This product contains 12 activities (differentiated and aligned) for word work stations and/or centers. This is such a large unit. Please check the PREVIEW to see everything that is included.
1.Fill Your Bug Jars With Word Work Fun: A Self-correcting, beginning sounds, CVC, CCVC/CVCC and CVCe word production activity. Provide either the beginning sounds, CVC or CVCC/CCVC playing cards for this activity, depending on the readiness levels of your students. Students can select a card and place it on the playing mat. They then write their answer on the mat’s jar and open the card to see if they are correct. (There is also an optional playing mat that allows for you to have them ‘build’ the word with magnetic or plain letter tiles in the boxes before writing it in the jars.)
2.See A Bee: A Rhyming Activity.
3. See A Bee Sorting: Use the See A Bee cards and place them in a bucket. Students can work together to find the matching hives or they can take turns pulling cards and trying to get the most matches. If students are simply sorting and finding matches, you may offer one of three response sheets for this activity to help you differentiate.
4 Bug A Bump: CVC, Digraphs, CVCC/CCVC and CVCe Activity. There are 4 different playing mats to choose from for this game. Select a mat for your students based on their readiness.
5. All Sorts of Nonsense/Real Bugs: There are two sorting cards for real and nonsense sorting. I use ropes hanging from my ceiling near my sensory table for this activity but you could use a simple tub or basket and have students sort the nonsense and real bugs onto a pocket chart or into a basket of your choosing. There is a recording sheet for your students to use to list the words they sorted.
6. SWAT!!!: Place the Nonsense and Real Bug cards from station 5 plus the ‘special’ cards in a seasonal bug jar, basket or bucket. Students take turns reading the nonsense or real words written on the cards.
7. Busy Bee Races: This is a nonsense word fluency game. The object of the activity is to increase nonsense word fluency. Recording sheets are available for students to keep track of progress.
8. Butterfly SWAT: With Stations 8, 9 and 10, the same butterfly playing cards can be used. These cards include all 220 Dolch Sight Words and they are color coded by level. There is a key provided in this unit. For Butterfly SWAT, select the level of cards you would like to use with your students based on their readiness level.
9. Blooming Butterflies: Dolch word activity.
10. Butterfly Evolution: Dolch word game that can be differentiated. 220 Dolch word cards are color coded by list number.
11. Everyone Is Buggy for Spin and Color: Nonsense and CVC Words-This activity includes three different coloring sheets for students to use when spinning, reading and identifying real vs. nonsense words.
12. Going Buggy for Digraphs: This is a sorting activity for students to identify words ending with th, ch, sh and ck diagraphs.
It includes three different black and white recording sheets.
If you are looking for other bug or spring related items that are differentiated and aligned to use in your classroom, check these out:
Signs of Spring Write the Room for Math!
I spy signs of Spring-Word Work!
April Showers Write the Room Fun for Word Work!
It’s Spring Time-A telling time write the room activity!
Bee on the Look Out for Tiny Sight Words – I Spy!
This product aligns with Common Core Standards for Kindergarten and 1st Grade:
RF.K.2a: Recognize and produce rhyming words
RF.K.2c: Blend and segment onsets and rimes of single-syllable spoken words
RF.K 2d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words
RF.K.3a: Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant
RF.K.3.b: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
RF.K.3.c: Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are, do, does)
L.K.2.c: Write a letter or letter for most consonant and short vowel sounds.
L.K.2.d: Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.1.2.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)
RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound)
RF.1.3.c: Know final -e and common vowel team conventions for representing long vowel sounds
RF.1.3.g: Recognize and read grade-appropriate irregularly spelled words