In the book, the Sister's recommend starting Word Work after Work on Writing. However, we launched it in my classroom right after we mastered Read to Self. Most of my first graders needed more practice with words before they could jump into sentence writing.
At the beginning of the year, I introduced five Word Work activities. Like most of my Word Work stations, I found them on TPT. I chose activities that could be easily changed week to week. When I say changed, I don't mean completely traded out for a new activity. I simply mean the skill that was being practiced at each activity will change. I purchased Reagan Tunstall's "The Big Phonics Bundle" and used those as my initial Word Work activities this year. This bundle contains phonics skills for most first grade phonics/spelling skills. I use a sequencing chart from Orton-Gillingham to plan my phonics instruction. Because OG is very explicit and teaches phonemes in isolation I did have to create a few of my own Word Work centers at times. After Christmas we moved onto skills that were not in the bundle (final blends). I used other centers that I made or found from Miss Giraffe's TPT store. There are many sight word activities that can remain the same week after week. You can replace the words used with other words, or keep them the same!
Using consistent Word Work activities is great for your students. Last year I was teaching brand new centers every single week. I quickly explained each center and expected them to know what to do, and it be beneficial to them...that never happened. They were confused about what to do most days, and it showed in their work effort and performance.
When I was preparing for my Daily Five reading block last summer I was reading a TON of blogs on teachers that also used it in their classrooms. If they helped me, they might also be able to help you! These were my top two!
1. The Brown Bag Teacher
2. Tunstall's Teaching Tidbits
Favorite Resources
I have also spent a lot of time and $$$ on TPT Word Work items. I love TPT for the hundreds of resources they have for teachers, however it can be very difficult to find products that are just right for you and your students. When I look for Word Work activities for my students I'm looking for things that are specific to the skill I want them to review, engaging or interactive, are easy to prepare, and can be used again with a different academic skill. These are my favorite resources I have used in my classroom during Word Work |
| Word Work from The Brown Bag Teacher |
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| Phonics Bundle from Tunstall's Teaching Tidbits |
I love having centers that directly correlate to our standards and use the same "teacher language" I use when teaching phonics to my students. Reagan Tunstall's "Big Phonics Bundle" does just that for me. Seriously, these activities kept me alive at the beginning of the year. We used them for three-four months before changing the station altogether. Check out her blog I linked above to see how to she organizes Word Work in her classroom.
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| Ending Blends from Miss Giraffe |
For those end-of-first grade skills like final blends I needed a variety of activities to keep my students interest but to also practice the specific skills we were covering. Miss Giraffe's "Ending Blends" pack was perfect for that. Although they are worksheets, there is a variety of options to choose from which keeps my students interest.
Management
Word Work was launched right after Read to Self in my classroom. However, the foundation lessons were already taught, so as soon as my students built their reading stamina up they were ready to start Word Work. I tried out a few different ways to manage the placement of students into each station. Eventually, allowing students to choose their own station using the ActiveBoard ended up being the best method for my students. You can read more about that in my previous post HERE.The 10 Steps to Independence that The Sisters use to prepare students for each Daily Five choice is essential to managing your students. My reading block is the best part of the day (behavior-wise) because I have spent so much time stressing expected behaviors.
After choosing this option as their Daily Five choice students go to a large counter in the back of the room. On the counter I keep 5-6 plastic storage tubs. I purchased these tubs at Wal-Mart. They latch very easily and are super durable. I don't label my Word Work tubs with fancy labels. I wish I had time for that...I just don't. I use a dry erase marker to write the name of each center, and at the end of the week it wipes right off (if it doesn't you can use finger nail polish remover to help).
After students choose what Word Work station they want, they grab the tub and go somewhere around the room to start working. My students can sit anywhere they want in the classroom except at my small group table. One of the initial foundation lessons before beginning Daily Five was "How to Choose a Successful Spot." I have gone back to this lesson many times through the year when my students are not making the best seating choices (aka sitting by their friends). We remind each other what choosing a successful spot looks like and they are normally able to get started right away.
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| This is a great shot of one of my friends that Choose a Successful Spot! |
Q & A
What do students do when they are finished with a Word Work activity?
- They choose another one! This allows my fast workers to always be busy, and my slower workers to have the opportunity to take their time.
- Choose your stations wisely! There is always at least 1-2 activities for the week that can be played or completed more than once. For example, Sight Word Go Fish cards. My students love playing Go Fish with a buddy and they are always in need of sight word practice! With this being said, most of my fast workers don't choose Word Work if they have already completed most of the stations for that week. Instead they go to Work on Writing, Read to Self, Listen to Reading, or Lexia.
- Only when the activity requires them to. I normally have a Read and Match and Go Fish center. Both of these games require a partner. Once again, we go over expectations and students know their voice level should always remain a whisper when working with a partner. It is also extra important that partners choose a successful spot around the room so not to distract others.
- Some of my Word Work centers are differentiated, but not all of them. I use clear sheet protectors like crazy. I color code my small groups and the sheet protectors so students know to grab the word work activity that matches their colored group. The Go Fish cards are differentiated by using colored paper.
- All work that can be turned in, is turned into my Turn In basket. I typically skim through these papers throughout the week and make sure students are putting forth their best effort and if the work is accurate. Work is then passed out into student mailboxes. Many of my stations are things that can't be turned in (those are my favorite). They obviously don't turn that work in.
- My favorite part of Daily Five is the point at the beginning of each launched choice where you talk to your class about purpose. "Why do you need to try your best at Word Work? Why do you need to work the whole time?" You literally talk about these things with your students. Remind them often and they will step up to the challenge. They want to become better readers, writers, and spellers. My kiddos will tell you that, and yours should too!
I hope this helps answer some questions about Word Work. After switching to the Daily Five model I can see a difference in my center work and student accountably. Let me know if you have any other questions!
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