Description

Valentines Word Work Stations
18 Differentiated Word Work Stations for Valentines
** This product has been updated and nearly doubled in size and activities.

This unit contains 18 different activities to choose from for Word Work/Literacy Stations. These stations are a continuation of the Back To School Word Work Stations from the beginning of the year and will continue to have a familiar format throughout the year as the themes and skills change.. They will allow your students to continue to use familiar routines and procedures of your classroom and stations. They are differentiated and aligned.

The following activities are included:
Fill Your Hearts with Word Work Fun
CVC Words
CVCC/CCVC Words
Love Birds Rhyming Hide and Seek
What’s the Word Bird Rhyming Sensory Play
Love Bugs Race-Nonsense Word Fluency
Aliens Love Nonsense Words
Sounds of My Heart Segmenting Activity for 2,3,4,5 and 6 sounds
Love Monster Bump
CVC Mat
CVCC Mat
CCVC Mat
CVCe Mat
Heart Attack Sight Word Fun
Cupid Arrow Sight Word Hide and Seek
Broken Hearted Sight Word Card Game
Everyone Loves to Spin and Color Nonsense and CVC Words
Lovely Letters All In A Row –Letter Order Activity
Lovely Letters Hide and Seek-Letter Recognition
Lovely Letter Order Fun-Letter Order Response
Valentine’s Day Letter Fun –Letter Recognition
Lovely Letter Memory – Letter Recognition
Loving Letters and Sounds Yatta
Loving CVC and Word Family Words Yatta

This product aligns with Common Core Standards for Kindergarten and 1st Grade:
This activity is aligned to Common Core Standards:
RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet.
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.1 (This does not include CVCs ending with /l/, /r/, or /x/.
RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.3b Associate the long and short sounds with the common spellings for the five major vowels.
RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.1.2b Orally produce single-syllable words by blending.
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.
L.K.1a Print many upper- and lowercase letters.
L.K.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes).

If you have any questions regarding this packet, please do not hesitate to contact me mmmoffitm@gmail.com

Thanks,
Marsha