etc. You want to have a good
mix of fiction and nonfiction, educational and fantasy.
Mostly, you want to make sure you have an abundance of interesting, kid-friendly
material for your kids to choose from.
If your classroom does not have an abundance of books, consider asking friends,
family, and various people in your community to help build up your supply. Many
people are more than happy to donate their kids’ old books and magazines once
their children have stopped reading them. Of course, if you don’t mind spending

a little money of your own, you can usually get some great deals at used book
stores, discount stores, garage sales, and online. Use whatever resources you
prefer, but make sure you have a diverse collection of great books and magazines
in your classroom before the year starts! It’s hard to turn kids on to reading if
there is nothing good to read!
Displaying Your Books
It’s important to display your books in such a way that

they will invite your kids to pick them up and examine
them. Think like a book seller as you set up your
library, and make sure your book center is as alluring as
possible.
Tip 1: Try to keep books at eye level or below.
Position your books at your kids’ eye level or below. You want it to be
easy for your kids to touch them and examine them when it is time for
them to find a book. Otherwise, they may just grab the first book they
can get to instead of finding one that actually interests them. Plus, if you
put your books up too high, your kids might have to climb to get to them
– not a good idea!
Tip 2: Whenever possible, display the book covers rather than simply
the spines.
If you want to get your kids excited about reading, you need to entice
them with kid-friendly pictures and vibrant colors. A long row of book
spines will not do this, regardless of how orderly they may appear to the
casual observer. As a result, it’s important that you display as many
books as possible in such a way that the covers are showing, rather than

just the spines. Switch these books out every week or so to highlight
others.
Tip 3: Spread out your books!
If you put all of your books in one tiny

corner or on one bookshelf, you will only
be able to send a few kids at a time to
grab their books of choice. Even then,
they are likely to be squished, shoved,
elbowed, or annoyed when looking for a
good book. Instead of keeping your books huddled together in one
place, spread your books out a bit more so that your kids have more
room to peruse them. Place your theme books along the bottom of
your main teaching board. Put some of your most popular trade books
face forward on a cute bookshelf. Arrange popular chapter books neatly
in a basket. Keep your magazines in a separate container or hang them
up in baggies on clips. Regardless of how you do it, spread out your
books and magazines, and make them look inviting! Don’t forget to
make sure they are easy to get to and put away as well!
Tip 4: Get creative with containers!
Not everyone is blessed with a ready supply of

book holders in their classrooms. If you have
to, get creative. Make your own or use
baskets, tubs, crates, or whatever else you can
find that will cleverly hold and display your
books. Just make sure that any larger items
you choose are sturdy and well-built. (You don’t want rickety items to
fall apart and/or land on your kids.) Also, make sure any containers you

choose are large enough to avoid ripping or tearing books as they fill up.
(Don’t overstuff!) Finally, make sure whatever containers you choose
allow for your kids to easily see the books held within. It doesn’t matter
how cute and organized your containers are if they don’t advertise the
books you are trying to get your kids interested in!
Before You Send Your Kids Off to Read
Before your send your kids off to read on their own, it’s important that you
establish your expectations and model exactly what you want your kids to do
during their Free Reading Time.
1. Go over how to treat books with respect.
Not everyone has had the privilege of growing up in

a home with books. Sometimes, even those who
have had the honor of being surrounded by books
have never been shown how to treat them with
respect. If you want your classroom set of books to
last, you are going to need to show your kids exactly
how you want them to care for them. Skip this step, and you are likely to
have to replace your books each and every year!
To help your kids understand what you mean when you ask them to “take
care of your books,” actually pick up a book and model how to open it, turn
the pages carefully, close it, and put it back where it belongs. This may
seem obvious and too simple to discuss, but it will likely save you a lot of
time, energy, and BOOKS later on. Taking a few minutes to stress proper
care and management of your books with your kids is something you simply
must do if you want your class library to maintain its charm.

2. Model what you expect your kids to do when “Free Reading Time” begins.
If you don’t model what you expect your kids to

do before sending them off on their own to
“read,” your Free Reading Time is likely to turn
into a Free Talking Time! To prevent this, make
sure you let your kids know exactly what you
expect for them to do. Model how to pick out a
book and sound out the title. Model how to
turn the pages one at a time, sounding out the
words and/or examining the pictures as you go. Don’t worry if you don’t
have any readers in the beginning of the year. That’s okay. Your
nonreaders can simply look at the pictures and enjoy exploring the various
picture books you have on hand. Some may have never had the
opportunity to do this before. As these kids develop into readers, show
them how to sound out the words on each page to figure out what the
words in the book are actually saying.
3. Model what you expect your kids to do when “Free Reading Time”
ends.
It may seem silly, but you will

also need to model what to do
when Free Reading Time ends.
Otherwise, when you ask your
kids to put away their books,
they are likely to simply throw
them haphazardly into the
various baskets, bookshelves,
and crates you once had ordered so neatly.
To do this, point out how pretty the shelves and other book containers look
while they are still organized. Then explain to your kids that when Free

Reading Time is over, you want the room to look just like it does now.
Explain that they will need to remember where they get their books from
so they can return their books back to the right place. Let them know that
they need to put their books away very neatly and carefully so that the
books won’t get torn up in the process. Demonstrate how to do this a
couple of times to make sure everyone understands. Physically walk
through the motions as you tell them what you want them to do. This will
help make sure all of your kids get the message, even those with auditory
issues. If you want, you can even call on a student or two to demonstrate.
Free Reading Time

Once you have adequately modeled what you want your kids to do from start to
finish, it’s time to get them reading!
Tip 1: Call on a few students at a time to get their mats or blankets (if
desired), pick out a book, and begin reading.
If you’ll call a few students at a time to get

their reading mats, towels, and/or
blankets and pick out a book quietly, you
should avoid excess congestion around
the book area, allowing everyone ample
time to find a book and a peaceful spot in
the room without problems. This should
help you begin your Free Reading Time a bit more peacefully.
To ensure this time starts out quietly, tell your kids that you are going to
pick the “quietest” ones to get their books first! Then, look around the
room carefully murmuring something like, “Hmmm… I wonder who is the
quietest person…” Pick students who are sitting still and politely. You

should find that they continue to stay quiet and polite as they pick out their
books and find their places on the floor.
Tip 2: Make sure students stay on task!
Free Reading Time is only effective if your students

are actively exploring books during this time. Keep an
eye on what is going on around you, and make sure
your kids are staying on task. If you notice that some
of your kids are beginning to talk and/or play instead
of read, gently remind them that this is reading time,
not “talking” time. Actively praise those students
who are eagerly exploring their books, trying to
decode them and/or figure out what they are about. Redirect any students
who get off track, reminding them to use their time wisely so they can get
super smart and learn to read like their older sisters, brothers, and friends.
Let them know that they will have other times to talk, but that this is
reading time.
If any students continue to waste valuable reading time talking and/or

playing with their neighbors, send them to more isolated areas where they
will not be tempted to chat and/or play. If the a bunch of students get off
task, pull out your stickers and let your kids know you are looking for your
“great readers,” those kids who are looking at their books and trying their
best to read them. Praise, praise, praise the kids who are doing what you
want them to do. If all else fails, you can always threaten to use your
discipline chart to refocus those who don’t want to cooperate.
Tip 3: Let your kids read out loud!
Free Reading Time is not necessarily a quiet time in the classroom. In fact,
it rarely is. Since most beginning readers find it necessary to read out loud,

you will probably hear lots of “beginning

reader sounds” as your students sound out
the words they come across. Don’t
discourage this. You WANT your kids to
sound out words and practice their new
skills. This is what helps them learn to read
new words. It is also what lets you know
that they are on task.
With this said, make sure the “noise” you hear during Free Reading Time is
the noise of kids reading their books and not the noise of kids talking and
playing. Redirect any kids who “forget” what they are supposed to be
doing. Move them to an area away from their friends if necessary. Don’t
forget to use your discipline chart as well. Reading time should be fun, but
not a “free for all.” Make sure your kids are interacting with their books,
not each other!
Tip 4: Circle around the room as your kids read, observing, praising and
inspiring students as you go.
As your kids struggle to sound out

the words in front of them, circle
around the room, making mental
(or physical) notes as you go.
Spend a few minutes next to each
child, excitedly asking about
whatever they are reading about.
Give little mini-reading lessons as
necessary. As you circle around, remember to PRAISE, PRAISE, PRAISE all
efforts. Keep the mood light-hearted and FUN! You want your kids to
enjoy their time with their books. Be enthusiastic as you visit with each
child. Admire their book choices and marvel at any “1st grade” behavior

you see as well. How you make your kids feel when they are reading will go
a long way toward determining how they feel about reading in and out of
the classroom.
Tip 5: When reading time is up, remind your kids to put their books away
quietly and NEATLY.
Just because you showed your kids how to

put their books away quietly and neatly
before does not mean they will remember
to do so! Just before you call time, get your
kids’ attention and remind them that when
you call their names, they need to walk to
the basket or bookshelf where they got
their book and put it back very carefully
and neatly. Do a quick inspection once they are done putting their books
away, and call on students as necessary to neaten up your displays once
more.
If you simply can’t get your kids to put their books back where they came
from, try nominating a couple of your neatest, most orderly kids to
straighten up your library after Free Reading Time. Chances are, they will
know EXACTLY where each book and/or magazine goes.

Should I give my students Free Reading Time before they know how to
read?
Yes! In the beginning of the year, before your students actually know how to
read, Free Reading Time is a wonderful opportunity for your kids to explore books
through pictures. Since many of your kids may not have had this opportunity
before, you definitely want them to experience it now. Let them flip through the
various pages, admiring the pictures as they go. Then, as they begin to pick up
more and more letter/sound knowledge, show them how the letters on each
page work together to tell an actual story. Help them sound out a few words
and/or sentences so they can see how to do so on their own. As you read more
and more the “slow” and “fast” way throughout the rest of your day, you should
find that your kids begin reading more and more on their own. Before long, you
should notice that your “page flippers” and “picture readers” have graduated to
reading the print with great enthusiasm and satisfaction.
How often should I schedule Free Reading Time?

Free Reading Time should be a DAILY part of your schedule. Fifteen to twenty
minutes a day is ideal. With that said, it should also be scattered throughout your
day as a reward. Whenever you have students who finish their math, social
studies, and/or other assignments earlier than the rest, reward them with the
opportunity to pick out and read a book while they wait for the others to finish.
This makes reading a special reward. It also prevents precious moments from
being wasted. Use Free Reading Time in this manner to fill in whatever gaps you
need to fill. Don’t ever let your students sit and stare into space or, even worse,
put their heads down just because you or others are not ready to move on to the
next activity. Time is too precious. Use every second you have with your kids to
help them learn what they need to know to be successful student.

What books should my kids read during Free Reading Time?

Let your kids read whatever they are interested in. This is not a time to assign a
particular book for them to read based on their “level” or current ability. Rather,
it is a time for them to enjoy interacting with whatever books they think look
interesting, whether they can read them yet or not. Of course, there’s nothing
wrong with showing your developing readers certain books that you know they’ll
be able to decode, and asking if they’d like to read them; just don’t force them to.
Instead, enthusiastically recommend your decodable books to whoever is
interested. You can say something like, “I have some GREAT books I’m going to
put over here that I bet a lot of you could read if you want to try them out.
They’re my special books, so make sure you take extra good care of them if you
decide to try them out!” Then leave it up to them. A lot of times, the ones who
are ready to begin reading will grab them eagerly. In any case, fill your library
with as many interesting books as possible, and encourage your kids to pick out
whatever interests them.
Should I make my kids read the same book the whole time?
Remember, Free Reading Time is meant to be a time for your kids to explore
books and read for PLEASURE. Let your kids exchange books, reread books, trade
books with their buddies, whatever, as long as they are actually looking at them
while they have them! You should find that your students’ attention spans with
books will naturally lengthen as their reading skills improve. Forcing kids to keep
the same book before this is the case will only lead them to resent Free Reading
Time. As a result, it’s fine to encourage them to keep the same book, praising
those that do, but it’s also a good idea to let them trade books when they are
ready to. This will help keep them from getting bored or disinterested.

What if I have kids who can’t decide on a book or are wasting all of
their time trading in their books?
If you have any students who are wasting all of their time looking for books
and/or constantly trading in their books, feel free to take away their privileges
and assign a particular book to each of them. Sadly, there are almost always a
couple of students who simply don’t do well without a lot of structure. Once
these students realize that Free Reading Time is a lot more fun when they follow
the rules and sit down to enjoy books like the others, they are bound to change
their ways and fall into step with the others. If not, simply continue to assign
them books to read. Just make sure you choose books you think they’ll enjoy.
When should my kids be reading the books — not just looking at the
pictures?
Kids should start reading the words in books as soon as they have the skills to
actually do so. For some, this will be as soon as they walk through your door; for
others, it may be weeks or months later. In any case, to do so effectively, your
kids must know letters, sounds, “tricks,” and how to blend various sounds
together efficiently. They must also know some “outlaw” words. Furthermore,
they must understand that they can use these skills to actually read the many
words written before them in books. The more reading you do with your kids the
“slow” and “fast” way throughout your day, the sooner your kids should make
this connection and begin using their growing skills accordingly. In large part, how
well you are teaching these skills and modeling how to do this throughout the rest
of your day will determine how soon your kids actually begin reading the books
before them as opposed to simply looking at the pictures to figure out what the
books are trying to say.

A lot of my kids come in knowing their letters and sounds, but don’t
know how to read. What can I do to get them reading real books?
“Real” books are full of “tricks” and “outlaw” words. To help kids who simply
know their letters and sounds make the initial jump into reading, it helps to keep
a supply of books on hand that they can actually read/decode using the
knowledge and skills they already have. This requires having some special
“phonics readers” on hand. These are books that are carefully written using a
variety of consonant-vowel-consonant words and little else. Usually, there are
other books in the series that introduce various “tricks” methodically.
I always made a really big deal out of my “phonics readers,” inviting kids who
knew letters and sounds to grab one during Free Reading Time. I never assigned
them; rather, I offered them, letting kids know just how special they were. The
kids who were ready to read usually took me up on my offer and began sounding
out words with excitement. This helped to inspire everyone.
If you want to get your kids reading, make sure you introduce these special
“phonics readers” as early as possible, urging your kids to sound out the words
within as soon as they know their letters, sounds, and some basic blending
techniques. Because you should be teaching “tricks” and “outlaw” words on a
daily basis through your interactive literacy chart instruction, this simple stage of
reading should not last long. Keep your kids moving forward. Move them into
“real” books as soon as they have acquired enough “trick” and “outlaw”
knowledge to do so. You can start with the simple Dr. Seuss books and get
increasingly harder from there. Before long, if you are teaching all you need to
teach throughout the day, your kids should be able to read whatever they get
their hands on!
Should I give my kids “leveled books” and/or “beginning readers” to

get them reading during Free Reading Time?
No. Free Reading Time is not a time for leveled books or beginning readers --

unless that is what your kids choose to read on their own. Remember, Free
Reading Time is meant to be a time for your kids to enjoy reading whatever they
want to read, whether they can actually read the material they choose or not.
The idea is to give your kids a little time to just enjoy books – choosing them,
feeling them, looking at them, etc.
In addition, most of the “leveled books” and/or “beginning readers” many

teachers have on hand are full of abbreviated sentences, repetitive text,
extremely predictable words and/or sentences, and/or “outlaw” words. As a
result, these books don’t last long and tend to give the absolute wrong message
to kids – that they don’t need to look at the words to read but rather should
simply memorize and/or guess at whatever they want to read by looking at the
pictures or remembering the sentence structure from the page before.
If you feel you simply MUST assign particular books for your kids to read during
this time, at least give them interesting, phonetic ones that are full of words they
can sound out. These can be very useful for beginning readers, as they show
them that the skills they are learning (letters, sounds, blending technique, etc.)
can actually be used to read real books. Look for titles like, “Bob Has a Job” or
“Jen’s Pet” for your beginning readers. Then look at the text and make sure it is
actually full of easily decodable words. As your kids learn the “tricks” and some
“outlaw” words, move them into more challenging books. Some of the most
famous Dr. Seuss books are great for this next stage. They have tons of words
with “tricks” as well as many of the most common “outlaw” words. Once your
kids are able to handle these without issue, point them toward whatever
interesting books you wish.
Still, remember that Free Reading Time is supposed to be FREE! Promote simple,
phonetic books all you want, but, if at all possible, let your kids actually decide
what they will look at/read. You want to turn your kids on to reading, not make
them feel as if it is a chore that must be completed.

Are “phonics readers” the same as “easy,” “beginner,” or “leveled”

readers?
“Phonics readers” are books full of little words that can actually be decoded using
a set number of previously taught skills, beginning with consonant-vowel-
consonant (cvc) words and progressing through various “tricks” such as “sleepy
e,” “2 vowels walking,” sh, ch, th, etc. As you would expect, the words used in
these books become larger and more varied as more “tricks” are introduced.
Consequently, the text becomes more interesting as well.
While some “easy” or “leveled” readers might fall into this category, most do not.
The current trend is to level books according to “sight word” vocabulary,
predictability, and simplified sentence structure rather than the acquisition of
true reading skills and phonetic rules. Because of this, many books labeled as
“easy” or “for beginners” are really not easy or for beginning readers at all.
Rather, they are full of “outlaw” words and/or words with “tricks.” It is important
that you learn how to tell the difference so you can recommend books full of
words your kids can look at and decode, rather than ones that will encourage
your kids to memorize and/or guess.
How can I tell if my “beginning reader” books are true “phonics

readers” or not?
When trying to decide if a certain book is an actual “phonics reader” or not, pay
special attention to the words that make up the text within, starting with the title.
A true phonics reader will usually have a title full of consonant-vowel-consonant
words, like, “Tom and His Mom” or “Bob Has a Job.” If the title appears to be
phonetic, check the pages within the book. See if the majority of words on each
page can actually be sounded out knowing only the sounds and/or “tricks” your
kids are aware of. If they can be, they are good, beginning phonics readers. If
they can’t be, they are probably named “beginning readers,” but are actually
readers based on the “most frequently used words in the English language,”

rather than words true beginning readers can sound out and blend back together.
Stay away from these “fake” beginning readers, as they often mistrain kids to
guess at words rather than to actually read them.
How long should I have my kids read “phonics” readers?

Remember, Free Reading Time should be FREE. If at all possible, let your kids
choose what they want to read during this time. With that said, special “phonics
readers” should certainly be offered to your kids when they are in the very
beginning of the reading process (i.e. just learning how to decode words). As
soon as your kids can sound out words and blend them back together with ease,
move them into more challenging material. After all, simply reading books full of
consonant-vowel-consonant (cvc) words is not going to take them very far. To
really be considered “readers,” they must be able to read books full of “tricks”
and “outlaw” words. As a result, it’s important that you stress this information
throughout the day as you read and write the “slow” and “fast” way with your
kids. This will help get them prepared to read “real” books as soon as possible.
Where can I get some good phonics readers?

Unfortunately, you might have to search a bit to find some true “phonics
readers.” Most “beginning readers” seem to be based on popular lists of “sight
words” rather than phonetic skills nowadays. Thankfully, you should be able to
find some good “phonics readers” fairly easily if you let your fingers do the
walking and conduct a good Internet search. Use keywords such as “decodable
books” or “phonetic books” and see what pops up. Then preview the books that
come up to make sure they are really full of phonetic words that your kids can
sound out as opposed to “sight” or “outlaw” words your kids are likely to end up
memorizing or guessing.

What’s the matter with leveled books? We have a ton of these at my

school.
Leveled books tend to be very predictable as well as full of “outlaw” words. These
are the books that might say something like: Elizabeth put on her shoes. Elizabeth
put on her socks. Elizabeth put on her pants. Elizabeth put on her shirt. Elizabeth
put on her coat. Then Elizabeth went outside. For every sentence about
Elizabeth, there would be a picture that would actually give away the one new
word in the sentence, thus allowing a kid to “read” the sentence by looking at the
picture. Unfortunately, this sends the wrong signal to beginning readers,
encouraging them to look at the pictures to “read” the book rather than
encouraging them to look at the words to gain meaning. This is the absolute
opposite thing we want to teach our kids if we want to get them reading
whatever they lay their hands on. After all, reading is all about looking at words
and figuring out what they say. We want our kids to look at the letters to figure
out the words. We want our kids to be able to read anything, not just predictable
text or a handful of memorized words. Remember, pictures do not always
accompany text. If our kids learn to rely on them to gain meaning and “read”
words, they will be in big trouble come first, second, third, or fourth grade as the
pictures and predictable text slowly begin to disappear and the words get longer
and longer.
Even if the text isn’t as predictable as the text above but is simply full of “outlaw”
words and/or words with “tricks,” your kids will be forced to memorize them
and/or guess at the words until they have learned enough “tricks” and “outlaw”
words to read them. This can instill horrible habits that are hard to break later
on. In fact, it often leads to “guess reading,” where your kids begin to look at the
first letter of the word and/or overall shape of the word and call out whatever
seems to fit. You might hear them begin to call out such things as “I” instead of A
or “can” instead of and. These switches make it harder and harder to understand
what is being read. Worse yet, these switches often become “hardwired” in the
brain. Once this happens, these “guess readers’” habits become deeply ingrained

and are almost impossible to correct. This causes a multitude of reading

problems down the road.
It’s a much faster and less risky road to take to teach your kids how to actually
read the words you want them to say. Forget about getting them to quickly spout
off lists of words, and instead spend your valuable time teaching them how to
read those words in the midst of real sentences, paragraphs, and stories. Show
them how the letters work together to make the words. Show them how they
can figure out the words by utilizing their growing knowledge of letters, sounds,
blending/segmenting techniques, “tricks,” and “outlaw” words. Make reading
make sense. In the end, you will produce much better readers and writers.

Component 6
Teacher-Directed Story Time
Reading to your kids can do a lot more than quiet them down for a few minutes!
It can help improve their language skills, bolster their vocabulary, and increase
their knowledge of a variety of subjects. It can also introduce them to different
ways of dealing with various feelings, situations, and challenges they might
encounter one day. In addition, reading aloud to your kids can help them learn
to recognize the value of being able to read books and stories on their own. This
can be a huge motivator for your kids. No matter how full your day is, make
sure you make time to read at least one book or story to your kids each day.
The lower your kids come to you, the more you need to read to them.
~~~~~~~~~~~~~~~~~~~~
It’s important to read to your kids on a daily basis. While some kids are raised
listening to wonderful books and stories from the time they are born on, others
will not have had this advantage. The lower your kids come to you, the more you

need to read (and talk) to them throughout your day. After all, for your kids to be
successful readers and writers, they must not only know how to read and write
but have decent language skills, adequate background knowledge, and a growing
vocabulary as well. Thankfully, Teacher-Directed Reading Time can help improve
all of these skills.
Setting Up
What you’ll need:
 Books
 A comfortable reading chair (optional)
 A reading rug for your kids to sit on (optional)
 An interactive literacy chart related to book to fill out (optional but
encouraged)
Getting Ready
Luckily, there’s not a whole lot you need to do to get
ready for Teacher-Directed Story Time. Mostly, you
just need books on hand that relate to your theme.
You can grab these from your personal library, buy
them from your favorite bookstore, or check them
out from your school or local library. The important
thing is that you have a variety of high interest books
that teach and/or support your theme. Try to
include nonfiction selections as well as popular
fiction ones.
Of course, you’ll also need a comfortable place to sit and a nearby board of some
sort to write on (in case you want to highlight certain vocabulary words, fill in
and/or write a relevant literacy chart of some sort, etc.). In addition, you’ll need

to have enough space for your kids to sit on the floor in front of you while you
read. That will help them see the pictures better. It will also make for a more
intimate setting.
Before You Begin

Tip 1: Select the best time to read to your kids
For best results, try to schedule your story

reading time just after a more active activity –
or whenever your kids are most likely to be
the calmest. Your students are more apt to
sit and listen if they’ve recently had a chance
to talk and/or move around! As a result,
consider reading to your kids after lunch,
recess, center time, or “specials.” Following
an active review and/or hands-on lesson is another good option.
Tip 2: Create a cozy reading area that is free of distractions
If you can acquire a “reading carpet” of some sort, great! Anything you can use to
pad the floor and make the area you’ll be reading in
more appealing is a bonus. Carpets with alphabet
squares are particularly wonderful, as they can help
prearrange seating areas and be used to reinforce
letter/sound knowledge. A large, cozy comforter or two
can work as well. Do whatever you need to do to create
a nice seating area for your kids and yourself. Make sure
the area is free of distractions as you do so. Since your
kids will be sitting while you read, you don’t want

anything nearby (toys, bookshelves, etc.) that might distract or tempt them. Keep
the area clear yet cozy, with you (and whatever book you’ve chosen to read) as
the focal point.
Tip 3: Begin the year with shorter books
If you have a low and/or antsy class, it’s important

to begin the year with shorter books, increasing
the length as the year goes on and your kids’
attention spans increase. Of course, if you have a
group of kids who are used to being read to and
who already enjoy listening to good books of any
length from the start, there is no need to begin the
year with shorter ones.
Tip 4: Pick out high interest books full of juicy vocabulary, rich language, and
delightful pictures
Reading books to your kids is not just

about helping them to learn to enjoy
good stories; it’s about introducing them
to new vocabulary, rich language, proper
grammar, and important background
knowledge. It’s also about getting them
interested in new ideas and concepts.
Make sure you pick out books that are
fun to read and listen to. They should
also contain dynamic illustrations, new
vocabulary, and rich language.

Tip 5: Read books that introduce or reinforce what you need to teach
Story time can help introduce and/or reinforce other

subjects you need to teach. Pick books that support
whatever theme or concept you are focusing on
(seasons, spiders, insects, community helpers, etc.).
Use them to spearhead your discussions and/or
round them out. Discuss relevant vocabulary as it
arises. This can save you time, allowing you to teach
and/or introduce important social studies and
science concepts while at the same time introducing
your kids to all sorts of new and interesting
literature. With so much to teach and so little time
to teach it in, it really helps to combine subjects as often as possible. This can
help make for a much richer kindergarten experience, as often science and social
studies concepts are the first to be abandoned in lieu of teaching kids to read and
write. Don’t make this mistake; it will backfire in the end.
Tip 6: Utilize a variety of books, making sure to include all sorts of fictional
stories as well as nonfictional ones
It’s important to introduce your kids to a variety of

literature. Make sure you utilize fiction as well as
nonfiction material. The fiction works should help
your kids learn to love listening to stories. They
should also help your kids develop a better ear for
the rhythm of language. The nonfiction ones should
help peak their interest in real people, places, and
ideas. Both should help improve your students’
vocabulary skills, background knowledge, and
grammar. Both are crucial for your students’ overall
success as learners.

Reading to Your Kids

Reading a story to your kids may sound simple
enough, but there is definitely an art to it. Since
you are likely to have kids with varying levels of
background knowledge, attention spans,
vocabulary, and audio processing skills, it’s
important to do more than simply read the text
as it is written. Instead, you want to make the
experience as enriching as possible, going over
new vocabulary, increasing background
knowledge, triggering new thought processes,
and growing your kids’ love for books and reading in general. Following your
reading time with a literacy chart and possibly even a hands-on activity can really
complete the cycle and aid in this learning.
1. Call students to the carpet quietly…and seat them strategically.
How you begin reading time can drastically

affect your results. Calling all of your kids
down at once can work for some groups, but
can be quite chaotic for others. To prevent a
lot of extra noise and confusion, try calling
four or five kids to the floor at a time. Tell
them you are looking for the “best behaved
kids” to call first. Let them know that you are
looking for those kids who are sitting up nice
and tall with their hands where they belong
and their lips in learning position (closed).
Compliment them as you invite them to the carpet, saying something like, “Carla,
John, Dimitri, and Shaquante may come join me on the carpet. I love the way

they are waiting so quietly and patiently! They look like first graders!” If you
know certain kids (your “wigglers” and/or “talkers”) need to be next to you or
away from certain others, strategically place them where you think they’ll do best
as they come to the carpet. Praise, praise, praise the students who come to the
floor calmly and quietly. This will help inspire others, set the mood, and get
everyone ready for story time.
2. Introduce story with great enthusiasm.
Before reading a story aloud to your kids, it’s

important to get them interested in hearing it.
The more excited you seem to be about the
upcoming story, the more excited your kids are
likely to be. Introduce it with great enthusiasm,
regardless of the topic and/or genre. You might
say something like, “I am so excited that it’s
story time! Today, I am going to read you one of
my all-time-favorite stories!” Whatever you decide to say, say it with great
enthusiasm and excitement so your kids will be eager to listen to whatever you
are about to read to them.
3. Discuss book cover and invite predictions.
After you have piqued your kids’ interest, it’s time to

get them involved. Show them the book’s cover,
read the title, and point out the book’s author and
illustrator. Then invite students to tell you what
they think the book will be about. You can record
your kids’ responses the “slow” and “fast” way on an
interactive literacy chart if desired. Regardless, get

them thinking and speaking about whatever book you are about to read to them.
This will help you get a feel for what they already know about the book or subject
at hand.
4. Take a “picture walk” through the story. (Optional)
Sometimes it’s nice to take a “picture

walk” through the story before actually
reading it. This is when you show your
class each picture in the story, peeking
at what’s to come. If you are working
with kids with especially low
vocabularies or poor auditory processing
skills, this step is a good one, as it gives
you a chance to prepare them for what
is to come, introducing some of the vocabulary/ideas that are sure to follow. If
you don’t want to give away the story before reading it, skip this step and
simply go over new vocabulary as it arises. Either way is fine.
5. Read story with enthusiasm and expression.
After listening to your students’ predictions

and/or taking a “picture walk” through the
story, it is time to actually read the story.
Make sure you read in a loud, clear voice that
all of your students can hear from wherever
they are (the closer they are to you, the
better). Also, be sure to read with great
enthusiasm and expression, helping to make
the story’s events and characters seemingly

come to life. Vary your voice and act out what you can. If someone is knocking
on a door in your story, knock on the book or a nearby wall to add sound effects.
If the character’s voice is gruff or mean, make your voice sound gruff or mean. Do
whatever you can to show what is happening, either by acting it out or pointing to
a relevant picture. You don’t need to go overboard, but you do need to capture
(and keep) your students’ attention. Make sure you pause every now and then to
ask a question or two about what is happening or what your kids think is about to
happen. This will help ensure they are keeping up with the story. Don’t forget to
keep your eye on your kids as you read to make sure everyone is listening
attentively. Stop reading, if necessary, to immediately redirect any misbehaving
students. Seat any continuous offenders next to you or send them to Time Out.
Poor behavior can spread like wildfire if left unattended.
6. Discuss story and get your kids THINKING!
Once you have finished reading the

story, it’s important to see what
your students got out of it. First,
see how they felt about it. Invite
them to share their favorite parts
and give their opinions about the
book overall.
After you’ve gotten your students’

initial reactions, see if your kids can
recall some of the basic facts and details pertinent to the story. You might ask
them to tell you where the story took place, what characters were in it, and/or
what the story was about. You might also ask them to answer direct questions
relating to the various events that took place – who, what, when, where
questions. These types of questions will help train your kids to pay closer
attention to the story and its details. They can also help you figure out who has
good recall and who doesn’t.

Since poor recall can indicate

attention issues, language issues,
auditory processing issues, and/or
memory issues, any seemingly “wild”
answers and/or blank stares should
be an immediate red flag. If a child is
paying attention yet having extreme
difficulty recalling simple information
and/or answering questions with a
somewhat logical answer, make a
mental note and see what you can do to help this child better understand and/or
respond to literature. Parental help, private tutoring, and/or special services may
be in order.
Once you are convinced that the majority

of your kids understood the basic story
line, begin asking the “why” questions,
the more probing ones that check their
comprehension, not just their ability to
recall information. You might ask them
why they think certain characters did
what they did, why they think the title of
the story is a good or bad one, why your
kids disliked and/or liked the various
characters in the story, etc. You might also ask them what type of book the story
was, asking any brave volunteers to give specific reasons for their answers.
Regardless of what you ask, the important thing is to get your kids THINKING and
SPEAKING. Invite your kids to make connections, interpret the information read,
imagine alternate endings, and predict future actions and their possible
outcomes. Encourage them to compare and contrast various characters and
events. Ask them to tell how the story could relate to their lives...or to that of a
loved one. Whatever you ask, get them THINKING and SPEAKING!

Sample questions to ask that cover basic knowledge, comprehension,

and higher order thinking skills:
1. Did you enjoy this story? Why or why not?
2. What did you like best about this story?
3. Who can tell me some facts and details you remember from the story?
How were these important to the story line?
4. Where did this story take place? How do you know?
5. What time of year was it? What time of day? How do you know?
6. Who was the main character in the story? How do you know?
7. Who were other characters in the story? Why were they important to the
story?
8. Who was your favorite character in the story? Why?
9. Which character in the story did you identify with the most?
Why?
10. How did the various characters in the book feel throughout the
story? Have you ever felt that way? When?

11. What was the main problem in this story? How was it solved?
Would you have solved it the same way if you had been the main
character?
12. What was your favorite part of the book? Why?
13. What do you think the author’s main purpose in writing this
book was?
14. Do you think the title of the book was a good one? Why or why
not? What would you have named it if you had been the author?
15. Did this book remind you of anything that has happened to you?
16. If you had been the main character, would you have done
anything differently?
17. What did you learn from the story?
18. If you could rewrite the ending, what would you have happen
instead?
19. Which two characters do you think were most alike? Most
different? Why?
20. Which character did you relate to the most? Why?
21. Were there any characters you would have liked to have
changed in any way? How do you think this would have affected
the story?
22. If you could change any part of the story, what part would it be
and how would you change it?
23. If you were writing a book, would it be similar or different to this
one?
24. How was the main character in this book similar or different to
the one we read about yesterday?
25. Would you recommend this book to others? Why or why not?

7. Complete an Interactive Literacy Chart. (Optional, but highly recommended!)
If you can, fill in an Interactive

Literacy Chart after reading and/or
discussing the story. This can help
you teach whatever story concepts
you need to go over with your kids as
well as work in a little more
authentic reading/writing time into
your day.
To create your chart, simply label

each column to reflect what you need to go over. For example, if you need to go
over characters, label one of your columns “characters.” If you want to discuss
setting, label one of your columns “settings.” If you want to discuss facts and
details or cause and effect, label your remaining columns appropriately. You can
fill your columns with whatever your kids need the most work on!
Regardless of what you choose to go over, have your kids help you record the
information the “slow” way, with you sounding everything out and your kids
telling you the letter and/or letters to write down as you do so. As always, go
over new “tricks” and “outlaw” words as you come across them.
Once you have written what you want on your chart, have your kids read the
entire chart the “slow” and “fast” way. Remember to take your voice out as much
and as often as possible so that your kids are doing the actual work. You are only
there to point to the words and help as needed. (See chapter on Interactive
Literacy Charts for more on how to do this.)
Although this is an optional activity, it is a highly recommended one.

Incorporating interactive literacy charts during your “story time” is a great way to
teach reading, writing, and important story concepts at the same time. I always

liked reading an interactive literacy chart that went along with the story or theme
as well. This really beefed up the lesson cycle, allowing me to touch on
everything my kids needed to know (with regard to reading, writing, story
elements, and my current social studies or science message) in one, complete
lesson. If you are pressed on time, this can really help you teach a lot in one
segment of time!
8. Conclude reading time with an extension/hands-on activity of some sort.

(Optional, but suggested!)
When you have finished discussing the

story and/or filling in and/or reading
your Interactive Literacy Charts, try to
conclude with some sort of hands-on
extension activity that will help to
reinforce whatever has been learned
and/or talked about. This could include
a writing assignment where kids write
about their favorite part of the story
and/or illustrate it, a special craft
activity, a special recipe, etc. Ideally it
will include some sort of reading and/or writing activity, but occasionally it will
just be pure fun!

How can I get my kids to sit still and listen during reading time?
If you are having a hard time getting your kids to sit still and listen during reading
time, you might want to rethink when you are trying to read to them. It is always
helpful to conduct your quieter, listening activities after more active ones. If you
can’t schedule your reading time after a trip to the gym or recess, try reading
after a more talkative time, such as lunch. Even scheduling your reading time
after a walk down the hall to use the restrooms…or after a trip back from music or
art class can be beneficial. Otherwise, you could read after an active review of
some sort. It’s much easier to get kids to sit and listen if they have had a chance
to move around and talk beforehand.
If you are reading after an active time but are still struggling to get your kids to
listen to the story, you probably need to work on your overall discipline
management. Make sure you are letting your kids know what you expect. More
than that, make sure you are holding them accountable for their actions. It
doesn’t help to tell your kids what you expect if you aren’t going to hold them to
it. Praise those who are sitting nicely. Reward them with stickers or some other
little goody if you really need to make a statement. Quickly reprimand those who
are talking or distracting others in some way. Give them a warning, move their
discipline card, send them to time out, etc. If you let misbehaviors slide, you are
likely to see more of them. Train your kids to do what you want them to do. Be
fair, strict, loving, and consistent. This will allow you to teach more and discipline
less.
Another thing you might want to work on if your kids aren’t listening as you read
is your reading voice. While most teachers seem to have a knack for reading
aloud, others need to work on tuning up their reading voices. If you read in a
monotone, your kids are going to have a hard time staying focused on what you
have to say. Instead, vary your voice and work on making the story come alive. If

you do a good job reading, your kids should be excited about story time and eager
to listen to your every word.
I have really hyper kids this year! Any advice?

There are several things you can do to help create a quiet and calm atmosphere
(even if you have a classroom full of noisy, active children) as you get ready to
begin your teacher-directed story time. First of all, make sure you call your kids
down to your reading area a little bit at a time. You can either call one table at a
time or a few kids at a time. Let your kids know that you are looking for the
quietest kids as you do so. Praise those who are sitting as they should be as you
call them, saying something like, “I love the way Susan’s group is sitting quietly
with their hands on their table. You guys may join me on the carpet!” Then look
around, saying something like, “Hmmmm…I wonder who else is ready?” This is
usually enough to get everyone focused on sitting the way you want them to be.
The key is to channel your kids’ energy into positive behavior!
Once they are on the carpet, continue to praise and/or reprimand students as
needed. Giving out a special treat (a cute sticker, a fun hand stamp, a little
cracker or candy, etc.) to a few of your best behaved students (not all of them)
can work wonders if your class begins to get rowdy again. Make sure you praise
exactly what they were doing that caused you to single them out as you reward
them. Most likely, this will cause your other students to sit up and take notice so
that they might be able to earn a treat as well. Even if they do, don’t give in to
the temptation to begin treating everyone! Simply keep your treats nearby so
that they know it’s possible. Only start giving out treats again if it is necessary,
again only giving it to those who were doing what was right from the start – not
those who quickly started doing what was right when they saw you pull out your
treats! Passing out treats to a few select students when you need everyone to
calm down and listen generally works better than blanketing everyone with
treats. The key is to keep your students on their toes and working to earn your

praise. Once you build this habit, you shouldn’t need to pull treats out any more
to get your kids to behave; they should just naturally do so.
With this said, remember that you are working with kids! If yours are especially
active, be proactive! Give your kids a chance to move and stretch before sitting
them down on your carpet to listen to a story. Allowing your kids to move around
and/or chant, talk, or sing a bit before asking them to sit still and listen can really
help. Reading shorter stories at the beginning of the year (until you can increase
their attention spans) can also help.
What sort of books should I pick out?

What books you pick out really depends on what you are hoping to teach. I
always tried to pick out books that went along with my current theme. This
enabled me to discuss whatever social studies/science topic we were covering
while at the same time allowing my kids the chance to simply listen to good
books.
When you are looking for books to read to your kids, make sure you actually read
through them yourself. Check to see if they are interesting, if they move at a
good clip, and if they have beautiful pictures that can easily be viewed. Check the
message they leave you with as well, making sure that it is one you want your kids
to learn. Put back any books that don’t meet these requirements. Story time
should be enjoyable as well as educational!
What if I have second language learners and/or kids with really low
vocabularies?
Whether you have second language learners or simply kids with extremely low
vocabularies, reading and speaking to them should help their language skills
and/or vocabulary improve. Just make sure the books you pick out do not have
overwhelmingly long or complicated sentences. Rather, you’ll want to find ones

that are easy to understand. Furthermore, you’ll want to make sure the books
you read are full of pictures so you can point to the correlating images as you say
certain words and/or read about certain events they may not fully understand
without a good illustration to back it up. In any case, read, read, read! And don’t
forget to get your kids talking about the book afterward. The more you talk and
read to your kids, the sooner their vocabulary and language skills should improve.
What if kids have already heard the stories I have picked out?
If you are working with kids who have already been exposed to a lot of books,
chances are, they will have heard many of the ones you plan to read. That’s okay.
A good book is fun to listen to multiple times. Just try to call on those who
haven’t heard it a million times when you are checking to see who understood the
story. Let the ones who have heard it before answer the higher order thinking
skills questions that will challenge them to think beyond what they have most
likely memorized and/or already discussed with their parents at home.
How many stories should I try to read each day?

Make sure you are reading at least one new book a day to your kids. It can be for
sheer pleasure or to go along with something you are teaching them about, but
you need to read at least one new book each day to them. As you are reading to
your kids, keep in mind that your goal is not just to introduce them to new
vocabulary and a variety of topics, but to help them become extremely interested
in books and reading in general. For some of your kids, this may be the only story
they get to hear all day, so make the experience a good one. Choose good books
and read with enthusiasm!
How can I make the stories I read more interesting?

There’s a lot you can do to make stories interesting. Make sure you are varying

your voice to match your characters, reading at a fluent clip, enunciating your
words clearly, pointing to pictures that go along with what you are saying aloud,
and even acting out certain parts to either reinforce what you are saying and/or
to help make the text come to life. Kids love it when they hear a good story. It’s
up to you to make it one. If you are not sure how to do this, try listening to a
fellow teacher who is really good at reading books to his or her kids. Then do your
best to emulate his or her mannerisms when you are reading to your kids.
What if I don’t have any good books in my room?

Libraries are wonderful places! Most will let you check out piles of books for
FREE! If you don’t already have one, get a library card and use it! Just make sure
you take good care of the books you borrow…and return them on time! I used to
check out all of the books I could find that were interesting and went along with
my theme. It was a great way to introduce my kids to all sorts of new books and
stories each week.
If libraries aren’t for you, you can always ask for donations. You can also visit your
local discount stores and buy whatever you wish to have on hand. If you’re really
lucky, your principal might give you some extra funding to buy some for your
classroom. In any case, it never hurts to ask!
Do I need “Big Books” to read to my kids?

“Big Books” are nice but usually very expensive. If you have some, great. If not,
don’t worry. You can read regular trade books to your kids. Simply seat your kids
as close to you as possible while you read. This will enable them to see the
pictures better. It should also help you to maintain better control over your class.
Plus, it just makes reading time cozier!

What if I have kids who aren’t comprehending the stories I’m reading
to them?
You are bound to have some kids who have trouble understanding language.
Some may not understand due to auditory processing issues. Others may not
understand due to low vocabularies and/or weak language skills. Still others may
have attention issues that keep them from listening long enough to grasp the
material at hand. Whatever the reason, you need to do everything possible to
help them. Read in a clear, loud, interesting voice. Point to pictures that
illustrate what is happening as you say the words. Stop periodically to see if your
kids are following along. Make sure your “wiggly” kids are away from distractions
and paying close attention. Go over new vocabulary as it comes up. Act out
“sighs” and “glances” and anything else that might help your kids better
understand the story. Teach your kids whatever they need to learn to better
understand what you are reading about. That’s your job. Do your best not to
leave anyone behind.
For those kids who still aren’t “getting it” despite your best efforts, speak to their
parents about your concerns. Encourage them to begin speaking to their kids
about everything imaginable. Tell them to explain everything they can to their
kids. If they are at the Post Office, tell them to teach their kids what they know
about a Post Office and how it works. If they are walking by a fire hydrant, tell
them to point it out to their kids and discuss it. Tell them to be as specific as they
can, pointing out the differences between similar but different items, such as
gloves and mittens, “animals” and specific types of animals (squirrels, chipmunks,
woodpeckers, etc.), cars and buses, etc. Some kids have a difficult time learning
language and need extra help to pick up vocabulary we often take for granted.
In any case, have their parents do all they can to help their kids learn new
vocabulary and build upon their background knowledge. This is often the culprit
behind stubborn comprehension issues. See if they can begin reading extra books
to their kids each day. If they can’t read, see if they can find someone else who
can. Give them pointers on how to do so effectively.

You might also want to encourage your struggling kids’ parents to make sure
there aren’t any hidden problems, such as an undiagnosed middle ear infection.
If their kids have had a lot of ear infections and have severe speech and/or
language issues, this could be part of the problem. Only a specialist can help
decide if this is the case or not.
In the meantime, continue doing all you can to help your struggling students
begin to comprehend along with your other students. While some will simply be
lacking in language skills, others might be suffering from a learning disability of
some sort that needs further support to be tackled effectively. If you think this is
the case, it’s important to get the process started as soon as possible so they can
begin to get the extra services needed. Your school’s special education teachers
should be able to help you with this.

Component 7
Handwriting Practice
Handwriting practice will give your kids a chance to develop more than their
handwriting skills. It will give them the chance to learn how to spell their first
and last names. It will also give them the chance to practice writing the “Letter
of the Week,” the date sentence of the day, and numbers 0 to 10. While they
are doing so, it will give you the chance to help make sure your kids are holding
their pencils correctly, spelling their names correctly, forming letters
appropriately, spacing between words, applying proper punctuation, writing
their numbers correctly, etc. By giving your kids a mere 10-15 minutes a day to
practice these skills, you’ll be making sure they have some crucial kindergarten
skills under their belts before leaving you at the end of the year. No doubt, their
first grade teachers will thank you!
~~~~~~~~~~~~~~~~~~~~
Handwriting Practice is a crucial part of any kindergarten student’s day! While it

doesn’t take up a large part of the day (only 10-15 minutes), it allows students the
time they need to perfect important kindergarten skills such as writing their full
names, learning the difference between forming capital and small letters,
discovering how to write the date in a complete sentence, and, of course, forming
numbers correctly. In addition, it gives your kids a chance to learn how to spell
five of the days of the week and most of the months of the year (skills many kids
are still lacking in 2nd and 3rd grade).
Setting Up
What you’ll need:
 Handwriting Paper
 A pencil (and eraser) for each student;
 Name Templates at each seat for your students to view (optional)
 A posted Date Sentence for your students to view
 Numbers 0-10 posted for your students to view
Getting Ready
For this activity, you’ll need desk space for each student, handwriting paper, and
pencils with erasers. For the first half of the year, you’ll need to tape nametags
on each student’s desk/table so they can see how to spell their first and last
names. I also recommend having the full “date sentence” (Today is Monday,
August 26, 2013.) and numbers 0-10 posted in a central location where everyone
can easily view them from wherever they are sitting. If you have kids who have
no idea how to write their names, you will also need to print 10-20 individual
“name sheet templates” for each them so they can trace their names before
having to try to write them on their own. Other than that, you simply need a little
bit of time, usually no more than 10-15 minutes.

The First Two Weeks (or Month) of School

When your kids first come to you, they may or
may not have any idea how to write their first
and/or last names yet. They also may or may
not have had any experiences writing on lined
paper. Some may not have even worked with a
pencil before. That’s okay. Be prepared for
this. Remember, your job is to teach your kids
what they need to know -- whatever they need
to know! Don’t let their lack of knowledge
upon entering your classroom be an acceptable
excuse to keep them without knowledge. Kindergartners of almost all
developmental backgrounds and abilities are fully capable of learning how to
write neatly on lined paper. They are also fully capable of learning how to spell
their first and last names. Teach them how to do so as quickly as possible, and
keep your expectations HIGH for all of the kids in your classroom – even those
who can barely hold a pencil when they first come to you!
Getting Your Kids Writing their First and Last Names

Step 1: Make Handwriting Templates for Each Child
If you typically get students who don’t

have any idea how to write their first
and/or last names on the lines when
they get to you, plan on making
handwriting sheets for each child as
soon as you get your class list. Simply
write each student’s name three or
four times on lined paper and make
10-20 copies of each student’s

personal page. This will keep you from having to make copies on a daily basis. It
will also give your kids a chance to practice tracing their names before having to
write them on their own.
Step 2: Demonstrate EXACTLY What You Want Your Kids to Do
Before you pass out your students’

individualized handwriting templates,
demonstrate exactly what you want your
kids to do when they get them. Grab a
marker and/or crayon (this will help them
see what you are doing better), and show
them how to start at the TOP of each pre-
written letter and continue down from
there. You can explain how to handle exceptions (like the letters d and e that
start in the middle) as they come up.
Tell your kids that when they finish tracing their names and get to the blank
dotted lines, you want them to grab a pencil and try to write their names on their
own! Make it sound like an exciting thing to do! Show them what you mean,
holding your own pencil and telling your kids to “touch the starting line and go
down to the stopping point,” etc. Remind them that they can use markers or
crayons while they are tracing, but that they should use their pencils when they
are writing on the blank lines. Finally, tell them you’ll be looking for the neatest
writing as you circle around the room checking on their progress. This should
help put your kids in the mindset of doing their very best for you.
Step 3: Circle Around the Room, Helping as Needed
Once you have passed out your kids’ handwriting

papers and they are busy working, you need to
circle around the room, helping your kids as
needed. Some may know just what to do, while
others may have no idea. Compliment those
working steadfastly on their own and help those

who are struggling to do what you asked. For those having a really tough time,
you might need to hold their hands as they write and help them form the letters.
Murmur what you are doing as you do so, saying something like, “Start at the top
and slide down.” or “Start at the top and go alllll the way around until you get
back to your starting point.” Simply say exactly what you are doing as you do it.
You might need to repeat the motion a couple of times to make sure they get it.
Hearing it, seeing it, and doing it should help your kids better remember what
they need to do when they are writing on their own. If, however, the same
students seem lost the next day, repeat the process for them as if for the first
time until they can remember it for themselves. Just try not to camp out in front
of any one student for too long. Teach and move on, teach and move on. You
can always circle back around later. It’s important that you get to as many kids as
possible each day…and that you compliment as many of the diligent workers as
possible.
Step 4: Send a name writing sheet home for homework
Since it will most likely be hard for you

to get to everyone in your class every
day, especially in the beginning of the
year when so many of your kids are
likely to need extra help, it’s a good idea
to send an extra name writing sheet
home with each of your kids until they
can write their first and last names on
the lines without help. This will give
their parents a chance to help them
learn to write their names on the lines. Of course, you may have some parents
who won’t be able to help their kids. That’s okay. The ones who do will help
relieve the demands on you the next day! That will give you more time to spend
with the ones who don’t have the benefit of parental help at home. In the end,
it’s a win-win situation!

Step 5: Make “Advanced” Handwriting Templates for Kids Who Can Write Their
First and Last Names on the Lines
As soon as you have kids who can write their

first and last names on the lines decently well,
it’s time to make a new handwriting template
for them! This one should only have the child’s
name written once or twice at the top. This
will give the child more lines to practice writing
his or her name on his or her own. Once he or
she can do so without any trouble, you no
longer need to send handwriting sheets home for that student. In addition, you
can move him or her into writing the full handwriting assignment (see below)
instead of simply practicing his or her name. Until that is the case, however,
continue sending the appropriate sheets home and dedicating your handwriting
time to name writing. Because different kids will progress at different rates, it is
extremely likely that you will have some kids still working on name writing while
the majority of others are working on the full handwriting page (name, Letter of
the Week, date sentence, and numbers 0-10).
Once Your Kids Can Write Their Names
Once your kids know how to write their first and last names on the lines
(perfect penmanship is not necessary), it shouldn’t be too difficult to help them

make the transition to writing the full handwriting assignment (name, capital
and small versions of the Letter of the Week, date sentence, and numbers 0-10)
on the lines as well. By the third or fourth week of school on, this is precisely
what they should be doing. At this point, all you’ll need for each child is a blank
sheet of handwriting paper and a pencil with an eraser. Of course, you’ll need
to write and/or post the date sentence somewhere. You’ll also need to display
numbers 0-10 somewhere.
Making the Most of Handwriting Practice

Tip #1: Invest in and/or create a handwriting tablet for each of your students.
Investing in or creating personal

handwriting tablets for each of your
kids will help you keep up with your
kids’ handwriting progress without
having to file each new paper away
each day. The only problem I’ve
found with using the handwriting
tablets from the store is that they
tend to fall apart with repeated use.
The paper in those tablets is not
always the most durable either,
often tearing when kids have to
erase. Thus, I usually create my own. If you know how to bind books with comb
bindings and/or have access to a comb binding machine, this can be a better
option. Simply laminate two pieces of construction paper for each tablet
(school colors can be a nice touch), fill with lined handwriting paper (either
copied or bought), and bind together. Easy! You can have your kids decorate
their covers or simply write their names on them. How elaborate you want to
get is up to you. The important thing is to have plenty of paper inside so you
won’t have to constantly open them back up to add more.

Tip #2: Go over exactly what you expect your students to do.
As always, it’s important to show your

students exactly what you want them
to do. Treat passing out handwriting
tablets the same way as passing out
journals for the first time. Go over
EXACTLY what you want your
students to do and write an example
page in front of them (start to finish)
so they can see what you expect, step
by step, with their own eyes.
Don’t forget to remind your students how to find the front of their handwriting
tablets. It helps if the front cover is different from the back cover. It might be a
different color, have a special emblem on it, or simply have their name printed
on it. Regardless, show your kids how to find it and open their tablets
accordingly. Then remind them to do their best and write as neatly as they can.
You’ll also need to remind them that they are only allowed to use one page and
that they need to start on the NEXT page each day! Tell them if they finish
early, they can read a book or write a story.
Tip #3: Supply pencils with erasers!
Everyone makes mistakes! Make sure your kids have

pencils with erasers so they can fix their mistakes as they
happen. Don’t forget to show them how an eraser
works, explaining that you simply rub the eraser over
whatever pencil mark you don’t want to make it go
away. Some kids like to try to erase in huge sweeps,
taking other valuable information away as well. Caution
them about this and show them how to erase exactly what they want to get rid
of. While some may want to use their erasers unnecessarily in the beginning to

see if they really work, they should quickly get over the novelty and begin using
their erasers as expected.
Tip #4: Circle around the room and help as needed.
Make sure you circle around the room

as your kids work so you can help as
needed. Seat time for your kids
should always be an active
teaching/tutoring time for you. It is
not the time to check your email,
finish up your plans, etc. Rather, it is a
time for you to help anyone who is
struggling so that they can successfully
complete the assignment at hand. It is
also a time to praise neat work and
earnest effort. Kids will generally live up to your expectations, so remember to
let them know how excited you get when you see really good work!
Frequently, this will encourage others to do the same as well!
Some things to look for as you circle around:
 Are your kids holding their pencils properly?

 Are your kids forming their letters (and numbers) correctly?
 Are your kids touching the proper lines when they start or finish a new
stroke?
 Are your kids using proper punctuation?
 Are your kids spacing properly?
 Are your kids doing their personal best?
Make sure you help any kids who are struggling. Give them quick tips and extra
words of encouragement so they don’t get too frustrated and give up.
Likewise, make sure you praise the students who are doing well on their own.

Otherwise, they are likely to lose their motivation and begin doing less that
optimal work. Give everyone the attention they need and you should see their
handwriting get better and better!
Tip #5: Allow kids who finish early to read a book quietly or write a story.
As with just about any assignment, you are bound to

have some kids finish sooner than others. Allow
these students to read a book quietly or write a story
until time is called. Of course, that may mean simply
looking at pictures and/or drawing one until they can
actually read and write on their own. That’s fine.
The point is to keep them stimulated and learning.
Whatever you do, don’t make your fast workers just sit and wait on the others.
Your eager workers should never be asked to sit idly at their seats just because
other students need a little longer to finish their work. This is an epic waste of
their time and brain power. With this said, make sure you don’t send your
early finishers off to do something noisy and disruptive while they are waiting
on the others. You don’t want to distract your slower workers or cause them to
race through their work in order to join the others.
Tip #6: If short on time, double with snack time!
If you don’t see how you will possibly include

handwriting time into your schedule, try doubling it
with snack time. I frequently did this and put it
right before my recess time. Recess was a great
motivator to get done with both as quickly as
possible, as we could all go out as soon as my kids
were finished. Those who needed an extra long time to eat and/or write could
always bring their snack and/or work out with them to finish up. As a result,

snack never ate up too much time and handwriting was completed without
fuss. Everyone was happy!
Tip #7: Praise all efforts and reward extra neat work with a special stamp or
sticker.
Remember to praise your kids as

they work. Kids love praise! Of
course, make sure your praise is
warranted! Don’t just
compliment your students
because they are there;
compliment them because they
have done something well.
Maybe they are writing very
neatly or are simply working
very diligently. It doesn’t matter
if they aren’t the neatest writers
in your class; if you see
something worthy of praise,
praise it! You can even give a special stamp or sticker to those who have done
something exceptionally well. By praising their best efforts and neatest writing,
you will encourage your kids to continue to produce higher and higher quality
work. Pretty soon, they should be in the habit of writing neatly and/or trying
their best regardless of your praise. This is your ultimate goal!

What if I get to a student and his or her paper is a mess of scribbles?

If you are circling around and get to a student who has a mess of scribbles on his
or her paper, you can either help the student erase what needs to be erased or
flip to the next page and have the child start over on a fresh sheet. Either way,
you’ll probably need to help that student form the necessary letters step-by- step.
Start with whatever the first letter is and talk the student through it, guiding his or
her hand with yours if necessary. To help him or her make a capital N, you might
say something like, “Put your pencil tip on the top line. Now go straight down to
the bottom line. Now, pick your pencil up and put your pencil tip back on the top
of the line you just made. Now slide down ‘the slide’ to the bottom line. Now
climb up the tree, straight up!” Remember to explain what you are doing stroke
by stroke, not letter by letter. Kids who have trouble writing letters usually do
better when you explain how to make the letter step-by-step rather than if you
simply make the letter and ask them to do the same. Continue through a bunch
of other letters until the student you are working with gets the idea. Remember
to check in with him or her the next day as well. After a few lessons, he or she
should be able to complete his or her work on his or her own. If not, see if you
can get his or her parents to help at home. If you have any “parent volunteers”
that come to your school or classroom, you can try to recruit one of them as well.
What if I have students who can’t trace their names?

Some students are bound to have trouble tracing their names at first. That’s
normal! Simply hold their hands and show them how to start at the top of each
letter (or wherever that letter begins) and continue to form the letter from there.
Remember to audibly tell them what you are doing as you trace each letter so
they can hear the strokes in their heads when they attempt to make them on
their own. Be sure to have your kids use crayons or markers when they are

tracing so they can see the results of their actions over the thick black markings.
If you need to, you can always put some sort of dot or star on each letter’s
starting point to show where your students should begin. You can also put
arrows, showing the direction they should follow after that.
To help your kids catch on faster, remember to send an extra handwriting sheet
home for homework as well. This will give your struggling students another
chance to practice without time constraints, etc. It will also give your kids’
parents a chance to help them learn how to write their names as well. If the extra
sheet keeps coming back to school unfinished, consider inviting parent volunteers
to come in and help until your kids get the hang of what to do.
What if I have students who can already write their names on the
lines?
If you have students who already know how to write their names on the lines,
celebrate! That’s one less hurdle you’ll have to jump over to get them where they
need to be! Simply move them forward accordingly. Instead of making them
trace their names like the kids who have never had any experience writing on
handwriting paper, have them practice writing their first and last names on the
lines. Once they have mastered how to spell and/or write their first and last
names, let them move on to the more advanced assignment – writing their first
and last names on the top two lines, the Letter of the Week (capital and small) on
the next two, the date sentence on the two after that, and numbers to 0-10 on
the final line or lines.
What if I don’t have enough time for handwriting? Is it really that

important?
More and more teachers seem to be skipping over handwriting lessons in lieu of
other activities. I think this is a big mistake. After all, when done correctly,

handwriting practice pays huge dividends, especially for a quick fifteen minute
segment of the day. Not only does it ensure that your kids learn to write letters
and numbers properly, but it also makes sure they can spell their first and last
names correctly. In addition, it helps reinforce the importance of starting a
sentence with a capital and ending it with a period. It also helps your kids
become familiar with how to spell the days of the week and months of the year.
Furthermore, it teaches your kids how to punctuate between the day of the week,
month of the year, and year! If this weren’t enough, it also helps your kids
develop fine muscle control. Not bad for a quick fifteen minute segment! Still, if
you really don’t see how you can fit it into your day, try doubling it with snack
time or having your kids write on clipboards while they sit and wait in line for the
restroom! Get creative! Surely you can find a way to work in this valuable
activity.
What if my students don’t complete their handwriting homework?

I almost always had a kid or two who didn’t bring back their homework,
regardless of the consequence. Usually, this was because of lack of parental
support combined with a student who didn’t really know what he or she was
doing in the first place. Since you can’t force parental support or instantly make
one of your lowest students “get it,” simply find a time during the school day to
help these students complete whatever should have been completed at home. I
usually called the student (or students) over during Free Center Time. Since the
other kids were busy exploring various centers, I had time to sit and work with the
offending student myself. As soon as the assignment was completed, the student
was free to go back to his or her center of choice. The idea was not to punish the
student but to help the student. Still, few kids wanted to spend their valuable
free time doing work that could have been done at home, so most made sure
they completed their work the night before!
If you are having a big problem with multiple kids not returning their work
(handwriting and otherwise), you can always give them a “responsibility lecture”

or tell them you are going to “move their names down” on the discipline chart
each day they forget to do it and/or bring it in. Either of these methods usually
helps to get more work in as well. The main thing you want to stress to your kids
when “lecturing” them is that their homework will make them smarter and
smarter, and that their homework isn’t a punishment but a gift!
Before you get upset with your kids and begin to lecture them, however, make
sure you are going over the assignment(s) you are sending home in class and
aren’t sending too much homework home. Keep in mind that whatever you send
home should be able to be accessed and completed by your kids in 10-20 minutes
without any help. That means you need to put that night’s homework in a folder
for your kids, rather than sending home a complicated homework calendar that
must be read by an adult to be completed. It also means that whatever you put in
the folder should be clear enough and easy enough to complete that all of your
kids can do so on their own. After all, not all kids are blessed with parents who
will sit down with them and teach them in a patient manner. If you are sure the
work you are sending home meets these criteria, remind your kids that it is their
responsibility to do their homework and bring it back – not “Mom’s” or “Dad’s!”
If you stay on top of who is bringing in what and hold firm to your stated
consequences, your kids should begin to complete their homework on time. If
not, you can always offer special rewards to those who bring in their finished
work. This can be a great motivator as well!
How long should I send home handwriting sheets for homework?

Handwriting sheets are great to send home for homework in the beginning of the
year. Once your kids have mastered how to write their first and last names on the
lines, however, they are no longer needed. As soon as this is the case, stop
sending home the extra work. Until this is the case, however, continue to do so.
Since kids catch on to new skills at different rates, how long you send home
handwriting sheets will vary from kid to kid. As a result, some kids will continue
to have extra handwriting homework, while others will be done with it much

sooner. Let each child’s skill level and ability guide how long you send this extra
homework home.
What if some of my kids can already write their first and last names,
but others can’t?
It’s important that you let the kids who already know how to write their first and
last names move forward as soon as they are comfortable doing so. They can
work on the advanced handwriting assignment, while your other kids continue to
practice writing their names on the appropriate templates until they are ready to
do the more advanced assignment as well. By the second month of school (give
or take a few weeks), everyone should be on the advanced assignment, practicing
not just name writing, but letter writing, date writing, and number writing as well.
What should I do when we run out of Letters of the Week to write?

When you run out of Letters of the Week to write, you can either replace those
lines with a Trick of the Week, a few “outlaw” words you want your kids to be
able to spell correctly, or an extra sentence of some sort. You can also get your
kids to write numbers to twenty instead of just ten. Basically, you can work in
whatever you want to!
Should I continue with handwriting all year long or just until my kids
can write on the lines?
I recommend continuing handwriting time throughout the year. It’s such a small
chunk of the day, but it really helps your kids commit a lot of important
information to memory. Plus, as the year goes by, it should take up less and less
time. Since you can double it up with snack time, it really takes “no time” at all!

Tracking Your Kids’ Progress:
6-9 Weeks Testing
Testing your kids every 6-9 weeks will help you stay on top of where your kids
are in the reading/writing process throughout the year. This information will
help you know who is leaping forward, who is progressing as expected, and who
is in danger of being left behind. Use this information to guide your teaching
and move your students forward from wherever they are. No one should remain
stagnant, no matter how low or high they come to you.
~~~~~~~~~~~~~~~~~~~~
It’s important to test your kids every 6-9 weeks after the initial pretest. This is
what will enable you to keep track of how well you and your kids are doing. It is
also what will help you create a nice paper trail that you can pull out on a
moment’s notice to show your kids’ parents where their kids were when they first

entered your classroom, where they are now, and where they still need to go to
leave your classroom on or, preferably, above grade level by the end of the year.
Seeing these reports can be extremely eye-opening for many parents, helping
them to see all you are accomplishing and/or exactly what else their kids need to
learn to become true readers and writers. It can also help you appear more
professional and organized when parent conference time rolls around.
Setting Up
What you’ll need:
 appropriate test
 pencil or pen to record student answers
 a manila folder with a square cut out to cover everything but the
letter/number/word you are asking about (or some other cover) – optional,
but recommended
Getting Ready
As with the initial testing, you will need to pick the appropriate test to test your
kids on throughout the year. You can continue to test your kids on the same test
until the top third of your class begins to ace it. Then you will need to move to
the next more difficult test. There are several tests in the appendix of this book
to choose from. Start with the easiest one, and more forward as necessary. By
the end of the year, if you have taught all of the components of the program
effectively, all of your kids should be able to do very well on the final test, unless,
of course, they have a significant learning disability of some sort that would
prevent them from doing so.

Testing Your Kids

You’ll need to give your 6-9 weeks tests the same way you gave the pretest. (See
chapter called Giving the Initial Pretest for more information on how to do this.)
Work this in whenever you can every 6-9 weeks – during center time, journal
writing, or any other time during the day when your kids are busy working,
leaving you free to call up students privately. Give increasingly more advanced
tests as the year goes on.
Make Sure EVERYONE is Moving Forward

As you test your kids throughout the year,
keep in mind that everyone should be moving
steadily forward, picking up whatever
information they didn’t know when they first
came to you. Your 6-9 week tests should
confirm this. If not, it is your job to figure out
why and fix it. Whatever you do, don’t make
excuses and let your kids continue to
flounder! Everyone should be learning something new every day, from your
slowest to your fastest students.
What You Should See: Approximate Learning Schedule
If you are using all of the components outlined in this book effectively, you should
see your kids’ knowledge of letters and sounds fill in very quickly, within 2 weeks
to 2 months for most kids. Even your lowest kids should know them all within
three to four months, six at the very latest. Basic blending and segmenting skills
should be picked up and mastered by then as well, though your faster kids should
have mastered both much sooner and your slowest kids might take a little longer.
Basic knowledge of “tricks” and “outlaw” words should be acquired within six
months, though this information should continue to build as your kids begin to

read more and more. (Again, your bottom 2-5 kids might take a little longer to
become experts at these, while your faster kids are likely to pick them up much
sooner.) This leaves you another four months to help your kids master reading
and writing more complicated material. By the end of the year, all of your kids
should be comfortable reading and writing on at least a basic level. Most should
be able to read and write pretty much whatever they want to. Of course, I can’t
guarantee these results. Obviously, you will have to teach your kids effectively for
this schedule to be your own. Your kids will also have to be capable of learning.
Still, that is the basic learning schedule my kids followed each year. If you teach
all of the components outlined in this book effectively on a daily basis, they are
the results I would expect for you to get as well.
Kids Who Aren’t Progressing on Schedule
As you test your kids every 6-9 weeks, you might notice that some of them aren’t
progressing as quickly as many of your others. Oftentimes, these kids fail to make
progress simply because
they are not paying
attention and/or aren’t
actively participating in
lessons. As a result, it’s
important that you make
sure your kids are on task
throughout the day –
especially the ones who
are not progressing as
expected. Constantly check to make sure their eyes are looking, their mouths are
responding, and their attention stays focused throughout the entire lesson.
Redirect as needed. Also, make sure you call on them, tutor them, talk to their
parents, etc. It is your job to make sure they succeed, just as it is your doctor’s
job to test, diagnose, and treat you when you are sick or wounded. Don’t give up
on them because they require extra effort. Teach them.

Other times, you might have kids who seem to pay attention but who just aren’t
“getting it.” If just about everyone
else is, and you’re sure it’s not your
teaching style that is to blame,
they might have learning issues of
some sort. Tutor these kids
privately, if possible, and see if you
can pinpoint their weaknesses – is
it memory related… auditory…
visual…? Do they have severe
speech or language issues that are
getting in the way? Do they suffer
from attention issues? If you sense
a serious problem, ask for help. You may need to talk to the Special Education
teachers and/or administrators in your building to see what they would
recommend you do to help. Whatever you do, don’t let these kids simply fall
further and further behind. Make an action plan and do everything you can to
help them learn alongside your other students. Most kids can learn if given
enough time and repetition with the new material. Some just take a lot longer
than others.
Don’t Make Excuses!
Making excuses is rarely helpful when one wants to succeed at something. After
all, they give you a reason to fail…to give up…to stop trying. Avoid toxic excuses
like, “But he has ADHD.” or “No one will help him at home.” Likewise, give up
justifying lack of progress by saying such things as, “Well, he doesn’t speak much
English.” or “Yeah, but he is just soooo slooow!” Instead, work to figure out what
the problem is. Then fix it. Period. Don’t accept defeat. Fight for each student to
progress until the very last moment of school. That’s what you get paid to do.
That’s what your kids (and their parents) are counting on you to do. Don’t let
them down.

Each child who fails to learn to read and/or write becomes a statistic our society
can’t bear. Worse than that, he or she becomes a person with a huge hurt inside
his or her heart that may just lead to a lifetime of pain and suffering…of feeling
“less than”…of failure…of regret. Know this when you look at your struggling kids.
See them for who they are – kids who need your help. Give up the excuses and
charge forward on their behalf. That is how teachers change lives. That is how
teachers make the biggest impact...by literally saving one life at a time...by
helping to create a bright future for each student that comes before them.
Fight for ALL of Your Kids! They’re Counting on You!
Remember, it is your job to deal with

whatever kids come to you – whether
they are super-high, super-low, or
somewhere in between. Fight to give
each kid what he or she needs to move
forward. While the components of this
program will help you do so and the 6-9
weeks tests will help you keep up with
which kids know what, you must be the
one to actually visit with your students
during journal writing time to actually move them from wherever they are.
Likewise, you must be the one during group times to ask the questions that need
to be asked, engage your students appropriately, and ensure everyone’s brain is
stretched as far as it can stretch! Your goal should be to move EVERYONE
constantly forward, regardless of how they come to you. While some kids will, no
doubt, move faster and further than others, ALL of your kids should be reading
and writing on some level by the end of the year. Fight for your kids the same
way you would want a doctor to fight to find a cure for you. Move each one as far
as he or she can possibly move. Don’t worry if it is “grade level appropriate” or
not; when it comes to learning, there should be no limits or conditions – only
PROGRESS.

Are you sure the above timeline for progress is realistic?

I have taught a variety of groups and students, and all seemed to progress on this
basic schedule, much faster when tutored effectively. If you are using the
components and teaching your kids effectively, your students should progress
similarly as well, unless, of course, they are suffering from learning disabilities
that would prevent them from being able to do so. Since kids are coming in with
more letter/sound knowledge than ever, you might even find that your kids
progress even faster!
What if I find that my kids aren’t progressing on schedule?

If you find that the majority of your kids are not progressing as expected, make
sure you are teaching all of the components effectively. It’s especially important
to make sure you are interactively reading and writing new charts daily with your
kids, teaching them the “tricks” and “outlaw” words as you do so. You also want
to make sure that you are letting their voices lead, not yours. Ensure your
expectations are high as well. Finally, make sure you are utilizing good classroom
management skills and are getting your message across each time you work with
your kids. It doesn’t matter how great of a “teacher” you are if you don’t have
your students’ attention when you are teaching!
If just a few of your kids are lagging behind, make sure you tutor them as soon as
you notice the discrepancy. Keep your eyes open for any learning challenges they
might be dealing with as well – poor vision, convergence issues, speech or
language issues, hearing issues, processing issues, memory issues, vocabulary
shortfalls, etc. It’s important to recognize and deal with these as soon as possible
so these kids can progress on schedule as well.
Don’t use learning challenges as an excuse to let your kids fall further and further

behind, though. Most of the time, kids with minor learning challenges just need a
little extra one-on-one time to keep up. Call them up to work with you privately
during journal time, center time, or free reading time. Go over and over and over
whatever it is they need to learn – letters and sounds, blending, segmenting, or
“tricks.” Eventually, if you are teaching them effectively, you should see progress.
Keep working with them until they are at an acceptable level. Repeat, repeat,
repeat until the information is ingrained in them. Otherwise, they are likely to
forget it again.
Do I really have to test my kids every 6-9 weeks?

Yes! Testing your kids every 6-9 weeks is the only true way of keeping up with
your students’ progress. Plus, these tests will enable you to keep a written record
of your kids’ progress (or lack thereof) so that your students’ parents and/or
guardians can better understand how their kids are doing when you meet with
them throughout the year. If anything, you might want to test your new and/or
struggling students more often to better keep track of what they are learning
and/or forgetting.
How do I know which test to give every 6-9 weeks?

Since you want your 6-9 weeks tests to show progress, you need to switch out
tests as soon as your top group is getting everything right! Each test you switch
to should be more advanced than the one before. Still, each one should test the
five most important things your kids need to know to read and/or write anything:
letters, sounds, blending/segmenting, “tricks,” and “outlaw” words. Ultimately,
which test you use will totally depend on the group of kids you have and how
quickly they are progressing.

What if my “highest kids” have already aced all of the tests?

Since more and more kids are coming to school reading and writing, you may
have to give your advanced readers and writers (those who can truly read and
write anything) a different test to keep track of their progress. You can “test
them out” of the kindergarten tests located in the appendix, and simply have
them read and write more and more challenging text for their 6-9 weeks tests.
I recommend giving your advanced readers 2nd or 3rd grade comprehension tests
to see how they deal with more complicated text. Simply ask them to read the
passage you pull aloud so you can listen to their pronunciation, fluency, etc. Then
ask them to answer the questions that follow to the best of their ability. Make
sure you mark any miscalled words, etc. You’ll also want to make a note of
anything special you observe about their thinking processes, etc. as they go about
answering the questions at the end. This is important information for their
growth. It will help you know what to work on with these students. It will also
help their parents know how they can help at home!

Conclusion
If you master the techniques covered in this book and consistently incorporate all
seven components (Daily Alphabet Review Activities, Letter of the Week Focus,
Daily Journal Writing, Interactive Literacy Charts, Free Reading Time, Teacher-
Directed Story Time, and Handwriting Practice) into your daily schedule, your
kindergartners should leave your classroom reading and writing. Of course, you’ll
have to do a good job teaching them along the way for this to happen! As with
any quality program, the results you achieve will be a direct reflection of how
successfully you implement the activities outlined in this book.
For top results, it’s important that you make the most out of every minute you
have with your kids. Don’t waste a second! Combine subjects whenever
possible, teaching reading and writing skills while going over important math,
social studies, science, and calendar skills. Circle around the room when your kids
are working independently, and do what you can to move each one forward from
wherever he or she is. When you are conducting an actual lesson, make sure your
kids are paying attention and actively participating. Teach them whatever they
need to know to unlock the mystery of the words and/or sentences before them –
letters, sounds, blending/segmenting techniques, “tricks,” “outlaw” words,
vocabulary, background knowledge, etc. Talk to them as much as possible, filling
in any vocabulary and/or background knowledge gaps as you discuss whatever
topic you are currently going over. Pay attention to them, praise them, motivate
them, and, most important of all, help them learn to love LEARNING itself.
Don’t forget to have high expectations for ALL of your kids. You need to KNOW,
deep in your heart, that you are going to teach ALL of your kids to read and write.
More importantly, you need to stick to this goal, using all of your energy each day
to teach your kids exactly what they need to know, regardless of how low or high
they come to you at the beginning, middle, or end of the year. Don’t give up on
any of your students. Don’t make excuses for them. Just teach them. In
whatever form they come to you. Be determined and unyielding in your

approach, and continue going over and over whatever is necessary to achieve
your goal.
It’s also important that you remember to continuously move ALL of your students
forward. Be careful not to spend the majority of your time on any one group. In
other words, don’t simply marvel at the results you are getting with your “high
group,” while letting your low group slip further and further behind. Likewise,
don’t spend all of your time on your lowest kids, leaving your more advanced kids
stagnant and/or bored. Keep EVERYONE progressing from wherever they are
until the very last day of the year. Circle around the room continuously, helping
each student you happen upon along the way. Call on all of your kids when
asking questions, even the ones who never seem to give you the answer you are
looking for. Teach EVERYONE whatever they need to know next to move forward,
even if it’s not in the “kindergarten” curriculum. Praise, praise, praise all efforts
and advances. Every student should constantly be moving forward, regardless of
what they already know…or don’t know. Your job is to teach. Keep your kids
learning and growing!
Finally, and perhaps most important of all, make sure YOU understand how
letters and sounds work together to make words. You will have a hard time
teaching your kids if you don’t understand the connection yourself. Make sure
you know how to blend and segment words effectively so you can teach your kids
to do the same. Make sure you know how to break up bigger words and sound
them out as well. In addition, make sure you are familiar with the “tricks.” After
all, you’ll need to be able to point them out and teach them to your kids. Once
you learn to recognize them, you’ll quickly see that they are hidden in almost
every word, waiting to “trick” you…and your kids! You’ll also need to make sure
you understand the difference between words with “tricks” and “outlaw” words.
Since “outlaw” words don’t reveal themselves when they are sounded out (even if
you know the “tricks” hidden within them), you’ll need to be able to help your
kids sound them out and adjust them appropriately. This will keep them from
having to mindlessly memorize a bunch of similar-looking words. It will also help
to keep them from becoming “guess readers.”

Whatever you do, do not stress memorizing “sight words” in your classroom.
Trying to make your kids memorize a phonetic language is CRAZY and will, no
doubt, mute their progress, possibly confusing them and most likely creating
some incredibly hard-to-break reading disorders as well, namely “guess reading”
habits. Rather, use your precious time to teach your kids how to figure out
words, piece by piece...and then give them lots of practice doing so while reading
real books, paragraphs, and passages. Once they’ve had enough experiences
figuring out the words before them, they will naturally gain fluency, acquiring a
huge amount of “sight word” knowledge. What’s more, instead of only being able
to read what they have successfully “memorized,” they’ll be able to read
whatever they can get their hands on! Whether or not they will be able to
comprehend what they can read will, of course, be dependent on their
vocabulary, fluency, background knowledge, and processing skills. Make sure you
work on and keep an eye on all of these as well.
Remember, not all students will progress at the same rate or leave you at the
same level. Still, all students should leave your classroom reading and writing on
some level unless they have significant learning challenges that would prevent
them from doing so. In the end, how far your students go is really up to you and
how well you teach them. The more you use the techniques outlined in this book,
the more success you should have. Each year, your results should grow as you
become more and more familiar with the program and how to teach reading and
writing in general.
When I used these techniques to teach my kindergartners, I was amazed at what

my students were able to learn. To see them turn into readers and writers, and to
know I had a hand in that, was absolutely thrilling. I wrote this book so that
others, like you, can enjoy the same awesome results. I sincerely hope I have
accomplished my goal.
Good luck as you strive to teach your little ones how to read and write. I hope
you enjoy every second. Regardless, know that I will be cheering you on from
wherever I am. And always remember -- Kinders CAN read and write, but it’s up

to YOU to help them do so. Give your kids the gift of a lifetime…the gift that
keeps on giving…the gift of reading and writing.
All the best and much success,
Katy Huller

Sample Daily Schedule

Below is a sample schedule to show you how to include all of the pieces of this program in your daily
routine. Move the pieces around to suit your particular schedule. Just make sure you include ALL of the
components of this program. They all work together to help you achieve optimal results!

Program Masters/Appendix
Following are masters of

reading/writing tests, Letter of the
Week activity sheets, word lists,
sentences, and other useful pages that
were created to help you get your kids
reading and writing. Keep in mind that
the word lists and sentences must be
used in the order given to be effective.
As a result, it is important for you
follow the letter order recommended.
If not, you will need to create your own
activity sheets, word lists and
sentences.
Copyright © 2013 Katy Huller 353 Kinders Can! READ and WRITE!
Assessments,
Parent Notes,
Practice Cards
Test 1 (Page 1 of 2)
Name ____________________________ Date________________
Recognizes letters and knows sounds. (If the child knows the letter’s name, circle it. If child knows the letter’s sound, put a square around it. If child
knows both, do both. Record any incorrect answers directly above letter.) (Test OUT OF ORDER.)
A B C D E F G H I J K L M
N O P Q R S T U V W X Y Z
a b c d e f g h i j k l m
n o p q r s t u v w x y z
Recognizes numerals. (Circle known numerals. Record any incorrect answers directly above numeral.)
0 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Identifies geometric shapes. (Circle known shapes. Record any incorrect answers.)
Recognizes colors. (Use crayons or markers. Circle which colors were correctly identified. Record any incorrect answers.)
blue yellow red green purple brown black orange white
Can count to 100+. (Ask student to count as high as he or she can. Record number counted to, along with any mistakes made.)
I can count to_______________.
I can read simple words. (Circle individual letters if child sounds out word. Add another circle around the entire word if child can name the
word after that. If child recognizes the word immediately upon sight, simply circle the word as a whole.)
hum beg fit map nod vest

I can spell simple words. (Cover the words above and call out any three for student to write on the blanks below. Use a separate sheet of paper if
necessary. Document how student goes about writing words – sounds out, no idea, writes random letters, etc.)
1. _____________ 2. ____________ 3. ____________
I write my name like this: __________________________________________.

Test 1 -- Writing Sample (Pg. 2 of 2)
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Test 1 – Advanced (Pg. 1of 5)
Name ____________________________ Date_____________
Can recognize letters and produce their sounds. (If the child knows the letter’s name, circle it. If child knows the letter’s sound, put a square
around it. If child knows both, do both. Record any incorrect answers directly above letter.) (Test OUT OF ORDER.)
A B C D E F G H I J K L M
N O P Q R S T U V W X Y Z
a b c d e f g h i j k l m
n o p q r s t u v w x y z
Can recognize numerals. (Circle known numerals. Record any incorrect answers directly above numeral. Test OUT OF ORDER.)
0 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Can identify geometric shapes. (Circle known shapes. Record any incorrect answers.)
Can recognize colors. (Use crayons or markers. Circle which colors were correctly identified. Record any incorrect answers.)
blue yellow red green purple brown black orange white
Can count to 100+. (Ask student to count as high as he or she can. Record number counted to, along with any mistakes made.)
I can count to_____________________________.
Can read cvc words. (Circle individual letters if child sounds out word. Add another circle around the entire word if child can name the
word after that. If child recognizes the word immediately upon sight, simply circle the word as a whole.)
top hip beg fit map nod hum
I write my name like this __________________________________.

Test 1 – Advanced (Pg. 2 of 5)
Can read words with beginning and/or ending blends. (Circle letters if student sounds out words. Circle whole word if student knows
word upon sight or can correctly identify word after sounding it out. If student sounds it out and identifies it, you should have little circles to show how he/she
sounded it out, as well as a big circle to show that he/she figured out the entire word.)
slip hunt raft frost stem

Can read words with tricks. (Circle letters if student sounds out words. Circle whole word if student knows word upon sight or can correctly identify
word after sounding it out. If student sounds it out and identifies it, you should have little circles as well as a big circle to show how he/she sounded it out.)
horn bloom shop chair these

dark mouth dry snake muddy
Can read outlaw words. (Circle letters if student sounds out words. Circle whole word if student knows word upon sight or can correctly identify word
after sounding it out. If student sounds it out and identifies it, you should have little circles as well as a big circle to show how he/she sounded it out.)
of do you what said

to have would says two
Can read sentences. (Circle letters/chunks if student sounds out words. Circle whole word if student knows word upon sight or can correctly identify
word after sounding it out. If student sounds out a word and identifies it correctly, you should have little circles to show how he/she sounded it out and a big
circle to show that he/she correctly identified the word afterward. Finally, place a circle around the entire sentence if he or she is able to tell you what it says,
either after sounding out all of the words or from the start. (Sometimes you will have multiple circles to show everything.)
I can mop it up.

The dog is not as fat as the cat.
That little book on the shelf is mine.
Could you give me that pencil for my next
birthday?
Can Test 1 – Advanced (Pg. 3 of 5)
Can write words. (Call out words for student to write. Pay attention to how student goes about writing
them.)
1.___________________ 4.___________________
2. ___________________ 5. ___________________
3. ___________________ 6. ___________________
Writing sentences. (Call out sentences for student to write.)
______________________________________________
______________________________________________
______________________________________________
______________________________________________
_____________________________________________
*Can write to express thoughts and feelings. (Attach a recent journal entry or have student write one
now.)
My Beginning of the Year Journal Entry
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Words to call out for student to spell:

1. job
2. let
3. must
4. flap
5. shine
6. bench
Sentences to dictate for students to write:

1. Pam has a big net.
2. Brad is such a good sport.
Please Help! Note
Your child needs help learning the letters and sounds of the alphabet. Please practice every
night. Your child should be able to name each letter and sound instantly upon seeing it.
Aa Bb Cc Dd Ee
Ff Gg Hh Ii Jj
Kk Ll Mm Nn Oo
Pp Qq Rr Ss Tt
Uu Vv Ww Xx Yy
Zz
Letter Practice Cards -- Capitals
A B C D E
F G H I J
K L MN O
P Q R S T
U VWX Y
Z
Letter Practice Cards--Lowercase
a b c d e
f g h i j
k l m n o
p q r s t
u v w x y
z
Quick Reading and Writing Assessment
Name ______________________________________ Date_________________
Recognizes letters and knows sounds. (If the child knows the letter’s name, circle it. If child knows the letter’s sound, put
a square around it. If child knows both, do both. Record any incorrect answers directly above letter.) (Test OUT OF ORDER.)
Q W E R T Y U I O P A S D
F H G J K Z L X C V B N M
m n b v c x z a s d f g h
j p k o l i u y t r e w q
Can read words. (Circle letters if student sounds out words. Circle whole word if student knows word upon sight or can correctly identify word
fed bit did mad am in

went stop help jump clap must
Can read sentences. (Circle letters/chunks if student sounds out words. Circle whole word if student knows word upon sight or can correctly
identify word after sounding it out. If student sounds out a word and identifies it correctly, you should have little circles to show how he/she
sounded it out and a big circle to show that he/she correctly identified the word afterward. Finally, place a circle around the entire sentence if he or
she is able to tell you what it says, either after sounding out all of the words or from the start -- sometimes you will have multiple circles to show
everything.)
1. The rat is wet.

2. The man is on the hill.
3. I can see lots of clouds in the sky.
Can write words/sentences
___________________________ ___________________________ ____________________________
_______________________________________________________________________________________
I write my name like this:______________________________________________________
Reading Words Assessment
Name ___________________________________ Date____________________
Recognizes letters and knows sounds. (If the child knows the letter’s name, circle it. If child knows the letter’s sound, put a square around
it. If child knows both, do both. Record any incorrect answers directly above letter.) (Test OUT OF ORDER.)
Can read words using basic sounds. (Circle letters if student sounds out words. Circle whole word if student knows word upon sight or can
correctly identify word after sounding it out. If student sounds it out and identifies it, you should have little circles as well as a big circle to show how
he/she sounded it out.)
hot sat did mad am in

Can read words with beginning and ending blends. (Circle letters if student sounds out words. Circle whole word if student knows
word upon sight or can correctly identify word after sounding it out. If student sounds it out and identifies it, you should have little circles as well as a big
circle to show how he/she sounded it out.)
went stop help jump clap must

Can read words with tricks. (Circle letters if student sounds out words. Circle whole word if student knows word upon sight or can correctly
identify word after sounding it out. If student sounds it out and identifies it, you should have little circles as well as a big circle to show how he/she
sounded it out.)
ship kite frown soon boat chase

Can read outlaw words. (Circle letters if student sounds out words. Circle whole word if student knows word upon sight or can correctly identify
word after sounding it out. If student sounds it out and identifies it, you should have little circles as well as a big circle to show how he/she sounded it out.)
some you said could to where

Can read sentences. . (Circle letters/chunks if student sounds out words. Circle whole word if student knows word upon sight or can correctly
identify word after sounding it out. If student sounds out a word and identifies it correctly, you should have little circles to show how he/she sounded it
out and a big circle to show that he/she correctly identified the word afterward. Finally, place a circle around the entire sentence if he or she is able to tell
you what it says, either after sounding out all of the words or from the start. (Sometimes you will have multiple circles to show everything.)
The dog is hot.

Jon helps his mom get the rust off.
I can see a yellow bird flying high in the sky.
Mid-Year Assessment (Pg. 1 of 4)
Name ____________________________ Date_________
Recognizes letters and knows sounds. (If the child knows the letter’s name, circle it. If child knows the letter’s sound, put a square
around it. If child knows both, do both. Record any incorrect answers directly above letter.)
correctly identify word after sounding it out. If student sounds it out and identifies it, you should have little circles as well as a big circle to show that
he/she not only sounded it out but put it back together as well.)
rat big web not can gum

Can read words with beginning and ending blends. (Circle letters if student sounds out words. Circle whole word if student knows word
upon sight or can correctly identify word after sounding it out. If student sounds it out and identifies it, you should have little circles as well as a big circle
to show that he/she not only sounded it out but put it back together as well.)
sent flop melt stump flag list

sounded it out.)
chop bike treat horn sister shout

doctor tall rooster light blink boat
of was do would there have

1. His cat can run fast.

2. Is the grass on the hill green?
3. That tall boy is going to visit his best friend.
Words to call out for students to write:

(Watch as your students write to see how they figure out the words. Do they sound them out? Do they hear the tricks? Do they know the
letters that represent the sounds? Target any weak areas ASAP!)
1. hot
2. just
3. that
4. boot
5. prize
6. shortly
__Accomplished __In Progress __Needs Improvement
Sentences to call out for students to write:

(If students have trouble writing the sentences below, try to figure out why. Do they try to sound out the words? Do they know the letters that
represent the sounds? Do they recognize tricks? Target whatever weak areas you discover as soon as you see them.)
1. His pig is not fat.

1. Can Jim take out the trash?
2. My sister is going to drive to the farm today.
Possible topic ideas for students to write about:
1. If I won a million dollars, I would…

2. The best birthday I ever had was…
3. If I could have any pet…
4. My favorite sport is…
5. When I grow up, I’m going to…
Can Mid-Year Assessment (Pg. 3 of 4)
them.)
1.__________________4.__________________
2. __________________5. __________________
3. __________________6. __________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_________________________________________
I write my name like this: ______________________________.
Writing to express thoughts and feelings. (Have student write and illustrate a story below, or attach a recent journal entry
that reflects student’s current abilities.)
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Writing Assessment (Pg. 1 of 3)
Teacher Key
Consonant-vowel-consonant words to call out:
1. net
2.mud
3.hop
Words with beginning and ending blends to call out:
1.gift
2.snap
3.blend
Words with various tricks to call out:
1.brush
2.chin
3.that
4.gate
5.storm
6.yarn
Sentences to call out:
1. Ted is not mad at his mom.
2. Fred can bend it for you.
3.Chad can share his markers with Beth.
Date______________________
I write my first and last name like this:
______________________________________________________________________________________________________________________________
I write simple phonetic words (cvc words) like this:
1.__________________________________
2.__________________________________
_
3.__________________________________
I write words with beginning and ending blends like this:
1.__________________________________
2.__________________________________
3.__________________________________
I write words with tricks like this:
1.______________________ 4.______________________
2.______________________ 5.______________________
3.______________________ 6.______________________

Can write sentences. (Call out sentences for student to write on the lines below. Pay attention to how student writes the words –
does he or she sound them out, know them from memory, write random letters, etc. Note your observations. Also check to see if he or
she remembers to capitalize the first word, put spaces between words, and end with an appropriate ending mark.)
1.__________________________________
___________________________________
2.__________________________________
___________________________________
3.__________________________________
___________________________________
Can write to express thoughts and feelings. (Attach a recent journal entry or send child to seat to create one.)
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
End of Year Assessment (Pg. 1 of 4)
Name ____________________________ Date______
Recognizes letters and knows sounds. (If the child knows the letter’s name, circle it. If child knows the letter’s sound, put a square
around it. If child knows both, do both. Record any incorrect answers directly above letter.)
correctly identify word after sounding it out. If student sounds it out and identifies it, you should have little circles as well as a big circle to show that
he/she not only sounded it out but put it back together as well.)
mad win net fog lap bus

Can read words with beginning and ending blends. (Circle letters if student sounds out words. Circle whole word if student knows word
upon sight or can correctly identify word after sounding it out. If student sounds it out and identifies it, you should have little circles as well as a big circle
to show that he/she not only sounded it out but put it back together as well.)
sled flip cost bump stamp trust

sounded it out.)
rich shake teeth bloom forget couch

silly sky march skirt sway bring
of said to should where give

1. Ted’s mom ran to get him.

2. I can jump up and do a flip.
3. Those girls are going to town to buy candy.
4. Can you believe you are almost in first grade?
Words to call out for students to write:

(Watch as your students write to see how they figure out the words. Do they sound them out? Do they hear the tricks? Do they know the
letters that represent the sounds? Target any weak areas ASAP!)
1. wet
2. plug
3. this
4. spoon
5. shade
6. partner
7. bring
8. cooked
Sentences to call out for students to write:

(If students have trouble writing the sentences below, try to figure out why. Do they try to sound out the words? Do they know the letters that
represent the sounds? Do they recognize tricks? Target whatever weak areas you discover as soon as you see them.)
1. Rob’s dog is in his bed.

1. Beth and Shane are on the bench.
2. Jack opened the book and started reading it to his sister.
Possible topic ideas for students to write about:
1. If I could do anything today, I would…

2. My favorite food to eat is…
3. One day, the strangest thing happened…
4. When I grow up, I will…
5. If I could have a cat or a dog, I would choose…

Can
them.)
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_________________________________________
I write my name like this: ______________________________.
Writing to express thoughts and feelings. (Have student write and illustrate a story below, or attach a recent journal entry
that reflects student’s current abilities.)
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Name___________________________ Date_____________
Sight Word Test

(Circle known words. If student sounds out the word, circle the letters the way he/she sounded them out.)
a five I
at circle ten
red can triangle
and black me
green six my
one day no
are purple of
two go on
blue orange the
be seven they
three in rectangle
if white to
yellow eight today
big square up
pink gray was
four it do
by nine we
brown is for
Alphabet Tutoring Strips
(Use these to quickly teach struggling students to identify letters and associate them with their sounds.
Try to cover 5-7 letters per session. Review all covered letters each session.)
Aa Bb Cc Dd Ee Ff Gg Hh Ii
Jj Kk Ll Mm Nn Oo Pp Qq Rr
Ss Tt Uu Vv Ww Xx Yy Zz
Letter of the
Week Masters
Letter Order/Word Creation List
(With Trick Review at the End)
Week 1: Tt Week 8: Dd Week 10: (cont’d) Week 11: (cont’d) Week 12: Bb
(No Words) pad ch s endings Bob batch
had chop tops chomps bib bash
Week 2: Oo dip chomp pots shops bit sobs
(No Words) hid chip hops ships mob bats
did chin hits shins bop Bob’s
Week 3: P p odd ditch hips shots bomb
top dot match pits chops bat
pot dim hitch tips tab
tot mad pitch mops bad
pop dad champ mitts dab
add chimp taps ban
Week 4: Hh tad chap hats cab
hop pod patch pats band
hot *I’d notch mats sob
catch maps boss
Week 5: Ii Week 9: Nn hatch hams stab
hip an dads snob
hit in Week 11: Ss pads bin
pit on is scan dots bass
tip not as scam pads bid
it nod its scat dips cob
I ton his it’s dims bob
nap has cost nods
Week 6: Mm nip toss stop naps
mop Mmmm! tin sop nips Week 13: Gg
mitt pin sit sh naps got pigs
him tan sip shop tins gap hags
mom pan sis ship pins gab nags
Tom hand miss shot tans tag sags
Tim man mass shin pans gas stags
*I’m Dan Sam cash hands pig digs
Nan sad mash costs hag dogs
Week 7: Aa mast dash scams nag
pat app Week 10: Cc mist dish cats sag
tap A cot com sat ash caps stag
hat a cop con sap sash cans bag
map *ha cat tic sand stash cots dig
Pam *ma can *come pass smash sits big
am *pa act *cotton cast sham sips hog
at * ma’am cap past chats dog
ham cod stand chips gash
mat camp spit chins God
Matt can’t spin chants gaps
Pat spot bags
Week 14: Ee Week 15: Silent Ee Week 16: 2 Vowels Week 17: Rr Week 18: Ff
pet hope tone heat peach rot grab fat fine
hem home hone heed peaches rod grade fit fire
hen dome hose team maid Ron cross fib fetch
net mode mope teen gain Ross crate fin finch
den shone note teams gains Rob fist
men bone nope teens chain rob er fad
ten dope node heats chains rip her fan
Ted time nose tease paid rim herd fog
send dime cope peas main rid nerd fast
bend nine code meat steams rich hammer frog
chess shine cone mean toasts rib manner fact
mesh chime tide deed boasts rig sadder raft
test tape pie neat coasts red sander from
best hate pine need moans rest mister golf
pen mate hide bees coats rope batter soft
pest tame mime seat goats Rome banner fret
peg date mine seep teases rode bitter Fred
met chase dine seem means road bagger finish
mess shape side seed deeds rate bigger shift
nest game bite seen neaten rose tender craft
set gate stone sees needed rote tester fee
bet base Nate sheet seats reed sender free
bed pane sheep seeps reap better fear
beg made bean seems read heater fish
get mane beat seeds groan meaner fears
bent dame beet boats groans hair feed
sent nape beep toads train reef
chest name bead maiden treat feet
pets cape peep stream fresh
hens came heap rotted different
Ted’s cane deep rested toffee
sends case dean braid coffee
bends same bee braided fragment
tests sane bees prone freed
pens base toad pride feast
messes gape boat prose faster
nests goat prodded fastest
sets coat preach golfer
bets moat preaches fresher
beds moan approach freshest
gets coast raise softer
egg boast raisin softest
eggs toast crime fame
Ben steep crane fare
steam creep fate
seas crest fade
rabbit beef
Week 19: Ll Week 20: Kk Week 21: Jj Week 22: Uu Week 23:
lap lean kit jam just stuck Ww/Wh
lad leash kid jack tuck tube wit
land feel kin jab tub mule went
last chill Kim jet tug cute wish
lab shell kiss jig puck flute web
lag peel like jot puss rude wag
let chill kept jock hut glue wig
led seal make job hum mute wet
less lead take jog hug butter wait
leg sleet cake joke huff gutter wire
lip glee bake jeep mutt runner weed
lid gleam rake Jack mud bust west
list fail fake Jen must crust wine
lift steal lake John mug plus weep
lot stole beak Jon duck trust woke
loft sale seek jogger dust trusted wipe
long longer leak jotted dub gust wise
lost still peak jade dug shut wife
lob male peek Jane nut shutter wide
log smell seek Jake cut shudder wade
pal felt shake jail cup rush waste
flesh lesson reek jeans cub cluster waiter
tell float cloak Jean cuff lumber will
melt stale Kate sun hunger wilt
sell slate Ken such shun willful
bell least Mike but much winter
fell fleet broke bum chum wistful
pill sailboat Drake bud chump wrist
hill floated sake bun chug wrench
tails clever kitten buck weak
mill longest kick bus week
dill bail lick bug weaken
sill back gut weekend
bill rack gum
fill shack gun wh
doll clock gull wheat
late sack rut white
plate pack run while
slate shock rust whine
lame track rub whip
mail stack rug when
pail pocket fun whim
nail chick fuss wham
sail fluff whack
rail luck
lug
jump
Week 24: Xx Week 25: Vv Week 26: Yy Week 27: Zz Week 28: Qq/Qu
ox vat Dave yet zap quack
ax van save yak zag quest
exit vast behave yes zit quell
wax vet grave yep zip quit
fax vent grove yelp zaps quilt
mix vest drive year zags quick
six vote drove yell zits quill
fix vile arrive yuck zips quiz
box vain cove yo-yo jazz quits
tax vase over yum fuzzy quacks
toxic vine love Y endings fizzy quickest
boxes vex buzz queen
fox vexed After 1 or 2 letters: fuzz queer
foxes stove cry sly fizz quail
sixteen have shy pry wheeze quench
taxes stave fly fry zipper square
fixes rave try spy zebra squeak
wave my squeal
above by quickly
weave sky quizzes
leave why quicker
pave quitter
cave After 3 or more letters:
live jelly handy
thrive silly neatly
trove daddy sweetly
heave penny uneasily
sleeve puppy suddenly
dive sunny gradually Begin Trick
driven really possibly
shiver hilly rapidly Review!
brave twenty many
crave dusty (Most of your kids
shave family should already
gave clearly know the “tricks”
vacuum trusty through your
pavement greedy interactive literacy
chart work, but an
beehive soapy
intensive focus can
weekly help drill these
cloudy important sounds in
nearly further, especially
bunny for your lower
funny kids.)
bossy
lumpy
creamy
Week 29: sh, ch, th Week 30: Sleepy e Week 31: er, ir, and ur Week 32: oo and
and 2 Vowels ook (d) (t)
sh ch th Sleepy e 2 er ir ur oo ook (t) (d)
ship chin rake Vowels her shirt turn pool book
shop chip (hard hike green ever chirp hurt boot took
shut chop sound) came sheet under sir surf food look
shed chat with bike meet sister dirt purr mood shook
shot chess them rope coat better bird fur soon hook
dish Chad this tube heat number third blur rooster cook
wish rich that ripe boat river girl curb spool wood
cash such then take fried after dirty curl stool good
fish much the make feel never thirty burn spoon hood
shell bench these home fear freezer swirl burst moon stood
shrug branch those like tried reader squirm hurl tooth foot
rash crunch here weed rather squirt church booth
trash check (soft those braid shiver firm purse bloom (Sometimes d
fresh pinch sound) these cried herd aspirin curse tool and t are
flush match path shine toast jerk twirl curve zoo “bullies” like
rush catch math shape chair perch skirt nurse broom the k, but not
clash bunch cloth drive soap clerk stir slurp smooth always!)
flesh chill bath bake eat butter first sunburn boot
crash itch Beth time sheep winner confirm furry shoot
shrimp stretch thin hope blue juggler birthmark blurry noon
shred lunch thick here three perm squirrel scoop
brush patch broth hole mail teacher drool
crush punch tenth plate snail cleaner root
mash ditch thump trade cheat trainer too
bash wrench fifth scare treat robber shoot
smash clench sixth throne cheek shopper pools
stash chomp seventh stone dream runner boots
flash hitch moth plane throat roosters
sheet pitch throat blame goes stools
shape champ wreath chase cries spoons
share chimp teeth chose paint blooms
shame chap choke cream tools
sheep notch share chain drools
hatch snake beach shoots
cheat shake sweep
chase white see
cheese coach
cheap
cheer
peach
teach
reach
beach
roach
coach
Week 33: or Week 34: ou/ow Week 35: y endings Week 36: ar Week 37: ay
or
short ou y after 1 or y after 3 or are pay
sport couch 2 letters more letters car say
for pout part day
more found cry jelly artist play
store sound shy silly marker tray
sore ground fly penny star spray
tore out try puppy far way
hornet shout my sunny barn may
chore about by really farm clay
born mouth sky hilly start lay
horn cloud why twenty arm stray
horse loud pry dusty farmer bray
corn flour sty family chart sway
forget house clearly shark pray
torn our suddenly sharper away
storm ouch gradually sharpen gray
stork round story spark hay
thorns south possibly cards holiday
fork blouse greedy hard Jay
porch crouch soapy harsh ray
fort pouch weekly art today
snore houseboat rapidly partly player
order without cloudy market sprayer
corner loudspeaker nearly garden stay
doctor creamy gardener delay
forest ow sweetly yardstick
forgot frown uneasily yarn
inventor town memory tarnish
correct clown orderly carve
forbid down gloomy harm
northern now lumpy archery
effort how chilly harder
support wow thorny partner
explore cow choppy farther
orbit owl lefty park
decorate plow soggy party
hornet power messy smartest
airport shower Bobby hardware
perform trowel Robby sharp
janitor however tummy charm
organize downstairs yummy
supported chowder empty
forgiven plenty
snorted muddy
tormented hobby
forgetful
Week 38: all/al Week 39: ing Week 40: ed endings

fall
ball Regular Ing added to Normally After a t or a d
mall ring Silent e Words
call sing (Silent e gets dropped pouted
tall king dropped) kicked ended
wall wing taping sharpened shouted
all
hall
bring
starting
driving
riding
clapped
marked
dusted
needed
If you
stall
taller
helping
crying
chasing
shining
frowned
shivered
counted
added have
stalk licking making cheered rested
small feeling hoping cooked tested more
smaller giving timing sprayed heated
always singing chiming named coasted time,
fallen ringing dating licked seated
caller
palm
playing
trying
shaping
basing
sailed
splashed
boasted
toasted
continue
salt
bald
living
hitting
naming
baking
huffed
hugged
coated
boated
teaching
halt
walk
tipping
mopping
moping
hiding
stuffed
jumped
blasted
lasted
the
salty
calmer
tapping
patting
siding
biting
scratched
jerked
insisted
twisted following
quality nodding arriving filled loaded
malt napping liking squeezed floated tricks! If
Walt sitting waking kissed added
chalk tossing faking played sanded not, tell
talk listening poking sneezed batted
waltz
walkway
printing
cleaning
gluing
tubing
walked
growled
handed
dotted
First
rainfall
handball
teaching
reaching
muting stacked
snapped
nodded
treated
Grade
mothball
Walter
ending
brushing
mixed
patched
braided
sorted where
tallest walking slammed feasted
basketball staying fixed jotted you left
baseball showering parked busted
meatball parking aimed trusted off!
cannonball sharpening fussed sprouted
hardball having marched rounded
crouching hummed waited
boring whipped
jumping wished
waiting warped
breathing willed
interesting spilled
talking slurped
Extra “tricks” (Work in if you can!)
gh ew le endings ind old
igh gh following 2 flew simple kind old

vowels drew candle mind older
night new pebble find fold
sight naughty threw poodle hind gold
right brought grew little bind hold
might ought few riddle grind bold
light thought stew middle rewind told
tight bought dew marble behind oldest
flight caught knew invisible kinder folded
brighter taught fewer handle binder unfold
fighting daughter fewest saddle binding moldy
fright distraught chew settle blind holding
fight chews fumble blindly golden
delight chewing uncle kindest folding
tonight news bottle blinds colder
daylight gh at the end of dew apple finding boldly
frighten a word brittle blinding coldest
lighter tackle wind holder
tighter rough fiddle folder
knight tough needle scolded
plight enough puzzle molding
tightly laugh jungle
lightly cough giggle
lightest mantle
tightest paddle
fighter common battle
flashlight outlaws tattle
dimple
though cattle
thought topple
through beetle
rattle
ripple
griddle
pimple
peddle
bubble
horrible
adorable
terrible
steeple
oi and oy ow endings c followed by wa or aw tion

an e, i, or y
oi oy low saw fractions
(usually used to (usually used to flow rice crawl directions
make the make the /oy/ throw face lawn attention
/oy/sound in sound at the end follow mice paw invention
the middle of of words – unless shallow space raw collection
words) a suffix has been
hollow cent yawn condition
added)
window circle claw fiction
swallow ice draw question
shadow pencil wash instruction
boil boy
pillow center want
foil toy
crow dance water tion after a vowel
spoil joy
know prance wander (When tion comes
poison annoy after a vowel, the
mow France wasp
coins enjoy vowel will usually say
slow prince waffle
boiling oyster its name)
grow since walrus
soiled annoying
willow fence wanted
moisture ploy separation
blow chance crawled
spoiling boycott illustration
show glance waterfall
join boyish frustration
snow dancing swapping
moist loyal operation
mellow city waddled
ointment cowboy motion
flowing except washed
noise employee emotion
throwing awful
pointless foyer lotion
following crawling
oil royal nation
follows fawn
void tomboy vacation
windows watered
toilet destroy station
swallows
noisy Roy
swallowing
appointment Floyd
shadows
pillows
crows
knows
knowing
showing
showed
shows
slowed
slowing
growing
blows
blowing
ies endings g followed ck or k after a vowel ink ang

by an e, i, or
y ck after a vowel k after a vowel pink sang
ies after 1 or (vowel will make (vowel will make sink rang
2 letters page the short sound) the long sound) think bang
cage wink fang
cries rage black ticking raking link gang
flies stage back pick liking blink hang
tries badger pack sick baker stink angry
spies dodge tack kicking choking twinkle slang
dies wedge crack kicked biking wrinkle bangs
lies orange stack flicker joking shrink fangs
dries germs shack lacking raked brink gangs
giant rack lacked hiker rink angle
magic fleck rocket baked linked hanging
ies after 3 or giraffe flick rocked making winking banging
more letters gentle lack locking shaking thinking hanger
gem lick picking smoking drinks hangar
puppies huge deck licking likes drinking boomerang
cookies age kick lacking baking blinks gangster
babies hinge hack shocking taking winks hangs
ladies tragic sack backed poking stinky sprang
hurries manage peck tricked broken winked cliffhanger
kitties luggage deck backing okay sprinkled twang
families general neck hiking blinked tangy
buddies garbage pocket shaky blinkers clanging
carries emergency hock biker crinkled strangle
enemies danger mock token hyperlink strangling
studies package dock spoken slinked
brownies strange sock shaken blinking
bullies stranger rock liked trinket
berries teenager flock spiked stinks
cities gigantic quickly flaking pinkish
cavities margin licking raking sinking
empties smudgy packing faking
batteries gym rocking stoking
flurries gymnastics tricky choked
fairies stingy cracker baked
gypsy sticking joker
wicker smoker
licked baker
picked shaker
locked faker
cracks
stocking
checking
sticky
stacking
ank au a endings contractions
bank August area I’m how’s

tank faucet idea I’ll isn’t
spank author data I’d aren’t
sank autumn extra I’ve wasn’t
blank launch camera you’re weren’t
thank fault Anna you’ll haven’t
prank because Samantha you’d hasn’t
rank sauce agenda you’ve hadn’t
thanking cause opera he’s won’t
ranked pause cinema he’ll wouldn’t
thanked astronaut dilemma he’d don’t
thankful applause Laura he’s doesn’t
clank automatic Sheila she’s didn’t
yank automobile umbrella she’ll can’t
drank caught banana she’d couldn’t
crank haunt peninsula she’s shouldn’t
frank haunted Nebraska she’d mustn’t
plank naughty Atlanta it’s would’ve
shrank Paul Amanda it’ll should’ve
yanking traumatic Waleska we’re could’ve
frankly audible trauma we’ll might’ve
banked auction Donna we’d must’ve
banking authorize Rebecca we’ve
spanked audition comma they’re
thanking daughter larva they’ll
ranking vault stigma they’d
thanks panda they’ve
cranking Alaska that’s
blanked manila that’ll
spanking ultra that’d
cranked Honda who’s
clanking replica who’ll
clanked stamina who’d
yanked Florida what’s
banks Alabama what’re
tanks Georgia what’ll
spanks Montana where’s
yanks California where’ll
where’d
when’s
when’ll
why’s
why’d
how’s
how’ll
how’d
YOU CAN HELP YOUR CHILD LEARN TO READ!!!
Dear Parents,
I will be sending home a new reading list each week. Although we will be working on reading
these words in school, it is important that your child practice reading them to you at home as
well. To help your child do so, simply ask your child to sound out each word on the list. Then
ask him or her to tell you what the word he or she just sounded out says. After, ask him or
her to use the word in a complete sentence. Do this each day until your child can not only
sound out each word with ease but use each word in an appropriate sentence as well.
If your child has trouble figuring out the words, help him or her as needed. Most likely, you will
need to help him or her gain a better blending technique. Encourage him or her to “punch” the
first sound (say it loudly and clearly), drag out the vowel (make the vowel sound stretch out a
little longer), and quickly but a little more quietly add on the ending (make the ending sound
immediately after the stretched vowel, but say it a little more quietly so it doesn’t take over the
word). The only pause, or space, between sounds should be between the first sound and the
vowel. In other words, you should sound out the word “pot” like this: /p/ /oooo/t/. The word
“top” would be sounded out like this: /t/ /oooo/p/. Basically, your goal is to help your child
sound out each word in such a way that the word becomes OBVIOUS! If you can’t hear the
word easily, you probably aren’t blending it properly. Keep pushing the sounds closer and closer
together until you (and your child) can “hear” the word. Once your child acquires a good
blending technique (assuming he or she knows the proper letter sounds), sounding out words
should become a snap!
For an added challenge, try calling out the words on the list for your child to spell. If your child
has trouble with this, help him or her sound out the word in question. Persuade him or her to
write down the letters that represent each sound in the order he or she hears them. Then have
your child sound out whatever he or she wrote to see if it is correct. Initially, you might have to
help with this process quite a bit. As the weeks progress, however, you should find that all you
have to do is call out the word itself.
As always, please feel free to contact me if you have any questions or concerns.
Happy Reading! 
Note for Parents
Tt Masters
Tt
Name_____________________________
Name_____________________________
Name__________________________
Oo Masters
Oo
Name_____________________________
Name__________________________
Name__________________________
Pp Masters
Pp
Pp Reading List
Have your child sound out each word below. See if he or she can use each word in a
sentence after that. Help as needed. For an extra challenge, call out the words and see
if your child can sound them out and write them!
Sound out each word!
pot
top
tot
pop
Parents: If your child is having trouble blending the sounds together to make the correct word, work on his or her blending technique. It’s
important to have your child “punch” the first sound (say it loudly and clearly), drag out the vowel (make the vowel sound for a little longer),
and quickly but a little more quietly add on the ending (make the ending sound immediately following the stretched vowel, but a little more
quietly so it doesn’t take over the word). The only pause, or space, between sounds should be between the first sound and the vowel. In other
words, you should sound out the word “pot” like this: /p/ /oooo/t/. The word “top” would be sounded out like this: /t/ /oooo/p/. Basically,
your goal is to help your child sound out each word in such a way that the word becomes OBVIOUS! If you can’t hear the word easily, you
probably aren’t blending it properly. Keep pushing the sounds closer and closer together until you (and your child) can hear the word. Once
your child understands how to blend properly, sounding out words will be a snap!
Happy Reading! 
Name_____________________________
Name__________________________
Reading Sentences Pp
Have your child sound out each word in the sentences below. Help with unknown letter sounds and/or “tricks” as needed. After your
child has read all of the words in a sentence, see if he or she can point to the words and read the sentence more fluently. Continue
having your child sound out the words in each sentence until he or she can read it and/or repeat what it said without pausing. For an
added challenge, call out the sentences and see if your child can write them! Help as needed!
Sound out each word! Then read the sentence back as a whole!
Help!
Make sure your
I can pop it!

child knows that
a letter by itself
says its name!
(I, A, a) ----------------------------------------
Help! Did it pop?
Your child may not ----------------------------------------
It will pop!
know the word
“the.” Help him or
her read it by
explaining that
t and h say /th/
----------------------------------------
when they are next
to each other. Also
tell him or her that
The pot is on top.
a vowel at the end ----------------------------------------
Is the top on the pot?
of a two or three
letter word usually
says its name (he,
be, me, we, so, go,
----------------------------------------
The top is on the pot.
no, etc; do and to
are exceptions).
Parents: To sound out words, your child MUST know letters and sounds! The sooner he or she knows all of them, the sooner he or she
will be reading! If your child is having trouble blending the sounds together to make the correct word, work on his or her blending
technique – make sure he or she is “punching” the first sound, dragging out the vowel, and quickly and a little more quietly adding on
the ending sound. When reading 2 letter words that begin with a vowel, simply have him or her drag out the vowel and quickly and a
little more quietly add on the ending sound. Tell your child that a letter by itself says its name (I, A, a).
Happy Reading! 
Hh Masters
Hh
Hh Reading List
hot top
hop pop
pot tot
Parents: If your child is having trouble blending the sounds together to make the correct word, work on his or her blending
technique. It’s important to have your child “punch” the first sound (say it loudly and clearly), drag out the vowel (make the
vowel sound for a little longer), and quickly but a little more quietly add on the ending (make the ending sound immediately
following the stretched vowel, but a little more quietly so it doesn’t take over the word). The only pause, or space, between
sounds should be between the first sound and the vowel. In other words, you should sound out the word “hot” like this: /h/
/oooo/t/. The word “hop” would be sounded out like this: /h/ /oooo/p/. Basically, your goal is to help your child sound out
each word in such a way that the word becomes OBVIOUS! If you can’t hear the word easily, you probably aren’t blending
it properly. Keep pushing the sounds closer and closer together until you (and your child) can hear the word. Once your
child understands how to blend properly, sounding out words will be a snap!
Happy Reading! 
Name_____________________________
Name__________________________
Name__________________________
Reading Sentences Hh
Help!
Remind your
child that a
letter by itself
Hop on top!
says its name!
----------------------------------------
I can hop.
(I, A, a)
----------------------------------------
Help!
Your child may not I am hot.
know the word
----------------------------------------
It is not hot.
her read it by
explaining that
t and h say /th/
when they are next ----------------------------------------
I am not hot.
to each other. Also
a vowel at the end
of a two or three
letter word usually ----------------------------------------
says its name (he,
be, me, we, so, go,
no, etc; do and to
The pot is hot!
are exceptions).
Parents: To sound out words, your child MUST know letters and sounds! The sooner he or she knows all of them, the sooner he or
she will be reading! If your child is having trouble blending the sounds together to make the correct word, work on his or her
blending technique – make sure he or she is “punching” the first sound, dragging out the vowel, and quickly and a little more quietly
adding on the ending sound. When reading 2 letter words that begin with a vowel, simply have him or her drag out the vowel and
quickly and a little more quietly add on the ending sound. Tell your child that a letter by itself says its name (I, A, a).
Happy Reading! 
Ii Masters
Ii
Ii Reading List
Have your child sound out each word below. See if he or she can use each
word in a sentence after that. Help as needed. For an extra challenge, call
out the words and see if your child can sound them out and write them!

When reading
words that begin
with a vowel, have
hip it
your child drag
out the vowel and
quickly and a little
more quietly add
on the ending.
hit tip
/iiii/t/
Remind your child

that I gets
pit I
“strong” when he
is by himself
because he is
doing all of the
work! That’s why
he says his name
when he’s alone!
Parents: If your child is having trouble blending the sounds together to make the correct word, work on his or her blending
technique. It’s important to have your child “punch” the first sound (say it loudly and clearly), drag out the vowel (make the
vowel sound for a little longer), and quickly but a little more quietly add on the ending (make the ending sound immediately
following the stretched vowel, but a little more quietly so it doesn’t take over the word). The only pause, or space, between
sounds should be between the first sound and the vowel. In other words, you should sound out the word “hip” like this:
/h/ /iiii/p/. The word “tip” would be sounded out like this: /t/ /iiii/p/. Basically, your goal is to help your child sound out each
word in such a way that the word becomes OBVIOUS! If you can’t hear the word easily, you probably aren’t blending it
properly. Keep pushing the sounds closer and closer together until you (and your child) can hear the word. Once your child
understands how to blend properly, sounding out words will be a snap! Happy Reading! 
Name__________________________
Ii
ice cream
cone
Name__________________________
Reading Sentences Ii
Help!
Remind your
child that a
letter by itself
says its name!
I hit it!
(I, A, a)
----------------------------------------
It has a tip.
----------------------------------------
Help!
Your child may not The tip is hot.
know the word
----------------------------------------
It is a pit.
her read it by
explaining that
t and h say /th/
when they are next
to each other. Also
----------------------------------------
a vowel at the end
of a two or three
I hit the pit.
letter word usually ----------------------------------------
It hit his hip.
says its name (he,
be, me, we, so, go,
no, etc; do and to
are exceptions).
Happy Reading! 
Mm Masters
Mm
Mm Reading List
Have your child sound out each word below. See if he or she can use each
word in a sentence after that. Help as needed. For an extra challenge, call
out the words and see if your child can sound them out and write them!

When reading
short words that
mop mitt
have “twins” (2 of
the same letter
next to each
other), only make
the sound once.
Tom Tim Remind your child

that when I is
alone before an
him I’m
apostrophe, he is
still “strong” and
will say his name.
Your child should
sound out the rest
mom Mmm!
as usual.
Drag out each m

sound so they all
blend together!
Remember: Have your child “punch” the first sound (say it loudly and clearly), drag out the vowel (make the vowel sound for a
little longer), and quickly but a little more quietly add on the ending (make the ending sound immediately following the stretched
vowel, but a little more quietly so it doesn’t take over the word). The only pause, or space, between sounds should be between
the first sound and the vowel. When reading two letter words, drag out the vowel and quickly but a little more quietly add on
the ending.
Happy Reading! 
Name_____________________________
Name__________________________
Mm
Name__________________________
Reading Sentences Mm
Help!
Remind your
child that a
letter by itself
Tom has a mom.
says its name! ----------------------------------------
(I, A, a)
Tim has a mitt.
Help! ----------------------------------------
Your child may not
know the word
Tom hit him.
her read it by ----------------------------------------
explaining that
t and h say /th/
when they are next
It is a mop.
to each other. Also ----------------------------------------
Mmmm!
a vowel at the end
of a two or three
letter word usually
says its name (he,
----------------------------------------
be, me, we, so, go,
no, etc; do and to
are exceptions).
Mom has the mitt.
Happy Reading! 
Aa Masters
Aa
Aa Reading List
Have your child sound out each word below. See if he or she can use each word in a sentence
after that. Help as needed. For an extra challenge, call out the words and see if your child can
sound them out and write them!
pat am Don’t forget to

drag out the
vowel and quickly
and a little more
tap at
quietly add on the
ending sound!
hat ham Remind your child

that when there
map Matt are “twins” in a

short word, he or
she only needs to
make the sound
mat a
once!
When a letter is all
Pam A
by itself, say its
name!
vowel, but a little more quietly so it doesn’t take over the word). The only pause, or space, between sounds should be between the
first sound and the vowel. When reading two letter words, drag out the vowel and quickly but a little more quietly add on the
ending.
Happy Reading! 
Name_____________________________
Name_____________________________
Name__________________________
Reading Sentences Aa
Help!
Remind your
child that a
letter by itself
Pam has a hat.
says its name! ----------------------------------------
(I, A, a)
Matt has a map.
Help! ----------------------------------------
Your child may not
know the word
I am on a mat.
her read it by
----------------------------------------
explaining that
t and h say /th/
when they are next
It is a ham.
to each other. Also ----------------------------------------
Pam is on the mat.
a vowel at the end
of a two or three
letter word usually
says its name (he,
----------------------------------------
be, me, we, so, go,
no, etc; do and to
are exceptions).
Mom has the map.
Parents: To sound out words, your child MUST know letters and sounds! The sooner he or she knows all of them, the
sooner he or she will be reading! If your child is having trouble blending the sounds together to make the correct word,
work on his or her blending technique – make sure he or she is “punching” the first sound, dragging out the vowel, and
quickly and a little more quietly adding on the ending sound. When reading 2 letter words that begin with a vowel,
simply have him or her drag out the vowel and quickly and a little more quietly add on the ending sound. Tell your child
that a letter by itself says its name (I, A, a).
Happy Reading! 
Dd Masters
Dd
Dd Reading List
pad add
Remind your child
that when there are
“twins” in a short
word, he or she only
had odd
needs to make the
sound once! Don’t
forget to have him or
her drag out the
beginning vowel, too!
dip mad
hid dot
did dad Don’t forget:
When an I is all by
dim I’d
itself before an
apostrophe, it says
its name!
first sound and the vowel. When reading two letter words, drag out the vowel and quickly but a little more quietly add on the
ending.
Happy Reading! 
Name_____________________________
Name__________________________
Name _________________________________________
Read, write, and illustrate the words below.
dad mad
SAMPLE – Begin These NOW
(if you haven’t already)!
dot dip
Name _________________________________________
Pick 4 words to read, write, and illustrate.
////// //////
////// //////
///////////////////

His/dad/hid/it./////
Reading Sentences Dd
Help!
Remind your
child that a
letter by
A dot is on the map.
itself says its ----------------------------------------
Dad is mad!
name!
(I, A, a)
----------------------------------------
Did Mom hit it?
----------------------------------------
Is Tom mad?
----------------------------------------
Tim had a mitt.
----------------------------------------
Pam hid it.
Parents: To sound out words, your child MUST know letters and sounds! The sooner he or she knows all of them, the sooner he or she will
be reading! If your child is having trouble blending the sounds together to make the correct word, work on his or her blending technique –
make sure he or she is “punching” the first sound, dragging out the vowel, and quickly and a little more quietly adding on the ending
sound. When reading 2 letter words that begin with a vowel, simply have him or her drag out the vowel and quickly and a little more
quietly add on the ending sound. Tell your child that a letter by itself says its name (I, A, a).
Happy Reading! 
Nn Masters
Nn
Nn Reading List
Have your child sound out each word below. See if he or she can use each word in a sentence after
that. Help as needed. For an extra challenge, call out the words and see if your child can sound them
out and write them!
not man an
Remind your child to
nod tan in
drag out the
beginning vowel and
quickly but a little
more quietly add on
the ending sound.
nap pan on
tin Dan
nip Nan To read words
with ending
blends, simply
pin hand
sound out the
word as usual,
rd
dragging the 3
sound into the last
one.
Remember: Have your child “punch” the first sound (say it loudly and clearly), drag out the vowel (make the vowel sound for a little longer), and
quickly but a little more quietly add on the ending (make the ending sound immediately following the stretched vowel, but a little more quietly so it
doesn’t take over the word). The only pause, or space, between sounds should be between the first sound and the vowel. When reading two letter
words, drag out the vowel and quickly but a little more quietly add on the ending.
Happy Reading! 
Name_____________________________
Name__________________________
Nn
nest
Name__________________________
Nn
Reading Sentences
Pam has a pin.

--------------------------------------------------
Tom has a pan.
--------------------------------------------------
The pot is not hot.
--------------------------------------------------
Is the pan hot?
--------------------------------------------------
Nan has a hat.
--------------------------------------------------
Dan has a mitt on his hand.
quietly add on the ending sound. Tell your child that a letter by itself says its name (I, A, a). Help with the word “the” if needed.
Happy Reading! 
Cc Masters
Cc
Cc Reading List
cop camp catch Ch is a TRICK!

Make sure your child
says, “/ch/” when he or
cat can’t match

she sees it!
(Remind your child that

c and h are playing
‘train,’ saying, “/ch/
cot tic pitch

/ch/ /ch/ /ch/, /ch/ /ch/
/ch/ /ch/!”
Break up big
can chop champ words and sound

out one part at a
time! Then put
them back
act chip notch

together again. If
you see “twins,”
break the word up
between them!
ex) /c/ooo/t/- cot,
cap chin cotton /t/ooo/n – ton;
cot-ton, cotton!
little longer), and quickly but a little more quietly add on the ending (make the ending sound immediately following the
stretched vowel, but a little more quietly so it doesn’t take over the word). The only pause, or space, between sounds should
be between the first sound and the vowel. When reading words with ending blends, have your child sound out the word as
usual, letting the extra ending sound blend together with the one that comes before it.
Happy Reading! 
Name_____________________________
Name_____________________________
Name__________________________
Reading Sentences Cc
Remember: ch=/ch/
The cop is hot.

--------------------------------------------------
The cap is on him.
--------------------------------------------------
The cat can’t hop.
--------------------------------------------------
The cat is on the mat.
--------------------------------------------------
Mom can chop it up.
--------------------------------------------------
Dad hit his chin on it.
Happy Reading! 
Ss Masters
Ss
Ss Reading List
is miss dash hits Sh is a TRICK!

Make sure your child
as sad cash dots

says, “/sh/” when he or
she sees it!
(Remind your child that
its sat shin hops

s and h like to tell
secrets. Whenever they
get together, you can
hear them saying,
his cost dish hands “Shhh!”
has sand shop hips When a word starts

with a beginning
blend, “punch” the
toss Sam shot nods

first sound and the
second sound. Then
blend them together
into one. After,
sit pass ship smash continue sounding

out the word as
usual, dragging out
sip cast sash spot

the vowel and
more quietly adding
on the ending.
Remember: Have your child “punch” the first sound (say it loudly and clearly), drag out the vowel (make the vowel sound for a little longer), and quickly but
a little more quietly add on the ending (make the ending sound immediately following the stretched vowel, but a little more quietly so it doesn’t take over
the word). The only pause, or space, between sounds should be between the first sound and the vowel. When reading words with ending blends, have your
child sound out the word as usual, letting the extra ending sound blend together with the one that comes before it. If s endings are difficult for your child,
let him or her cover the s, sound out the word before it, and then add the s ending after putting that word together. That should make it easier!
Happy Reading! 
Reading Sentences Ss
Remember: sh=/sh/
The cat sat on the man.

--------------------------------------------------
Toss the hat to Sam.
--------------------------------------------------
It’s not his cap.
--------------------------------------------------
Is Pat on the ship?
--------------------------------------------------
Sam has it in his hand.
--------------------------------------------------
Matt is in the shop.
quietly add on the ending sound. Tell your child that a letter by itself says its name (I, A, a). Help with the word “the” and “to” if needed.
Happy Reading! 
Bb Masters
Bb
Bb Reading List
Bob bad bin

bass
Watch out for
bat dab sh and ch!
cab bid
They’ll try to trick you!
bib
bit band cob
When a word starts
with a beginning
mob sob bats blend, “punch” the

first sound and the
second sound. Then
bop boss sobs blend them together

into one. After,
continue sounding
out the word as
bomb batch stab usual, dragging out

the vowel and
tab bash snob more quietly adding

on the ending.
Remember: Have your child “punch” the first sound (say it loudly and clearly), drag out the vowel (make the vowel sound for a little longer), and quickly but a little
more quietly add on the ending (make the ending sound immediately following the stretched vowel, but a little more quietly so it doesn’t take over the word). The
only pause, or space, between sounds should be between the first sound and the vowel. When reading words with ending blends, have your child sound out the word
as usual, letting the extra ending sound blend together with the one that comes before it. If s endings are difficult for your child, let him or her cover the s, sound
out the word before it, and then add the s ending after putting that word together. That should make it easier!
Happy Reading! 
Reading Sentences Bb
Bob is the boss.

--------------------------------------------------
His hat is in the cab.
--------------------------------------------------
Bob is not in the band.
--------------------------------------------------
Is his bat in the shop?
--------------------------------------------------
Sam’s cat bit his hand.
--------------------------------------------------
Dan has a bib on.
Happy Reading! 
Gg Masters
Gg
Gg Reading List
got stag gaps

gap bag bags Can you find
the sh word?
Don’t get
tag dig pigs tricked!
gas big hags

pig nags
b/d confusion?
hog If your child is mixing
up his or her b’s and
hag dog sags

d’s, explain that the
“bat” is first for the b
and the “daddy’s face”
is first for the d.
nag gash dogs

sag God digs
Remember: Have your child “punch” the first sound (say it loudly and clearly), drag out the vowel (make the vowel sound for a little longer), and quickly but
a little more quietly add on the ending (make the ending sound immediately following the stretched vowel, but a little more quietly so it doesn’t take over
the word). The only pause, or space, between sounds should be between the first sound and the vowel. When reading words with ending blends, have your
child sound out the word as usual, letting the extra ending sound blend together with the one that comes before it. If s endings are difficult for your child,
let him or her cover the s, sound out the word before it, and then add the s ending after putting that word together. That should make it easier!
Happy Reading! 
Reading Sentences Gg
Pam’s pig is big.

--------------------------------------------------
Bob can tag Dan.
--------------------------------------------------
Did Dad put gas in it?
--------------------------------------------------
I can tag Pat!
--------------------------------------------------
Tom’s dog digs and digs.
--------------------------------------------------
Put the chips in the bag.
quietly add on the ending sound. Tell your child that a letter by itself says its name (I, A, a). Help with the word “the” and “put” if needed.
Happy Reading! 
Ee Masters
Ee
Ee Reading List
Have your child sound out each word below. See if he or she can use each word in a sentence after
that. Help as needed. For an extra challenge, call out the words and see if your child can sound them
out and write them!
How many “tricks” can you find??? Underline them!
pet send met bent

hem bend mess sent
Make sure your
child has a clear
e sound!
hen chess nest chest e=/eh/, as in
egg
net mesh set eggs
den test bet Ted’s Can you find
the sh and
men best bed pens ch words?
Don’t get
ten pen beg beds tricked!
Ted pest get gets

Remember: Have your child “punch” the first sound (say it loudly and clearly), drag out the vowel (make the vowel sound for a little longer),
and quickly but a little more quietly add on the ending (make the ending sound immediately following the stretched vowel, but a little more
quietly so it doesn’t take over the word). The only pause, or space, between sounds should be between the first sound and the vowel. When
reading words with ending blends, have your child sound out the word as usual, letting the extra ending sound blend together with the one
that comes before it. If s endings are difficult for your child, let him or her cover the s, sound out the word before it, and then add the s ending
after putting that word together. That should make it easier!
Happy Reading! 
Reading Sentences Ee
The den is a mess.

--------------------------------------------------
Can I pet Ben’s cat?
--------------------------------------------------
Ted’s pet is a dog.
--------------------------------------------------
I sent Tim to get it.
--------------------------------------------------
The hen is on his chest.
--------------------------------------------------
The egg is in the pan.
quietly add on the ending sound. Tell your child that a letter by itself says its name (I, A, a). Help with the word “the” and “to” if needed.
Happy Reading! 
Silent E Reading List
Have your child sound out each word below. See if he or she can use each word in a sentence after that. Help
as needed. For an added challenge, call out words for your child to spell. Make sure he or she remembers to
put an e at the end of each word that has a long vowel sound hiding in it! Call out some short vowel words as
well to make sure your child understands when he or she should put the final e and when he or she shouldn’t.
a e i o u
hope tape base same Make sure your

child knows the
home hate made hose

vowels and can
identify them in
words! Have
bone tame side bite him or her draw
an arrow from
time date name note

each silent e to
the vowel it is
“bossing
dime chase cape nose around.” Then
have him or her
nine shape came code

read the word.
shine game cane pie Watch out for

TRICKS!
chime gate case hide 
Tip: When reading silent e words, make sure you remind your child that e’s at the end of a word get very
sleepy! Tell him or her that they also get grumpy! Just before the e at the end of a word falls asleep, it gets so
grumpy that it shouts at the closest vowel, saying, “Say your name, vowel!” Not wanting to further anger the
sleepy e, the closest vowel says its name. Since the e falls asleep, he doesn’t say anything!
Happy Reading! 
Reading Sentences Silent Ee
Remember: An e at the end of a word usually makes the closest vowel say its
name – “Say your name, vowel!” The e becomes silent (falls asleep) after that.
I hope I catch it!

--------------------------------------------------
Bob’s dog will not chase his cat.
--------------------------------------------------
His mom is not at home.
--------------------------------------------------
Did his dog bite him?
--------------------------------------------------
Is it time to go home?
--------------------------------------------------
Tom got home late.
--------------------------------------------------
Pat will hide nine eggs.
quietly add on the ending sound. Tell your child that a letter by itself says its name (I, A, a). Help with the word “the,” “go,” and “to” if
needed.
Happy Reading! 
2 Vowels Reading List
Have your child sound out each word below. See if he or she can use each word in a sentence after that. Help as needed. If
you want to call out double vowel words for your child to write, make sure you sound out each word so he or she can hear the
silent vowel. For instance, you might say, “Spell the word ‘coat’…/c/ /ō/ /at/.” “Need” would be: /n/ /ē/ /ē/ /d/.
a e i o u
heat neat sheet boat Make sure your
team need sheep goat

child knows the
vowels and can
identify them in
teen bees bean coat words! Have him
or her underline
teams seat beat moan

each vowel
combination
before reading
tease seem beep toast the word aloud.
peas seed beads steep Watch out for

TRICKS!
meat seen deep steam 
mean sees toad sea

Tip: When reading words with 2 vowels next to each other, remind your child that the first one usually says its name while the
second “goes to sleep.” Tell him or her that it is so rare for two vowels to be together that they get super-excited to see each
other. The first vowel looks at the second vowel and says, “Hey! Remember me? Remember me? My name is ___, ___, ___.”
(Say letter’s name in blank.) Since the first letter keeps repeating his name, the second letter doesn’t have a chance to say
anything at all! That’s why he stays silent. Eventually, he falls asleep waiting to reintroduce himself! This works for several
vowel combinations, but not all -- oo, oi, ou, au, ei, eu, are other “tricks” your child will be learning about throughout the year.
Happy Reading! 
Reading Sentences 2 Vowels
Have your child sound out each word in the sentences below. Help with unknown letter sounds and/or “tricks” as needed. After your child has read all of
the words in a sentence, see if he or she can point to the words and read the sentence more fluently. Continue having your child sound out the words in
each sentence until he or she can read it and/or repeat what it said without pausing. For an added challenge, call out the sentences and see if your child
can write them! Make sure you help your child hear the silent vowel in the double vowel words!
Remember: When 2 vowels are next to each other, the 1st one says its name and the
2nd remains silent – “Remember me? Remember me? My name is __, __, __!”
I like to eat meat!

--------------------------------------------------
I need a seat to sit on.
--------------------------------------------------
Can Ben eat the peach?
--------------------------------------------------
Is it time to eat toast?
--------------------------------------------------
The toad can hop in the boat!
--------------------------------------------------
Did Nate put his coat on?
--------------------------------------------------
I see ten bees on the pie!
quietly add on the ending sound. Tell your child that a letter by itself says its name (I, A, a). Help with the word “the,””put,” and “to” if
needed.
Happy Reading! 
Rr Masters
Rr
Rr Reading List
if your child can sound them out and write them! (Skip over the “2 vowels” words unless
you sound out the silent vowel for your child – “braid, /b/ /r/ /ā/ /id/.”)
rip rope stream her Er is a TRICK!

Make sure your
rod rode rotted herd

child says, “/er/”
when he or she
sees it!
Ron road rested hammer (Remind your child

that r says, “/r/,”
while er, ir, and ur
Ross rose braid sadder say, “/er/.”
rob read pride batter When reading longer,

two syllable words, help
your child break up the
word so he or she can
red groan preach bigger sound out one part at a

time. If you see “twins,”
(2 of the same letter,
rib train crate better

side by side), break up
the word between them.
Then have your child
read the first part, then
rest treat braided heater the second part. Help

him or her put the parts
together after that.
first sound and the vowel. When reading words with beginning blends, sound out the first consonant, then the second. Then blend
the two together. Continue through the word as usual after that. Break up longer words as necessary. Watch for “tricks” – they
are in almost every word!
Happy Reading! 
Reading Sentences Rr
can write them! Make sure you help your child hear the silent vowel in the double vowel words! Help with double consonants, too!
Remember: er=/er/
Ron’s goat is on the road.
--------------------------------------------------
Ross can rest at home.
--------------------------------------------------
Pam’s hair is braided.
--------------------------------------------------
Grab the rope and the hammer.
--------------------------------------------------
We can cross the stream here.
--------------------------------------------------
Shane rode his bike home.
--------------------------------------------------
Is her dog bigger than his goat?
quietly add on the ending sound. Help your child with any unknown tricks. Practice makes perfect!
Happy Reading! 
Ff Masters
Ff
Ff Reading List
Have your child sound out each word below. See if he or she can use each word in a sentence after that. Help as
needed. For an extra challenge, call out the words and see if your child can sound them out and write them! (Skip
over the “2 vowels” words unless you sound out the silent vowel for your child – “free, /f/ /r/ /ē/ /ē/.”)
fat fact free different When reading longer

words, help your child
break up the word so
fit raft fear toffee he or she can sound

out one part at a time.
If you see “twins,” (2 of
the same letter, side by
fan from fish coffee side), break up the

word between them.
Continue to split up the
fog golf fears fame

word after each
“chunk” (syllable).
Then put the chunks,
or syllables, back
fed soft feed feast together again.
fin Fred fine faster Watch out for

the following
“tricks” – sh,
fast craft feet fastest silent e, 2
vowels, and
frog fee fresh softer er. They’ll try
to trick you!
Remember: Have your child “punch” the first sound (say it loudly and clearly), drag out the vowel (make the vowel sound
for a little longer), and quickly but a little more quietly add on the ending (make the ending sound immediately following the
stretched vowel, but a little more quietly so it doesn’t take over the word). The only pause, or space, between sounds
should be between the first sound and the vowel. When reading words with beginning blends, sound out the first
consonant, then the second. Then blend the two together. Continue through the word as usual after that. Break up longer
words as necessary. Watch out for “tricks” – they’ll try to trick you!
Happy Reading! 
Reading Sentences Ff
The fire is hot!

--------------------------------------------------
I fed the big fish.
--------------------------------------------------
A frog is on her raft!
--------------------------------------------------
Her cat is so soft!
--------------------------------------------------
Dane is fine.
--------------------------------------------------
Can you float on your back?
--------------------------------------------------
Fred’s dog will fetch it!
Parents: To sound out words, your child MUST know letters and sounds! The sooner he or she knows all of them, the sooner he or she
will be reading! If your child is having trouble blending the sounds together to make the correct word, work on his or her blending
technique – make sure he or she is “punching” the first sound, dragging out the vowel, and quickly and a little more quietly adding on
the ending sound. When reading 2 letter words that begin with a vowel, simply have him or her drag out the vowel and quickly and a
little more quietly add on the ending sound. Help your child with any unknown letters/sounds/tricks. Practice makes perfect!
Happy Reading! 
Ll Masters
Ll
Ll Reading List
if your child can sound them out and write them! (Skip over the “2 vowels” words unless
you sound out the silent vowel for your child – “float, /f/ /l/ /ō/ /at/.”)
lap land late sailboat When reading

longer words, help
your child break up
let last plate longer

the word so he or
she can sound out
one part at a time.
After reading each
lip lift mail shell part, have your child
hook them back
together.
led list feet cheaper Ex.) /s//ā//l/, sail;

/b//ō//t/, boat
…sailboat.
lid long pail chill

Watch out for
less lost feel steal the following
“tricks” – sh,
leg melt sail sale ch, silent e, 2
vowels, and
log smell nail float er. They’ll try
to trick you!
Happy Reading! 
Reading Sentences Ll
I am not late for class.

--------------------------------------------------
Tell him I can sail his boat.
--------------------------------------------------
I fell off my bike!
--------------------------------------------------
I went to bed late!
--------------------------------------------------
Dan can smell the rose.
--------------------------------------------------
A shell cut his leg.
--------------------------------------------------
Fred’s dog is on a leash.
quietly add on the ending sound. Help your child with any unknown letters/sounds/tricks. Practice makes perfect!
Happy Reading! 
Kk Masters
Kk
Kk Reading List
Have your child sound out each word below. See if he or she can use each word in a sentence after that.
Help as needed. For an extra challenge, call out the words and see if your child can sound them out and
write them! Remind your child that a k is used when a /k/ sound is heard directly after a long vowel. A
c and a k are used when a /k/ sound is heard directly after a short vowel. If you call out any double vowel
words, make sure you help your child hear the silent vowel!
kit take shake pocket

When reading
kid cake Kate back longer words, help

your child break up
the word so he or
Kim bake like rack

she can sound out
one part at a time.
After reading each
part, have your child
kiss rake Mike shack hook them back

together.
Ex.) /p/ /o/ /ck/,

kitten fake broke clock pock; /e//t/, et…
pocket
Ken lake Drake sack

Watch out for
kept beak lick pack TRICKS!!!
make seek kick shock
Happy Reading! 
Reading Sentences Kk
I like to bake.
--------------------------------------------------
I can take Kate home.
--------------------------------------------------
Drake runs track.
--------------------------------------------------
Mike broke his plate.
--------------------------------------------------
Shane has a black clock.
--------------------------------------------------
Chase has a kitten.
--------------------------------------------------
Did Mike peek at it?
Happy Reading! 
Jj Masters
Jj
Jj Reading List
Have your child sound out each word below. See if he or she can use each word in a sentence after that. Help as needed. For an
extra challenge, call out the words and see if your child can sound them out and write them! Remind your child that a k is used
when a /k/ sound is heard directly after a long vowel. A c and a k are used when a /k/ sound is heard directly after a short vowel.
If you call out any double vowel words, make sure you help your child hear the silent vowel!
jam Jon jogger

When reading
jotted
longer words, help
jet Jen your child break up

the word so he or
she can sound out
one part at a time.
jot jab joke

After reading each
hook them back
together.
jock jeep
Ex.) /j/ /o/ /g/, jog;
John /g//er/, ger… jogger
job Jane Jack Watch out for

TRICKS!!!
jog Jake jail

Happy Reading! 
Reading Sentences Jj
Jake has blue jeans.

--------------------------------------------------
Jack went for a jog.
--------------------------------------------------
This job is so much fun!
--------------------------------------------------
Jen will bake a cake.
--------------------------------------------------
Jane rode her bike to the lake.
--------------------------------------------------
Did Jean put jam on her toast?
--------------------------------------------------
Jon can smell the peaches.
Happy Reading! 
Uu Masters
Uu
Uu Reading List
needed. For an extra challenge, call out the words and see if your child can sound them out and write them! Remind
your child that a k is used when a /k/ sound is heard directly after a long vowel. A c and a k are used when a /k/
sound is heard directly after a short vowel. If you call out any double vowel words, make sure you help your child hear
the silent vowel!
tub bus just butter

When reading
tug dug tuck gutter

longer words, help
your child break up
the word so he or
she can sound out
sun nut duck runner one part at a time.

After reading each
hum cut dust trusted hook them back

together.
Ex.) /b/ /u/ /t/, but;
hug cup jump tube /t//er/, ter… butter
bug much luck mule

gum rush stuck cute Watch out for
TRICKS!!!
mud shut trust rude

mug
be between the first sound and the vowel. When reading words with beginning blends, sound out the first consonant, then the
second. Then blend the two together. Continue through the word as usual after that. Break up longer words as necessary.
Watch out for “tricks” – they’ll try to trick you!
Happy Reading! 
Reading Sentences Uu
I can jump and run.

--------------------------------------------------
A mule is on the bus!
--------------------------------------------------
Can you run as fast as I can?
--------------------------------------------------
That duck got stuck in the hut!
--------------------------------------------------
Is that mud on her cup?
--------------------------------------------------
That runner is so fast!
--------------------------------------------------
Did Jack just hug his mom?
Happy Reading! 
Ww Masters
Ww
Ww Reading List
needed. For an extra challenge, call out the words and see if your child can sound them out and write them! Remind your
child that a k is used when a /k/ sound is heard directly after a long vowel. A c and a k are used when a /k/ sound is
heard directly after a short vowel. If you call out any double vowel or wh words, make sure you help your child hear the
silent letter (either the second vowel or the h)!
web wait wise weekend When reading

longer words, help
your child break up
wag wire wife willful the word so he or

she can sound out
one part at a time.
wig weed wide weaken

After reading each
hook them back
together.
wet west wade when Ex.) /w/ /ē/ /k/, week;
/e//n/d/, end…
weekend
will wine waste wheat

Wh is a TRICK!
wilt weep waiter white You only have to say,
“/w/” for it. When
calling out a wh word
went woke winter while for your child to spell,

however, sound out
both the w and the h.
wish wipe wrist whine Ex.) “Spell ‘when,’

/w/h/ /eee/n/, when.”
Happy Reading! 
Reading Sentences Ww
I went to the lake, but I didn’t swim.

--------------------------------------------------
I wish it were winter!
--------------------------------------------------
Wipe that mud off your jacket.
--------------------------------------------------
Wade woke up late yesterday.
--------------------------------------------------
Could you hand me that wrench?
--------------------------------------------------
I got butter on my wrist.
--------------------------------------------------
When will it be June?
Happy Reading! 
Xx Masters
Xx
Xx Reading List
needed. For an extra challenge, call out the words and see if your child can sound them out and write them. If you call
out any double vowel words, make sure you help your child hear the silent vowel! Also, make sure you are pronouncing
your vowel sounds clearly so your child will know what to write by listening to the word.
How many “tricks” can you find??? Hint: There’s only 1!
ox fix sixteen When reading

longer words, help
your child break up
the word so he or
ax box toxic she can sound out

one part at a time.
After reading each
wax boxes
hook them back
tax together.
Ex.) /s/ /i/ /x/, six;

/t//ē//n/, teen…
sixteen
fax fox foxes If your child is having

trouble making the x
mix fixes
sound, have him or
exit her make the k sound

followed by the s
sound. Then have
him or her hook the
six taxes exits two sounds together.

/k/ /sss/  /ks/
Happy Reading! 
Reading Sentences Xx
A red fox is in the box.

--------------------------------------------------
Jen’s dad has an ax.
--------------------------------------------------
Is Dave six or seven years old?
--------------------------------------------------
Gwen’s sister is sixteen.
--------------------------------------------------
Can Jake fix this mug?
--------------------------------------------------
I can wax it for you.
--------------------------------------------------
His wife will fax it to you.
Happy Reading! 
Vv Masters
Vv
Vv Reading List
your vowel sounds clearly so your child will know what to write by listening to the word.
How many “tricks” can you find???
van vine cave thrive

A vowel at the
vet stove save Dave beginning of a

word often says
its name.
vast rave drive over In some cases,

the e at the
vent wave drove have

end of a word
will just fall
asleep. Help
your child
vest weave grave above sound out

these words.
Let him or her
know that the e
vote leave cove love is sleeping, but

it didn’t get to
boss the vowel
vase pave arrive live

around – it fell
asleep too
quickly!
be between the first sound and the vowel. When reading words with beginning blends, sound out the first consonant, then the
Happy Reading! 
Reading Sentences Vv
I can drive a van.

--------------------------------------------------
The stove is very hot.
--------------------------------------------------
The vase is very pretty.
--------------------------------------------------
I like his black vest.
--------------------------------------------------
Did you leave him in a cave?
--------------------------------------------------
Wave when you see them!
--------------------------------------------------
Is Scott as brave as his dad?
Happy Reading! 
Yy Masters
Yy
Yy Reading List
extra challenge, call out the words and see if your child can sound them out and write them. If you call out any double vowel words, make
sure you help your child hear the silent vowel! Also, make sure you are pronouncing your vowel sounds clearly so your child will know
what to write by listening to the word. Help with “tricks” as needed!
yet year by daddy Y Endings

are TRICKS!
yak yuck sky penny y after 1 or 2
letters = “ī”
yes cry why puppy y after 3 or more

letters = “ē”
yep shy fry sunny

Remember: If
yell fly spy really

you see “twins”
after a vowel,
the vowel will
make the short
yum try jelly funny sound (unless it

is part of
another trick)!
yelp my silly neatly

Happy Reading! 
Reading Sentences Yy
Remember: Y Endings=TRICKS!
Y=/ī/ after 1 or 2 letters; Y=/ē/ after 3 or more.
That little puppy is so silly.

--------------------------------------------------
It is a sunny day.
--------------------------------------------------
The sky is blue.
--------------------------------------------------
I like jelly on my toast.
--------------------------------------------------
Did you try to help him?
--------------------------------------------------
Yell when you see Billy!
--------------------------------------------------
Yes, you can go home with Ross.
Happy Reading! 
Zz Masters
Zz
Zz Reading List
extra challenge, call out the words and see if your child can sound them out and write them. If you call out any double vowel words,
make sure you help your child hear the silent vowel! Also, make sure you are pronouncing your vowel sounds clearly so your child will
know what to write by listening to the word. Help with “tricks” as needed!
zip zags fizz Don’t Forget:
Y Endings
zap fuzzy
are TRICKS!
zits y after 3 or more
letters = “ē”
zag zips fizzy

Remember: If
you see “twins”
zit buzz wheeze

after a vowel,
the vowel will
make the short
sound (unless it
zaps zipper
is part of
fuzz another trick)!
Remember: Have your child “punch” the first sound (say it loudly and clearly), drag out the vowel (make the vowel sound for
a little longer), and quickly but a little more quietly add on the ending (make the ending sound immediately following the
be between the first sound and the vowel. When reading words with beginning blends, sound out the first consonant, then
the second. Then blend the two together. Continue through the word as usual after that. Break up longer words as
necessary. Watch out for “tricks” – they’ll try to trick you!
Happy Reading! 
Reading Sentences Zz
I can zip up my coat by myself.

--------------------------------------------------
Can you zip up your jacket?
--------------------------------------------------
I saw a zebra at the zoo.
--------------------------------------------------
I really like jazz music.
--------------------------------------------------
My mom zips up my sister’s coat.
--------------------------------------------------
This drink is fizzy!
--------------------------------------------------
My zipper is stuck!
Happy Reading! 
Qq Masters
Qq
Qq Reading List
extra challenge, call out the words and see if your child can sound them out and write them. If you call out any double vowel words,
make sure you help your child hear the silent vowel! Also, make sure you are pronouncing your vowel sounds clearly so your child will
know what to write by listening to the word. Help with “tricks” as needed!
quack queen quench Qu = /q/

Q and U
quest quacks square stick

together!
quit quail squeak Tell your kids:
Q is the queen,
and u is the
quilt quiz squeal

queen’s
bodyguard! U is
in charge of
keeping the
quick quitter quickly

queen safe, so he
is always watching
for danger. As a
result, you won’t
hear him say
quits quizzes quicker

anything. The
queen is the only
one who speaks.
stretched vowel, but a little more quietly so it doesn’t take over the word). The only pause, or space, between sounds should be
between the first sound and the vowel. When reading words with beginning blends, sound out the first consonant, then the
Happy Reading! 
Reading Sentences Qq
Did you hear the duck quack?

--------------------------------------------------
Do not ever quit!
--------------------------------------------------
The queen lives in a big castle.
--------------------------------------------------
I really like jazz music.
--------------------------------------------------
Daddy eats his dinner quickly.
--------------------------------------------------
Can you make this squeak?
--------------------------------------------------
Can I sleep under the quilt?
Happy Reading! 
Trick Review
Masters
(To be used in the final weeks of school
after all of the regular alphabet letters
have been covered.)
Sh, Ch, and Th
Masters
Sh, Ch, Th Reading List
your vowel sounds clearly so your child will know what to write by listening to the word. Help with “tricks” as needed!
ship chin with rash

Don’t forget
shop chip them pinch these TRICKS:
sh = /sh/
shut chop this bath ch = /ch/
th = /th/
shed chat that brush

wish such then pitch
crash much the tenth
fish itch math crush
Remember: Have your child “punch” the first sound (say it loudly and clearly), drag out the vowel (make the
vowel sound for a little longer), and quickly but a little more quietly add on the ending (make the ending sound
immediately following the stretched vowel, but a little more quietly so it doesn’t take over the word). The only
pause, or space, between sounds should be between the first sound and the vowel. When reading words with
beginning blends, sound out the first consonant, then the second. Then blend the two together. Continue
through the word as usual after that. BreakHappy
up longer Reading! 
words as necessary. Watch out for “tricks” – they’ll try to
trick you!
Reading Sentences
Sh, Ch, Th
Have your child sound out each word in the sentences below. Help with unknown letter sounds and/or “tricks” as needed. After your child
has read all of the words in a sentence, see if he or she can point to the words and read the sentence more fluently. Continue having your
child sound out the words in each sentence until he or she can read it and/or repeat what it said without pausing. For an added challenge,
call out the sentences and see if your child can write them! Make sure you help your child sound out words as needed. Help him or her
hear the silent vowel in the double vowel words! Help with double consonants, too! “Outlaw” words can be tricky, so help your child sound
out those, too (was, of, you, etc.).
sh=/sh/, ch=/ch/, th=/th/
Did Lenny win a fish?

--------------------------------------------------
Jake is in the back of the shop.
--------------------------------------------------
The shell is on the bench.
--------------------------------------------------
Chad has a bunch of chips.
--------------------------------------------------
Did Beth drop this cloth?
--------------------------------------------------
That was such a fast pitch!
--------------------------------------------------
This is her brush.
Silent e/2
Vowels
Masters
Silent e/2 Vowels Reading List
needed. For an extra challenge, call out the words and see if your child can sound them out and write them. If you
call out any double vowel words, make sure you help your child hear the silent vowel! Also, make sure you are
pronouncing your vowel sounds clearly so your child will know what to write by listening to the word. Help with “tricks”
as needed!
broke soap like need

Don’t Forget :
came feel home train *An e at the end

of a word
doesn’t make a
bike meet those reach

sound but
usually makes
the closest
vowel say its
rope tried these dream name.
tube toast plane cries *When 2 vowels

are together, the
1st one usually
take cried chase goes says its name

while the 2nd
remains silent.
make chair shade sees
Parents: Make sure your child knows the “tricks.” The more “tricks” your child knows (assuming he or
she has mastered letters, sounds, and effective blending/segmenting techniques), the more he or she
should be able to read and/or write.
Happy Reading! 
Reading Sentences
Silent E and
2 Vowels
Have your child sound out each word in the sentences below. Help with unknown letter sounds and/or “tricks” as needed. After your child
has read all of the words in a sentence, see if he or she can point to the words and read the sentence more fluently. Continue having your
child sound out the words in each sentence until he or she can read it and/or repeat what it said without pausing. For an added challenge,
call out the sentences and see if your child can write them! Make sure you help your child sound out words as needed. Help him or her
hear the silent vowel in the double vowel words! Help with double consonants, too! “Outlaw” words can be tricky, so help your child sound
out those, too (was, of, you, etc.).
Watch out for Silent E and 2 Vowels Words!
Shane went home with Chad.

--------------------------------------------------
Did you paint this picture?
--------------------------------------------------
Her plane just landed!
--------------------------------------------------
Chase has a heat rash.
--------------------------------------------------
I hope you feel better!
--------------------------------------------------
Did Jake choke on his gum?
--------------------------------------------------
Josh cried when he broke his leg.
Er, Ir, and Ur
Masters
Er, Ir, and Ur Reading List
Help as needed. For an extra challenge, call out the er words and see if your child can sound them out
and write them. If you call out any double vowel words, make sure you help your child hear the silent
vowel! Also, make sure you are pronouncing your vowel sounds clearly so your child will know what to write
by listening to the word. Help with “tricks” as needed!
her shirt turn never Don’t Forget:

Er, ir, and ur all
ever chirp hurt slurp

say the same
thing -- /er/.
Of all the /er/
under third fur stir sounds, “er” is

the most
commonly used.
sister dirt curl dirty

When calling out
words to write
this week, only
call out the “er”
after bird burn winner words. Remind

your child that
he or she should
river sir burst teacher write e and r

unless he or she
is SURE it’s an
better girl purse furry

“ir” or “ur”
word.
Parents: Make sure your child knows the “tricks.” The more “tricks” your child knows
(assuming he or she has mastered letters, sounds, and effective blending/segmenting
techniques), the more he or she should be able to read and/or write.
Happy Reading! 
Reading Sentences Er, Ir, Ur
Have your child sound out each word in the sentences below. Help with unknown letter sounds and/or “tricks” as needed. After your child has
read all of the words in a sentence, see if he or she can point to the words and read the sentence more fluently. Continue having your child
sound out the words in each sentence until he or she can read it and/or repeat what it said without pausing. For an added challenge, call out
the sentences and see if your child can write them! Make sure you help your child sound out words as needed. You’ll have to help your child
know whether the /er/ sound he or she hears in words is the er, ir, or ur. As always, help him or her hear the silent vowel in the double vowel
words! Help with double consonants, too! “Outlaw” words can be tricky, so help your child sound out those, too (was, of, you, etc.).
Er, Ir, and Ur = /er/
Her sister is under the bed.

--------------------------------------------------
We swam in the river after lunch.
--------------------------------------------------
Five girls ran after me!
--------------------------------------------------
I’d rather be first than last.
--------------------------------------------------
I will never get that dirty!
--------------------------------------------------
My cat’s fur is so soft.
--------------------------------------------------
Is it my turn to go yet?
Oo/ook (t) (d)
Masters
oo
ook
oot *t=Sometimes a “bully”
when following 2 o’s, but
not always!
ood *d=Sometimes a “bully”

when following 2 o’s, but
not always!
Oo/ook(t)(d) Reading List
For an extra challenge, call out the words and see if your child can sound them out and write them. Help as
needed!
pool moon boot book Don’t Forget:

Oo = /oo/ as in
boot tooth shoot took soon, unless

followed by a k
(and sometimes
food booth smooth look a d or t).
Tell your kids:
soon bloom noon shook

The o’s like looking
through binoculars.
They say, “/OO/,
cool!” When “Bully
mood zoo scoop hook

K” comes along (and
sometimes t or d),
he punches the o’s
in the stomach and
too tool drool foot steals the

binoculars. That
makes the o’s alter
their sound (as if
spoon broom rooster good they were punched

in the stomach).
Then they say /oo/
as in book and look.
Parents: Make sure your child knows the “tricks.” The more “tricks” your child knows (assuming he or she
has mastered letters, sounds, and effective blending/segmenting techniques), the more he or she should
be able to read and/or write.
Happy Reading! 
Reading Sentences oo and ook
(Plus ood/oot)
can write them! Make sure you help your child sound out words as needed. You’ll have to help your child know whether the /er/ sound he or she hears in
words is the er, ir, or ur. As always, help him or her hear the silent vowel in the double vowel words! Help with double consonants, too! “Outlaw” words can
be tricky, so help your child sound out those, too (was, of, you, etc.).
Watch out for oo and ook! (Ood and oot, too!)
Her sister is in a bad mood!

--------------------------------------------------
Can we go to the pool with you?
--------------------------------------------------
Look at that rooster!
--------------------------------------------------
Soon it will be time to go home.
--------------------------------------------------
His mom is such a good cook!
--------------------------------------------------
My foot has a splinter in it.
--------------------------------------------------
Can I get a book, too?
Parents: To read effectively, your child MUST know the “tricks!” The sooner he or she knows all of them (along with letters, sounds, and
how to blend effectively), the sooner he or she will be reading! Point them out whenever you see them! Practice reading and writing all
sorts of words with them!
Happy Reading! 
Or Masters
Or Reading List
extra challenge, call out the words and see if your child can sound them out and write them. Help with “tricks” as needed!
or forget fort more Don’t Forget:

Or = /or/
short torn order store Tell your kids:

O and r love to play
together, but they
can never decide
sport storm doctor sore what they want to
do! “We could do
this…or we could do
for stork forest tore

this!” They go
round and round
(o), back and forth
(r), trying to figure
born thorns correct chore

out what to do.
*E’s at the end of a

word can’t boss
horn fork airport snore

around the o in an
“or” combination
because the o and r
are too busy trying
corn porch hornet horse to figure out what

to do. Tell your
child to just let the e
go to sleep.
Remember: Have your child “punch” the first sound (say it loudly and clearly), drag out the vowel (make the vowel
sound for a little longer), and quickly but a little more quietly add on the ending (make the ending sound immediately
following the stretched vowel, but a little more quietly so it doesn’t take over the word). The only pause, or space,
between sounds should be between the first sound and the vowel. When reading words with beginning blends,
sound out the first consonant, then the second. Then blend the two together. Continue through the word as usual
after that. Break up longer words as necessary. Watch out for “tricks” – they’ll try to trick you!
Happy Reading! 
Or
Reading Sentences
can write them! Make sure you help your child sound out words as needed. You’ll have to help your child know whether the /er/ sound he or she hears in
words is the er, ir, or ur. As always, help him or her hear the silent vowel in the double vowel words! Help with double consonants, too! “Outlaw” words can
be tricky, so help your child sound out those, too (was, of, you, etc.).
or=/or/
That book was too short!
--------------------------------------------------
The storm is getting closer.
--------------------------------------------------
The thorn is in my foot!
--------------------------------------------------
Let’s make a fort in the woods.
--------------------------------------------------
That hornet stung me!
--------------------------------------------------
Can you put these in order?
--------------------------------------------------
Pat is shorter than Mike.
Happy Reading! 
Ou/Ow
Masters
Ou/Ow Reading List
extra challenge, call out the ou words and see if your child can sound them out and write them. Help with “tricks” as needed!
Don’t Forget:
out mouth now flour Ou and Ow =
/ow/
couch cloud how house Tell your kids:

O pinches u and o
pinches w  /ow/!
pout loud wow power *E’s at the end of a

word can’t boss
around the o in an
found frown cow round “ou” combination

because the o is too
busy pinching the u
and doesn’t pay any
ground town owl south attention to the

bossy e. Tell your
child to just let the e
go to sleep.
shout clown our blouse **Only call out the

“ou” words for
spelling! Tell your
about down plow crouch kids that when they

hear the /ou/
sound, it is usually
the o and u.
sound for a little longer), and quickly but a little more quietly add on the ending (make the ending sound immediately
following the stretched vowel, but a little more quietly so it doesn’t take over the word). The only pause, or space,
between sounds should be between the first sound and the vowel. When reading words with beginning blends,
sound out the first consonant, then the second. Then blend the two together. Continue through the word as usual
after that. Break up longer words as necessary. Watch out for “tricks” – they’ll try to trick you!
Happy Reading! 
Reading Sentences Ou/Ow
Have your child sound out each word in the sentences below. Help with unknown letter sounds and/or “tricks” as needed. After your child has read all of the words
in a sentence, see if he or she can point to the words and read the sentence more fluently. Continue having your child sound out the words in each sentence until he
or she can read it and/or repeat what it said without pausing. For an added challenge, call out the sentences and see if your child can write them! Make sure you
help your child sound out words as needed. You’ll have to help your child know whether the /ou/ sound he or she hears in words is the ou or the ow. Tell him or her
that the /ou/ sound is usually an o and a u, so if he or she is ever unsure, he or she should just go with the ou combination. As always, help your child hear the silent
vowel in the double vowel words! Help with double consonants, too! “Outlaw” words can be tricky, so help your child sound out those, too (was, of, you, etc.).
ou and ow = /ou/
Ben can sit on the couch.
--------------------------------------------------
Did you make that loud sound?
--------------------------------------------------
Her spoon fell on the ground.
--------------------------------------------------
I found a dime on the ground!
--------------------------------------------------
Did he hit it out of the park?
--------------------------------------------------
How was the corn you ate?
--------------------------------------------------
Now we can shake it up!
Happy Reading! 
Y Endings
Masters
Y Endings Reading List
Have your child sound out each word below. See if he or she can use each word in a sentence after that. Help as needed.
For an extra challenge, call out the words and see if your child can sound them out and write them. Help with “tricks” as needed!
Remember: If you call out a word with double vowels or double consonants, help your child hear the silent letter.
cry pry hilly messy Don’t Forget:

Y after 1 or 2
shy sty twenty muddy letters = /ī/
Y after 3 or more
fly jelly dusty weekly letters = /ē/
Tell your kids:
try silly family cloudy If y sees that 1 or 2

people (letters) are
going somewhere,
he says, “I want to
my penny clearly nearly come! I want to

come!”
If y sees that 3 or
by puppy story creamy more people

(letters) are going,
he says, “EEEE!
That many people
sky sunny greedy sweetly are going?”
Remember this
when spelling, too!
why really soapy memory

Happy Reading! 
Reading Sentences
Y Endings
can write them! Make sure you help your child sound out words as needed. Remind him or her of forgotten tricks and help them sound out any
“outlaw” words.
Watch out for y endings!
This story is so good!

--------------------------------------------------
The sky is so cloudy!
--------------------------------------------------
My brother, Billy, is really shy.
--------------------------------------------------
Did you try your best?
--------------------------------------------------
Her puppy is so cute!
--------------------------------------------------
Why did Trish cry at lunch?
--------------------------------------------------
Bobby will try to fix it.
Happy Reading! 
Ar Masters
Ar Reading List
extra challenge, call out the words and see if your child can sound them out and write them. Help with “tricks” as needed!
are arm yarn marker Don’t Forget:

ar = /ar/
car chart carve farmer Tell your kids:
harm sharper
A and r play
part shark “pirates” when they

are together. You
can hear them
star spark park sharpen

saying, “Arrrrr,
Matey!”
Remember this
far cards sharp partly

when spelling, too!
barn hard charm garden

Break up
long words!
farm harsh arms archery Watch out

for TRICKS!!!
start art cars harder
sound for a little longer), and quickly but a little more quietly add on the ending (make the ending sound
beginning blends, sound out the first consonant, then the second. Then blend the two together. Continue through
the word as usual after that. Break up longer words as necessary. Watch out for “tricks” – they’ll try to trick you!
Happy Reading! 
Reading Sentences Ar
“outlaw” words.
ar = /ar/
Did you wish on that star?
--------------------------------------------------
I am an artist!
--------------------------------------------------
Can we go to the park later?
--------------------------------------------------
Can you come to my party?
--------------------------------------------------
We are going to the farm!
--------------------------------------------------
Are you a good sport?
--------------------------------------------------
This is not hard for us!
Happy Reading! 
Ay Masters
Ay Reading List
needed. For an extra challenge, call out the words and see if your child can sound them out and write them. Help with
“tricks” as needed!
pay way sway today Don’t

Forget:
say may pray player

ay = /ā/
Tell your kids:
When y sees the
day clay away sprayer

letter a come up
to him (just before
him), y looks at
the letter a and
play bray gray stay

says, “A! What’s
up?”
Remember this
when spelling,
hay stray tray delay

too!
Break up
long words!
Jay lay spray holiday Watch out

for TRICKS!!!
Happy Reading! 
Reading Sentences Ay
“outlaw” words.
ay = /ā/
Did you pay for that cake?
--------------------------------------------------
Can we stay for dinner?
--------------------------------------------------
We need to put our toys away.
--------------------------------------------------
She can play with her brother.
--------------------------------------------------
Jay did not say much today.
--------------------------------------------------
May I shake your hand?
--------------------------------------------------
His lunch is on that tray.
Happy Reading! 
All/Al Masters
All/Al Reading List
For an extra challenge, call out the words and see if your child can sound them out and write them. Help with “tricks” as
needed!
fall small calm Don’t Forget:

“All” and “al”
ball stall salt both = /ol/
Tell your kids:
call taller talk

When you are
spelling words with
the /ol/ sound, put
“all” if you hear
tall smaller bald

/ol/ at the end of a
word (or if it’s at
the end of the
original root word).
Write “al” if you
wall tallest walk hear the /ol/ sound

in the middle of a
word.
all meatball always

Watch out
hall basketball salty for TRICKS!!!
be between the first sound and the vowel. When reading words with beginning blends, sound out the first consonant, then
the second. Then blend the two together. Continue through the word as usual after that. Break up longer words as
necessary. Watch out for “tricks” – they’ll try to trick you!
Happy Reading! 
All/Al
Reading Sentences
“outlaw” words.
all and al both = /ol/

Janet is taller than Mike.
--------------------------------------------------
How small is your puppy?
--------------------------------------------------
This ball is for Billy’s dog.
--------------------------------------------------
We can all fit in my mom’s van.
--------------------------------------------------
These fries are really salty.
--------------------------------------------------
Do you want to talk about it?
--------------------------------------------------
Jane likes to shop at the mall.
Happy Reading! 
Ing Masters
Ing Reading List
needed. For an extra challenge, call out the words and see if your child can sound them out and write them. Help with
“tricks” as needed! If you call out a double consonant or double vowel word, help your child hear the silent letter!
ring crying trying driving Don’t Forget:
sing licking living riding ing=/eeng/
Tell your kids:
king feeling hitting chasing Watch out for

tricks that may be
hiding just before
wing giving nodding making

the “ing” trick!
Sometimes it helps
to cover the “ing”
ending, read the
bring singing brushing hoping word before it,

then add the “ing”
ending onto the
word you just read.
helping ringing jumping timing If the word still
doesn’t sound
right, you might
giving playing waiting baking have to make the

first vowel say its
name. That’s
because the root
ending teaching starting biting word was probably

a sleepy e word!
Happy Reading! 
Reading Sentences Ing
“outlaw” words.
ing = /eeng/
Trent is helping his mom bake a cake.
--------------------------------------------------
The baby has been crying all day.
--------------------------------------------------
I am giving you a big present!
--------------------------------------------------
My dad is parking the car over there.
--------------------------------------------------
This story has a happy ending.
--------------------------------------------------
Tommy is brushing his teeth.
--------------------------------------------------
We are printing out the papers.
--------------------------------------------------
They are having a good time.
Happy Reading! 
Ed Endings
Masters
Ed Endings Reading List
needed! If you call out a double consonant or double vowel word, help your child hear the silent letter!
pouted
Don’t Forget:
played aimed walked
ed endings
normally = /d/;
kicked named jerked ended after a t or a d,
however, ed
sailed marked shivered shouted endings = /ed/
licked clapped sprayed needed Watch out

for TRICKS!!!
kissed frowned splashed counted ay ou
filled huffed sneezed added sh er
ook al
wished hugged dropped lasted ow ar
ed endings
cooked jumped cheered nodded 2 vowels
Happy Reading! 
Reading Sentences Ed Endings
“outlaw” words.
ed = /d/, unless after a d or a t; then ed =/ed/
I shivered every day last winter!

--------------------------------------------------
My mom sprayed us with a hose.
--------------------------------------------------
My dog licked the plate clean!
--------------------------------------------------
We jumped up and shouted, “Boo!”
--------------------------------------------------
My gum lasted for a long time.
--------------------------------------------------
She handed me a plate of food.
--------------------------------------------------
Her dog growled at us.
--------------------------------------------------
I felt rested after my nap.
Happy Reading! 
Gh Masters
Gh Reading List
needed! Since your child won’t be able to hear the “gh” trick, remind your child that the words you are calling out this week
are extra tricky!
night brighter tightly thought Don’t Forget:

G and h like to play
Hide and Go Seek
sight fighting lightly bought when they get

together! Because
they are usually
hiding, the g and h
right delight lightest caught don’t make a sound!

If the i sneaks up and
finds them, you can
hear it saying, “I see
might tonight tightest taught you!” When letter I

can’t find them, he
sends 2 vowels out to
find them. They
light daylight fighter daughter usually say, “Ahhh!

There you are!”
*If g and h are at the
tight frighten naughty rough end of the word, they

forgot to hide! The 2
vowels usually say,
“Uhhhh…why didn’t
fight lighter brought tough you hide?” The g and

h respond, “We /f/ /f/
/f/ forgot to!”
Sometimes, the 2
flight tighter ought enough vowels make other

sounds!
Happy Reading! 
Reading Sentences Gh
“outlaw” words.
Watch out for TRICKS!
We looked at the stars last night.

--------------------------------------------------
These pants are really tight on me!
--------------------------------------------------
Are they fighting again?
--------------------------------------------------
Let’s eat chicken for dinner tonight.
--------------------------------------------------
Could you turn on the light?
--------------------------------------------------
We might go to the pool later.
--------------------------------------------------
It is not raining right now.
--------------------------------------------------
Will you turn the flashlight on?
Parents: To sound out words, your child MUST know letters, sounds, and TRICKS! The sooner he or she knows all of them, the sooner he
or she will be reading! If your child is having trouble blending the sounds together to make the correct word, work on his or her blending
technique – make sure he or she is “punching” the first sound, dragging out the vowel parts, and quickly and a little more quietly adding
on the ending sound. When reading 2 letter words that begin with a vowel, simply have him or her drag out the vowel and quickly and a
little more quietly add on the ending sound. Help your child with any unknown letters/sounds/tricks. Practice makes perfect!
Happy Reading! 
Get Your Kindergartners
READING and WRITING
This Year!
Simple Methods! Serious Results!
Give your kids the start they deserve -- teach them how to really read and
write this year! Supported by current research and filled with “best
practices,” Kinders Can! READ and WRITE! is a powerful program that can help
you get even your most diverse groups of kindergartners reading and writing!
 Balanced reading and writing program

 Well sequenced, systematic, explicit, FUN
 Developmentally appropriate, engaging, easy to teach
 Powerful early intervention program
 Promotes advanced fluency and comprehension skills
 Encourages authentic reading and writing activities
This Program Utilizes:

6-9 Week Assessments
Fun, Active Alphabet Reviews!
Daily Journal Writing!
A Letter of the Week Focus! Free Reading Time!
(That actually shows your kids how to read and write
using the letters they are learning!)
Teacher-Directed Story Time! For more products, visit us at:
Interactive Literacy Charts! www.KindersCanReadandWrite.com
Handwriting Practice!

004 - BOOK Kinders Can! READ and WRITE! Instant Download 2013 PDF

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Kinders CAN!

READ and WRITE!

A Step-By-Step Guide to Getting Your

Alphabasics: Homework for all 26 Letters

Find us on Facebook and Twitter for free teaching tips!

JKHTeach Educational Books

A Step-By-Step Guide to Getting Your

Copyright © 2013 by Katy Huller

All rights reserved.

This Book is Dedicated to

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page v

My heartfelt thanks to all of the people (kids, teachers, parents, friends,

A very special thanks to my husband, Jay, who has been by my side

And, of course, a load of thanks to my incredible daughters who inspire

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page vi

Note from the Author

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page vii

All the best and much success,

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page viii

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page i

Frequently Asked Questions ............................................................................... 58

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page ii

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page iii

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page iv

Frequently Asked Questions ............................................................................. 334

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page v

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page vi

Trick Review Masters ........................................................................................ 504

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page vii

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page 1

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page 2

The Pretest/6-9 Weeks Tests

The Pretest should be given as soon as

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page 3

Component 1: Daily Alphabet Review Activities (15 minutes a day)

The Daily Alphabet Review Activities

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page 4

Component 2: Letter of the Week Focus (30-60 minutes a day)

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page 5

Component 3: Daily Journal Writing (30-60 minutes a day)

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page 6

Component 4: Interactive Literacy Charts (30-90 minutes a day)

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page 7

Like Daily Journal Writing, Interactive Literacy Charts is an extremely important

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page 8

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page 9

Component 5: Free Reading Time (10-15 minutes a day)

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page 10

Component 6: Teacher-Directed Story Time (10-15 minutes a day)

Teacher-Directed Story Time is another

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page 11

Component 7: Handwriting Practice (10-15 minutes a day)

Handwriting Practice may not seem

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page 12

Frequently Asked Questions

Do I really have to teach all seven components?

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page 13

Regardless of the actual reading/writing charts and activities you choose to

Copyright © 2013 Katy Huller www.KindersCanReadandWrite.com Page 14

Sample Daily Schedule

1:15-1:25 Free Reading Time

2:10-3:10 Specials (Art, Music, P.E., Computers)

3:10-3:15 Prepare for Dismissal (Pass out folders, homework, etc.)