Totally Techie Trigraphs (SCR, SHR, THR)

A little digital something for your Second graders–TOTALLY TECHIE TRIGRAPHS! These are perfect for your Google Classroom, or homeschool. The files in this set will run on any computer that has access to Google Slides or PowerPoint.

Three activities are included in this set:

In this first activity your students will sort SCR- and SHR-; SHR- and THR-; SCR- and THR- words. The words are included on the picture sorting cards. Simply click on the word card; drag and drop it next to its beginning blend.

Your students will drag and drop the right beginning trigraph for each picture. Not all beginning blends will be used.

A printable word list included for this activity. Your students will type the word in the blank to complete each sentence. Then they will drag n’drop the picture that matches the sentence.

The text boxes in this activity are designed to use the KG What the Teacher Wants font. Click on the link to download your free copy. You will need to install it on your classroom’s shared drive, or on the computer that will run these files.

Every file in this set has movable pieces (only the pieces that need to move actually can be moved), so once a student has completed an activity and you have checked their work, close the file by clicking “DO NOT SAVE.” That way the pieces they moved will go back to their starting positions and the program will be ready for your next student.

TOTALLY TECHIE TRIGRAPHS will be half-off this weekend!

Word Work for First Grade {and beyond!}

Are you helping your students develop a solid understanding of phonemes–the sounds letters make, either alone or in concert with other letters? This is the year to do just that! In First Grade, students are introduced to so many new letter combinations and sounds it can be a bit daunting to teach. Today, I’m going walk you through our approach. We are aiming for comprehensive, cohesive instruction that encourages a LOVE for words + learning = great readers and spellers!


Most of your students will be familiar with the QU digraph (it isn’t a literal digraph, but for arguments sake, lets just call it one :). They are familiar with the QU pairing (Q is always written with U). But, take the time to review all of the words they can already read with this digraph.  We began by matching pictures to their words on the quilt (in our Interactive Phonemic Notebook). We also used a QU slider (from our QU flapbook) and segmenting and blending cards.


This is a FUN way to get your students using new sounds and working on alliteration. I always have my own poster ready (I’ve made a new one for QU), but BEFORE I show it to them, I have my kids make their own. This is how we do it:

I give them a graphic word list (the words are categorized by names, verbs, nouns and adjectives) and ask them to pick their favorites and write them down on the My Blends Sentence sheet. Then, they follow the formula to make a sentence and draw a picture to demonstrate it. Once they are finished, we go over their blends sentences and I show them mine:


Next, we jump back into our Interactive Phonemic Notebook and learn new words (the new words are also presented on the Segmenting/Blending Cards). We will read, write, recognize, and segment them.

This is a great time to review other words (with blends and digraphs recently mastered) that rhyme with the target sound (QU) words.


Now its it time for phonemic spelling–using the words your students can sound out (recalling blends and digraphs already learned). We make it FUN with Phonemic Strips (the arrows in the picture) and a place to store them (the quiver).

We use the Phonemic Strips to practice alphabetical ordering. This is a nice challenge since all of the words we are working with this week begin with QU. The sliders help to hold each word in place. Once the order is correct, the words are recorded.


Now that your students can recognize so many new words, they should use them. Writing a quick story focusing on the target blend (QU) is a FUN way to do just that.


After all of the great word work your students have done with QU it is time for them to have some FUN showing you what they know. They will do this with the QU Phonemic Flips.

With this interactive blends booklet, they will use a dry erase marker, a blending dice–I like using foam dice :), but you can easily build the blends dice included in the pack–and lowercase letter manipuatives. I know a lot of you are fans of the magnetic letters. You are welcome to use these instead of the lacing letters we use. {Flip}

Circle all of the pictures that begin with the target sound (he circled “question” after I took the photo :). {Flip}

Read the passage and find all of the words that begin with QU. I try to keep these stories as simple (and funny) as possible; but your students will need help with a few of the words (i.e. taker, answering, question, queasy). {Flip}

Now its time to use the dice (this is my kids’ favorite task–it turns into quite a game). This is where you’ll be able to assess the strength of your students’ phonemic muscles. They will roll either a K, QU or W and write it in the blank. Then sound out the word and decide if it is real, or not.  Only real words receive a check mark. {Flip}

Using the letter manipulatives, your students will build the words we have worked on all week, phoneme-by-phoneme. One thing I like to do at this stage of word development (which you might not be used to 🙂 is link the letters together that make the new phonemes (I heart glue dots). So, in this photo the QU, CKs and TH are glue-dotted together. This is a simple technique that will help your students recognize that these letter pairs stick together to make the new sounds they are learning. And the great thing about glue dots is they hold tight, but are easy to remove. As your students’ phonemic learning progresses, the glue dots disappear. {Flip, flip, flip, flip, flip–there are 20 words in this section}


Great readers and spellers don’t develop overnight, so reviewing what is learned is always helpful. We like these word building exercises (they are a part of our Interactive Phonemic Notebooks–pictured next to the QU story).

And this PENCIL BOX independent work center:

Simply take the segmenting/blending cards and fold them along the mid-line:

Using clothespins, your students will attach the word to each picture and then self-check, flipping the segmented word forward to match the word they have attached.

So, that is how we do it! What do you think? Are you ready to dive into phonemic instruction & word building?



Winter Pattern Play is such a FUN learning tool! You are going to LOVE it! It is not your average pattern-teaching resource.  Instead, it combines pattern identification and skills your students should be mastering (identification of phonemes–beginning and ending letter sounds & blends; one-to-one correspondence; 2-D shapes; colors and skip counting).

Your students will begin learning various patterns (AB, AAB, AABB, ABB, ABC) using the tiles and print-n-teach worksheets.



Then, you’ll combine your students’ pattern identification skills with a phonemic review.


They will listen for beginning and ending letter sounds and blends–like “ch”, “cl”, “ft”, “pr”, “rd”, “sc”, “sl”, “sn”, “st”, “sw”, “th”, and “tr”.


Winter Pattern Play includes a section all about this season’s holidays–complete with pattern and phoneme identification.


Finally, you’ll develop your students patterning skills with 2-dimensional shape identification and drawing; color patterning; one-to-one correspondence using dice and basic skip counting (by evens/2s, odds, 3s, 4s, 5s, and 10s).



Grab Winter Pattern Play on sale this week, or enter my Teachers’s Notebook giveaway and win it Sunday!!


Sight Word Crafts

Each week I like to have a craft for my kindergartener to complete.  But, I don’t just want him coloring, cutting, and gluing for fun. No!?!  I want him learning! So we have been working on tying our craft time in with our sight word work. And it has been so FUN! Here are a couple of sight word crafts he completed these last two weeks.  These were for the words “do” and “jump.


Do you like my party hat?


Of course, some of my other kids enjoy the crafts, too :). And here is what we did for “jump.” Finn loved making his frog.


Finn’s frog can jump.

Both of these crafts are part of our Ultimate Sight Words pack that will be available later this fall.


Check out the Ultimate Sight Words {1st Series} and see all that is part of this phonemic learning tool!

Hope your school year is off to a great start!


Solo’s Sound Wars

You may have noticed that Kindergarten Jedi is loaded with fun and engaging math and literacy worksheets (print-n-go) for your young padawans. But, did you know that it also has a wonderful word building game that all your kids can enjoy together?Slide3

Solo’s Sound Wars will challenge your kindergarteners to sound out and build CVC and CVCC words. It will also allow your older children to demonstrate their spelling abilities and teach the younger ones something new!

My fifth, third, second and kindergarten children played Solo’s Sound Wars with some FUN and AMAZING results!


They built plenty of CVC words; used the true blends and double consonants; and demonstrated mastery of vowel teams!













Sound Mapping with Silent e

If you use Sonlight for your homeschool, then you know all about the natural reading process.  You read to your children, they read to you, and then they read to themselves.  It works beautifully…for some children. My first two kids had no problems.  I thought, “Hmmm…not sure what I did, but these kids can read!”  Now, my third child didn’t fit this same mold.  He read beautifully. At first.  Then, as is fitting for our dynamic language, the sounds that worked for one word, simply didn’t work for another.  He started just sounding out the first letter and guessing the rest.  I did my best to help him for a couple of years. I figured he was a late bloomer.  And then, last summer, I read Reading Reflex.

After spending this school year working through Read America’s Reading Reflex with my eight-year old, I’ve decided to be proactive with my younger children, and not simply wait and see if the natural reading process will work for them.  And so, I’ve applied the Sound Mapping technique–saying the sounds as the word is read–and rhyming, another great technique for learning the sounds in words, to the CVCe and CCVCe word families that my first grader (in Core B, starting in Week 24) is learning.


CVCe and CCVCe Word Family Printables