• Guided Reading Centers 3rd Grade

More phonological awareness strategies.Why teach blending and segmenting?Teaching the skills of segmentation in isolation or in combination with blending instruction helps with successful reading development.When beginning readers sound out words, they slowly say each sound in a word (c-a-t), and then say the sounds quickly together to 'read' the word (cat). In reading, teachers call this blending because sounds are being blended together.

Blending (combining sounds) and segmenting (separating sounds) are skills that are necessary for learning to read.Developing a child's phonological awareness is an important part of developing a reader. Many research studies indicate that kids who have weak phonological awareness also have weak reading skills.The figure below shows how the teaching of segmenting and blending should progress, starting at the sentence level, moving to syllable, and finally to individual phonemes. Be sure to provide lots of practice at the easier level before moving on. Blending Guess-the-word gameThis activity, from our article, is an example of how to teach students to blend and identify a word that is stretched out into its basic sound elements.Objective: Students will be able to blend and identify a word that is stretched out into its component sounds.Materials needed: Picture cards of objects that students are likely to recognize such as: sun, bell, fan, flag, snake, tree, book, cup, clock, planeActivity: Place a small number of picture cards in front of children. Tell them you are going to say a word using 'Snail Talk' a slow way of saying words (e.g., /fffffllllaaaag/). They have to look at the pictures and guess the word you are saying.

It is important to have the children guess the answer in their head so that everyone gets an opportunity to try it. Alternate between having one child identify the word and having all children say the word aloud in chorus to keep children engaged. Robot talkTalking in 'Robot Talk,' students hear segmented sounds and put them together (blend them) into words.See all from the University of Virginia PALS program Blending slideThe 'Reading Genie' offers teachers a simple way to teach students about blends. Teachers can use a picture or small replica of a playground slide and have the sounds 'slide' together to form a word.Oral blending activityThe information here describes the importance of teaching blending skills to young children. This link provides suggestions for oral sound blending activities to help students practice and develop smooth blending skills.Sound blending using songsThis activity (see Yopp, M., 1992) is to the tune of ' If You're Happy and You Know It, Clap Your Hands.'

If you think you know this word, shout it out!If you think you know this word, shout it out!If you think you know this word,Then tell me what you've heard,If you think you know this word, shout it out!After singing, the teacher says a segmented word such as /k/ /a/ /t/ and students provide the blended word 'cat.' SegmentingThis activity, from our article is an example of how to teach students to segment, first with sentences, then words, and finally sounds. Early in phonological awareness instruction, teach children to segment sentences into individual words.

Identify familiar short poems such as 'I scream you scream we all scream for ice cream!' Have children clap their hands with each word.

As children advance in their ability to manipulate oral language, teach them to segment words into syllables or onsets and rimes. For example, have children segment their names into syllables: e.g., Ra-chel, Al-ex-an-der, and Rod-ney. When children have learned to remove the first phoneme (sound) of a word, teach them to segment short words into individual phonemes: e.g., s-u-n, p-a-t, s-t-o-p.Segmenting cheer activityThis link provides teachers with information on how to conduct the following segmentation cheer activity.Write the 'Segmentation Cheer' on chart paper, and teach it to children.

Each time you say the cheer, change the words in the third line. Have children segment the word sound by sound. Begin with words that have three phonemes, such as ten, rat, cat, dog, soap, read, and fish.Segmentation CheerListen to my cheer.Then shout the sounds you hear.Sun! Sun!Let's take apart the word sun.Give me the beginning sound. ( Children respond with /s/.)Give me the middle sound. ( Children respond with /u/.)Give me the ending sound.

( Children respond with /n/.)That's right!/s/ /u/ /n/-Sun! Segmenting with puppetsTeachers can use the activity found on this website to help teach students about segmenting sounds.

The activity includes the use of a puppet and downloadable picture cards. Chard, D., & Dickson, S. (1999).Fox, B., & Routh, D. Phonemic analysis and synthesis as word-attack skills. Journal of Educational Psychology, 68, 70-74.Sensenbaugh.

(1996).Smith, S.B., Simmons, D.C., & Kameenui, E.J. (February, 1995). Synthesis of research on phonological awareness: Principles and implications for reading acquisition.

(Technical Report no. 21, National Center to Improve the Tools of Education). Eugene: University of Oregon.Yopp, H. Developing phonemic awareness in young children. The Reading Teacher, 45, 696-703.

Learning Centers / Literacy Centers - learning center printables, ideas, and more k-2. How I have usedcenters in my classroom.I have three leveledreading groups. I run reading groups from 9:30 -10:50.On the board I write thestudents jobs (things they are doing when they are not atreading group). The jobs look like this.Also, I have to note that they work on the jobs inorder. After reading group they usually have anindependent activity to complete.

They must do thatbefore they start back on jobs. That is not ontheir job list but they know that it takes firstpriority!Jobs1.

Math Box Page 35 (I teach Everyday Math and they haveMath Boxes with each lesson - you could just have themcomplete a math sheet related to what you are working onin math)2. Daily Printing (Iuse Draw Write Now (see below for more information onthese books) - we are on book 8 at the moment. Iwrite the paragraph on the board. They copy it intheir best writing and then draw an illustration tomatch.)3.) Center (I run centers -see below!)4.) Unfinished Work - Theyhave two folders at their desk. One is a take homeand one is unfinished work - usually art projects westarted as a class and they need to finish up.5.) QUIET Choice - If theyget all their reading and jobs done they may do quietchoice (about two of my students get to thisregularly).

During this time they may write intheir journal. Draw a picture.

Work onReading Quilt. Do a free time sheet. Free timesheets are just various word searches, mazes, crosswords,or coloring pages related to a theme.

At the momentin the free time box you will find Columbus, fall, andHalloween activities. I also copy theme math sheetsout of teacher resource books and place them in the box.Order Draw Write Now Books - Clickon the book to learn more!!! Click to order them all and save over 20 dollarsSome of MyCenters(some of the pictures below, give you an idea of what myclassroom looked like during center time)I usually have 6 centersgoing on in the room plus I select three students eachday to use a computer. The students at the computerselect a free online math game from our class math pageor they are sent to a computer that I have loaded withsoftware that meets their needs.Each student has a coloreddot on their desk.

The dot corresponds with acenter on the chart. The dots on the students deskstay the same. The center dots change every day sothat a student does a different center each day.When the student gets to center on their jobs list.They get their center folder (I have them place all theircenter sheets in this folder. Periodically, Iremove their finished work and check them.

Aboutonce every two weeks.) After they finish the center andthe center sheet, they place the sheet in their centerfolder. Next they clean up their center and put theircenter folder away.lMy centers include and arechanged weekly;Listening center - In a cubby youwill find four choices of books. A book and taperecorder are in bags.

(I bought walkmans atWal-mart for five dollars each. Students have their ownlistening center) The student takes the bag of theirchoice and a listening center sheet. They listen tothe book and then fill out the sheet below. Thesheet asks them the name of the book and author. Itasks them to draw their favorite part of the story andone sentence describing the picture. It also asksthem to tell if they liked the book.

After theyfinish the sheet, they place the sheet in their centerfolder. Next they clean up their center and put theircenter folder away.I was in a classroom theother day where the teacher was given a grant to purchaseIPODS for her listening center. I was amazed at how wellthe kids were able to use the ipod in the listeningcenter.

If you are familiar with an IPOD, the idea is toset-up a playlist for each week. The student listens tothe playlist for the week while reading along. I have various word wall activities that I havethe children complete. I change this centerweekly.1.) Making wordswith beads -student center activity - k-32.) ABC WORD WALL (1-3)student writes word wall words in ABC order.3.) Consonant Fractions (1-2)student determines the number of consonants in aword wall word.4.) Letters in my first name form(1-2)student uses the letters of his name to completethis word wall activity.5.) Syllables in Word Wall Words (1-3)Student activity sheet - student places wordsfrom the word wall in the correct.6.) Acrostic Word Wall(1-3)Student picks eight word wall word. He uses allthe letters in the word to form new words.7.) Word Wall Pictures(1-3)Student picks six word wall word. He writes andillustrates those six words.8.)Student picks seven word wall word.

He uses thekey to see how much each word costs. Involvessimple adding.The activitiesabove are found in our Word Wall Packet. You cansee more pictures of the other items in thispacket byWord Wall Packetcan be purchased byReading Center -In each center folder is a book form. The studentis assigned a basket of books to pick from. Theypick a book from the basket. They read the book andthen fill out their record sheet in their center folder.Making Words Center - The studentgoes to this center and removes a bag of prepicked lettertiles and a Making Words center sheet. They use theletters to make a four words that they must write on thesheet.

One word must be 2 letters long, two of thewords must be three letters long, the last word need tobe 3 or more letters long. The letter tiles thisweek are p u m p k I n a. After they write theirwords on the sheet, they then must circle two and use thechosen two in a sentence.Also, I have had premadesheets in the past that had the letters on them.

Thestudents grabbed the sheets, cut the letters, and thenmade five different words. They had a challenge ofguessing what word could be made with all the letters.Then they pick two of the words they made and use it in acenter.Making Sentences Center - At thiscenter, the student grabs a bag of index card. Oneach index card in a few words. They need to figureout how to manipulate three cards to make asentence. The sentence may be silly. Theymust do this twice.

On the center sheet they willwrite the two sentences and draw an illustration to matchthe sentence. Like all the centers, they mustcomplete the sheet, place it in their folder, clean upthe center, and put their center folder away. MakingWords Activity Sheets - Over 30 Hands-On Sheets!2 Free Printablesfrom this set that you can use and try - If youlike them -Poem Center - Each week I select apoem and place it on large paper. The students mustwrite the poem in their journal and then draw a pictureof what they see in their mind when they read thepoem. Sometimes I may ask them to circle rhymingwords or words that begin with a certain sound.Pocket Chart - The first few weeksof school the students went to the chart and counted themoney in each row and wrote it on the given sheet.Now they go to this center and arrange 4 pictures incorrect order.

Then they sketch each picture on thegiven center sheet. Finally they write atransitional sentence for each picture. I changethis center often. I add new activities to matchsomething we are learning in class.Graphing CenterThis has worked great forme.

The students do a perfect job during thistime. The first two weeks of school I did not teachreading groups. I spent that time teaching thestudents what to do while I taught groups.

They hadto learn the routine. At first it is hectic andthere are lots of questions.

After about a weekmost of the students have the routine and understand allthe centers. Also to keep it quiet duringthis time, I run a point system all day. Before Istart groups I tell the students that I will pick myfavorite group and give them 10 points. It isalways quiet and the students are very hard atwork. This is long - I hope it helped abit. The book What the Other Kids are Doing WhileI Teach Small Groups was helpful to me and may be to you.Click the title to learn more!Tons of ready to use. These makegreat centers too!Daily RhymeSheets and Various Rhyming Practice Activities.The ability to recognize and produce rhymingwords is an important phonological awarenessskill.

Research indicates there is acorrelation between phonological awarenessand reading ability. These activities willensure that your students get the extrapractice with rhyming and thus becoming goodbeginning readers. Below is a list of theactivities you will be able to download if youget this set. Please note that I providethese files zip so that I can put them inword or publisher as well as PDF. If youhave word and/or publisher this will allowyou to modify the sheets. If you do nothave Word or Publisher that is ok because allthe files are in PDF as well!Working on CalendarSkills with Grades 1-2? Are they gettingthe concept?

Need more practice?These Activity sheets when used each month mayhelp with this functional skill. One for each month Oct. TillJune!They are all PDF files! Start this up whenyou go back to school and your kiddos will havethere calendar skills down pat by June!!!Here are 8 pages ofFollowing Direction activitysheets. Students readdirections and complete sheet. May also beused for listening comprehension practice byhaving the teacher read the bottom portion of thesheet.

Great practice for first, second,and third graders.Please see the andto preview what format the other sheets will bein.Sheet Copyright @2013 C. Gallagher www.teachingheart.net ArtworkCopyright © 1998-2013 Original Country Clipartby LisaNumber a DayActivity!T Here is anumber of the day sheet that would be fun morningwork for grades 1-2.

When I taught EverydayMath we always worked with the number of the day,seeing how many different ways we could displayit. This worksheet stems from that.NeedColleen how doyou do your point system? I find it really hard to keepthe noise level down when they are doing their centers.Thanks melissaHey! I use it all dayand everyday. Very effective. My students sitin teams. I have 22 students.

There are 4teams. 3 of the teams have 6 at them and 1 has 4students.

Guided Reading Centers 3rd Grade

Each team has a group number.Before I start reading groups, I tell them I will belooking for my favorite group (quiet and on task).That groups gets ten points and the second place getsfive points. After each group I offer positiveverbal feedback (Wow, look at group 2 everyone is workinghard and their group is very quiet). There is nomore than 4 kids at a center and most of the time allstudents are not at the center at the same time becausesome work faster than others.

I never have troublewith noise level at the centers. After readinggroups, I go to the board and transfer the points undertheir specified group number. Throughout the day Ioffer points to groups that are ready to learn. Forinstance during a math lesson, I tell them I that I amlooking for the groups that are participating and on taskduring the lesson. I just make it up as I go -adding points for positive things the groups do. Atthe end of the day we count the tally marks and the firstplace group wins for the day.

They get a star ontheir chart. When a student fills their chart theyget to go shopping in our class store for one item andthen they get a new chart and the process startsagain. The next day starts with a clean slate andany team can win. I love it, it works great and thekids seem to like it. Hope this helps.ColleenColleen, I would love a copy ofsome of the center sheets and printables you mentioned.How can I get these. Thank you, Sarah/TX/2I was looking at your websitecenter area.

I saw where you used the book Draw WriteNow. Is this the same as Think!

I found thisbook the other day. I thought it was the book you hadtalked about on the site.

This book requires the studentsto draw, then they are to write a story. At the beginningof the year, it would be better to model the stories, andthen have them rewrite the story and illustrate. Is thiswhat you do? Thanks for your help. Your website isgreat!!!Posted by Patti/2nd/MS on6/04/02Hi Patti,No,they are different.

I have used both and the one I talkabout on my site is Draw Write Now. Here is an examplefromthe book:(yousee a colored illustration at the top of the page thatgoes along with the short passage below.

The illustrationon this one happened to be MT. VernonTheUS began in the East.There were large farms.Many goods were traded.America traded with Britain.Iwrite the passage on the board, we read it, & talkabout it.

The students then, as one of their jobs, whileI am in small group, rewrite the passage and add at leastone more sentence about the topic. Then, if they finishall their other jobs and centers they must illustratedwith a picture. The book comes with a how to draw pageafter the paragraph. I copy this off for the kids to use.The kids love this and their drawings turn out so good.Sometimes better than mine. Okay more than sometimes:)Tee-hee!Thisis different from Think, Draw, and Write in that it is ahandwriting and illustration activity.

Plus theparagraphs in Draw Write Now lead into great chats abouthistory type topics. I try to put a picture or short filmclip about the topic on my computer to show the classafter we read the paragraph.NowThink, Draw, and Write - I don't use as much but I dolike it.

It is creative writing where the other isn't.The kids enjoy them and I do model a few examples and webrainstorm ideas of what to write about. I also let thechildren share their finished product if they wish.Tolearn more about these books, click the title!AnotherTeachre Comments:I use Draw Write Now forcursive. I rewrite the message at the bottom in cursive,and do the directed art at the top.It has really shown me whois not able to follow simple instruction, and thechildren who focus have not only improved their cursive,their listening and drawing skills have improved.I used these books to do aSymbols of America study in April and May, one a week.

Wetook the bald eagle from another book for the cover. Iposted the students' writing each week, and then savedthe papers. Looked good for Open House.paulaWhat do you do in your MathCenters, Language Arts Centers, Reading, etc.Do you have a lot of manipulatives or do you have someindependent paperwork for the kids to learn from and enjoy. KathleenAll the centers change ever otherweek. My Literacy Centers are pretty much explained on mycenter site at;They typically are WORD WALL, POEM CENTER, MAKING WORDSCENTER, POCKET CHART CENTER, GRAPHING, MAKING SENTENCES,READING CENTER, and LISTENING CENTER Usually, a sheetaccompanies the center. The center is pretty hands onexcept for the sheet.

Computer and Pocket Chart Centerwill often contain science or social studies typecenters. Many of my products could be put out as centers.I had one math center; it was always hands-on.

EverydayMath is full of games that go with the lessons (you willknow what I mean once you see a manual). Many times Iwould teach a game, we would play it once as a group andthen I would put it in my math center for the kids touse.An example would be:Play Coin Top-ItDirections. Each player cuts apart a copy of MathMasters, page 3. Partners combine their cards.Rules:1.) Players mix the 32 cards and place them face downbetween themselves.2.) Each player draws a card and says the total amount ofcoins shown on his or her card. The player with thegreater amount collects and keeps both cards. (Playersdraw again if the amounts are equal.)3.) The game ends when there are no cards left to draw.The winner is the player that collects more cards.After you play the game a few times with a friend, placethe cards and these directions in a Ziploc baggie.

Nowyou can take them out some other time to play again.Many centers can be foundon the Teaching Heart Instant Packets!See Centers. WOW!!!!WEB SPECIAL ONLY!!!Getall Teaching Heart Products on CDROM (DVD) or On a ZipDrive!1.) Primary Teacher TimeSavers For Back To School and Beyond!2.) Primary Teacher Time Savers For September ThroughDecember!3.) Primary Teacher Time Savers For January Through June4.)Primary Teacher Timesavers For Teaching Reading &Literature& ALL Teaching HeartPackets!AND!!!6.) Classroom GraphingCenter Packet CDROM7.)Any Skills Game BoardsWOW!199.00Save BIG - HUGE SAVING!!!!More About Centers. Around the ClockHere is a center game to reinforce clock numeralplacement.

For each game board, glue a constructionpaper clock to a colored background. Label each ofseveral chips (in sets of 12 chips) with numerals 1 -12. In turn have each player roll a 12 sided die,then cover that number on her clock with the correctlylabeled chip. If a player rolls a numeral that hasalready been covered with a chip, she must pass the dieto the next player. Continue play until on numeralson each clock are covered.Colleen:)/k-3French Fried Counting Getting anorder of fries can add up to counting fun for yourstudents. Start collecting fry containers.Then write a different number on each box. Makefries by cutting yellow sponges into strips.

Placethe boxes and fries in a center. To do thisactivity, a child places the appropriate number of friesin each box.Colleen:)/k-3Jars of Learning Gather some jarsthat could be used for canning. For each jar yougather think of a fruit or veggie to make out of coloredpaper (apple, grape, corn, banana.) Now cut out theshapes of the veggies and fruit. For each fruit orveggie jar think of an activity to place on thejars.

For instance, one jar may be called appleactivities. You would cut out apple shapes andlabel the jar appropriately. You may choose towrite math problems on the apples. The student willtake the jar and complete all the math problems onanother sheet of paper. You might choose to nameanother jar corny questions and place corn cut-outs withquestions written on in the jar.

The student willtake the jar and answer the questions on a sheet ofpaper. Make as many jars as you would like (be creative)and place them in a line on a shelf.Colleen:)/k-3Edible Math Students can review avariety of math skills at this tasty learningcenter. Place a box of colorful breakfast cerealand a supply of three-ounce paper cups at theenter. The student fills one cup with cereal.Then she uses pieces to complete a variety oftasks. Post the following tasks in the center and aworksheet with the following:.estimate how manypieces are in the cup and then count them to findthe actual amount.determine if thetotal is an odd or even number.count the pieces bytwo.determining whichcolor has the most number of pieces.create a color orshape pattern.After the sheet isfinished and turned in, the student may eat hermath!Colleen:)/k-3Finger Spelling This activity isso much hands on fun! Place a plastic shoebox, acan of shaving cream, and a list of current spellingwords at the center. A student sprays a smallamount of shaving cream into the shoebox and uses herfinger to write the spelling word she sees.

Or afriend tells her a spelling word and she spells itwithout looking. After she is sure the word iscorrect she spreads the foam around to erase the word,then repeats the procedure until all the words have beenspelled correctly. Your thinking'messy' aren't you. Actually, I did thiswith a life skills class using numbers and all you needto do or have the student do is wipe it up with a papertowel and the shoebox is ready for the neststudent. You may want to have four or fiveshoeboxes in the center. If your students did notlike to practice their spelling words before, they shouldafter this!!!!Colleen:)/k-3SequencingHang-up Hang a clothesline in your classroom and gather aset of clothespins!

Program a set of seasonalshapes with desired vocabulary words or numbers; thenlaminate the shapes for durability and store them in aclothespin bag. Also make an answer key forself-checking and place it in the bag.

A studentsequences numbers or alphabetize words by suspending themon the clothesline in the correct order. Studentswon't have any hang-ups about sequencing practice withthis clever activity!Colleen:)/k-3DictionaryDetectives If you are working on dictionary skills orlooking for a way to introduce dictionary skills heregoes! Post a list of spelling words, vocabularywords, or content words at the center. Placeseveral dictionaries, pencils, and a supply of writingpaper at the center, too. Have the students look ateach word on the list and then write the guide words forthe page where the word was found.

Then have thestudent repeat this for additional words. A goodidea is to provide an answer key at the center so thestudents can check their work.Colleen:)/k-3Some Ideas From Other Teachers! Literacy/Learning Centers!I try to keep my eyes open for chats about the topic ofcenters. I then add them to this area. It is great toread ideas from other teachers and maybe then use part oftheir idea or modify an idea to meet your needs. We arevery lucky that teachers are so willing to help thosethat are looking for ideas. Here are some good ones Ihave found on mailrings and chatboards for teachers!!!!Thanks to all the teachers that have ideas below.

Youare helping many!MATH MENUGEOMETRY GRADE 2/31.Witha partner collect 1 basket of pattern blocks. Take turnssorting blocks into two different groups and ask yourpartner to guess your sorting rule? (Some rules could beshapes that stack, roll, slide, or shapes with 3 edges, 4vertices, 6 faces)2.Finishthese patterns: square triangle circle square trianglecircle square circle oval oval circle ovaloval circle Make up one more patternusing 2-dimensional shapes.3.Lookaround our classroom, draw: 2 things that are rectangles,3 things that are square, 1 thing that is a triangle, and4 things that are circles.

Remember to color thepictures. (Grade 3 can also try to find a hexagon, anoval and an octagon shape.)4.Designa robot using only one shape. Choose a square, circle,rectangle, diamond, or triangle. Everything in your robothas to be that shape. We will put these pictures up on thebulletin board.5.Usea set of tangrams to create a design. Trace aroundtheoutside of each shape.6.Choose2 geometric solids.

Write 3 facts about how they aredifferent and 3 facts about how they are the same. Forexample: a ball has 0 corners,a cube has 4 corners. Think about their edges, vertices,faces, and if they slide, stack or roll.7.Usea geoboard and create a shape with 1 elastic. Copy theshape onto dot paper. Now use 2 elastics to create ashape and copy this design onto dot paper.8.Usepattern blocks to trace different shapes out ofconstruction paper.

Use these shapes, string, straws todesign a geometric mobile.Ilove to use math menus from Marilyn Burns. I divide mineinto appetizers, entrees and desserts. Everyone has to dothe appetizers, they can choose one or more from theentrees. The desserts are more challenging, so they arefor after the students have tried the appetizers and someof the entrees. I try to build learning from one menuitem to the other, such as:GeometryAppetizer1. Using a basket of pattern blocks fill in one or moreof the pattern block puzzles using the interior outlinesto show you which shapes you need. Count how many youused of each shape.

(These geometric puzzles indicateexactly which shapes they must use.)Geometry Entree2. Using a basket of pattern blocks and a baggie ofpattern block puxxles try this activity. Fill in thefirst puzzle using the shapes indicated. Now, using thesame puzzle design, recreate using other pieces byignoring the interior lines and just following theoutside boundaries.

Count and record how many you used ofeach shape.Geometry Dessert3. Using a basket of pattern blocks and a blank piece ofpaper create a pattern block puzzle. Trace around theoutside.

Count and record howmany you used of each shape. Give the traced patternblock puzzle outline to a friend. See if both of youcreated the puzzles the sameway. Try it again with another friend.