Word Work: Session 2—Using Materials
Go over anchor chart from Session 1.
Review the list of materials we can use to practice spelling. Add information on how to use the materials
Wikki Stix—on desk or floor
Whiteboards/markers—on desk or floor
colored markers—at desk
letter cards/pockets—on desk or floor
Scrabble tiles—on desk, using Scrabble paper & pencil
Letter stamps—on desk, using plain paper
Screen writing—on desk or floor, using Screen Spelling paper and twist-up crayons
Sandpaper writing—on desk or floor, using Sandpaper Spelling paper and twist-up or regular crayons
(show Materials to Use with Word Work paper, and explain that they’ll glue it to the first page of their Word Study notebook—they’ll look at it for ideas for Word Work time)
The materials are in tubs and baskets with labels on the ends so that you can get exactly what you need. If you need paper, it is on top of the shelf in the blue basket.
(review again how to use materials from anchor chart)
(make a list of places to work)
Who would like to model setting up the materials using the ideas we came up with on our anchor chart?
(choose one student per spelling materials to model the setup of materials correctly)
Now, who would like to model this incorrectly?
(choose a child who might find word work challenging)
(leave the materials set up, and place children around the room near the spelling materials, and with their word study notebook— EXPLORATION)
(After 3-5 minutes, LEAVE MATERIALS OUT & gather kids and check in. Make changes on anchor chart.)
We have had one practice time. Don’t worry—we will have lots of time this week and all year long to work with these materials. Right now, we need to spend some time talking about a very important part of our Word Work time—cleanup!
You are learning the correct ways to get the materials out independently.
You are also learning how to work independently with the materials. Now we need to learn how to put the materials away independently, so they are ready for the next person.
Let’s start another anchor chart and label it: Word Work—Material Cleanup Independence. Who has some ideas of how students in our room who are independent will clean up materials.
(write suggestions on chart—adding what teacher is doing)
Clean up quietly.
Everyone who was using the materials helps put them away.
Materials go back in their tub, and the tub goes back to the same spot on the shelf.
Leave the materials neat—it’s respectful to our friends in our classroom.
Get started on your new task quickly.
Now, who would like to model how to put the materials away for us?
(2-3 kids model according to the chart, then 2-3 model it the wrong way, then the right way)
(bring students back and check in)
**Glue materials ideas into notebooks**
(practice again or wait til next day)