If you assign the entire alphabet, make a class book. Have them make a new alphabet bubble for a letter and word of their choice. Invite the children to come up with their own key words for the alphabet chart.Put the pages together in a class book for your reading center. Then print one word in large letters on a sheet of construction paper for each student. Ask children to offer words that match the chosen category. Introduce categories such as “animals,” “pets,” “plants,” “places,” “jobs,” and so on.Invite them to copy words they find on word walls or in other places around the classroom. Create a box of word cards that children can draw from to practice copying words.Use the board or chart paper to make rhyming words, names (special words that begin with capital letters), or other words based on a theme or current topic.Ask volunteers for words that begin with a certain sound or contain a certain letter. Write other short words and have the children say them. Encourage children to write little words (“I” and “a”).Implement letter-word activities (BB 41-47) during the week.Implement “Writers use letters to make words” (BB 40).Have them make the sounds and decide whether their creation is a real word. Invite the children to suggest letters that could form words. Then change the initial letter to “c” or “h.” Also demonstrate changing the middle or final letter. Suggest a final letter-“t”-and practice that sound. Then, as you add another letter, perhaps an “a”, practice that sound. You might start with “b” and practice the “b” sound. Explore the letters, their sounds, and how they are put together to form words in "Writers use letters to make words." Model writing several words using the letters in the illustration.Point out capital letters at the beginnings of names. Special Note: Throughout the year, as you write words on the board or on charts, talk about the letters (how they look and sound) and how words are made up of letters.
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