Hayley Haines 779 Words

ABC Station
Kindergarten: Middle of the year
Writing
Activities:
• CVC Magnet Board: Activity 1 (Diller p. 77)
o CCSS.ELA-LITERACY.L.K.2.C
Write a letter or letters for most consonant and short-vowel sounds
(phonemes).
o Directions
§ 1. Grab 3 short vowel cards from the different folders.
§ 2. Velcro them to the pan.
§ 3. Find that magnets that match the words.
o Supplies
§ Alphabet Magnets
§ Laminated CVC words
§ Cookie Sheet
• CVC writing in the sand: Activity 2
o CCSS.ELA-LITERACY.L.K.2.C
Write a letter or letters for most consonant and short-vowel sounds
(phonemes).
o Directions
§ 1. Grab a short vowel card from one of the folders.
§ 2. Put it on the lid of the sand box.
§ 3. Write the word in the sand with your finger.
o Supplies
§ Pencil Box with Sand
§ Laminated CVC words
• Word Builder: Activity 3
o CCSS.ELA-LITERACY.RF.K.2.C
Blend and segment onsets and rimes of single-syllable spoken words.
o Directions
§ 1. Grab a picture and put it at the bottom of the folder.
§ 2. Sound out the word and find the beginning sound/letter (pink
squares) and put it on the first Velcro spot.
§ 3. Find the word family (white squares) that goes along with it and put
it next to the pink letter.
§ 4. Check your answers on the answer sheet.
§ 5. Write your words on writing paper.
o Supplies
§ Folder with letters and segments
§ Picture Cards
§ Answer Sheet
§ Writing Paper
§ Pencil
Hayley Haines 779 Words

• Trace Build Write: Activity 4

o CCSS.ELA-LITERACY.RF.K.3.C
Read common high-frequency words by sight
(e.g., the, of, to, you, she, my, is, are, do, does).
o Directions
§ Trace the words
§ Stamp the words
§ Write the words
o Supplies
§ Worksheet
§ Pencil
§ Marker
§ Alphabet Stamps
§ Ink pad

• Alphabet Writing: Activity 5 (Diller p. 76)

o
CCSS.ELA-LITERACY.L.K.1.A
Print many upper- and lowercase letters.
o Directions
§ Flip to a letter.
§ Trace it.
§ Write it on the white board five times.
o Supplies
§ Alphabet Tracing Cards
§ Writing Paper
§ Pencil
§ White Board
§ Dry erase markers
• Beginning Sound Sort Vowels: Activity 6 (Diller p. 77)
o CCSS.ELA-LITERACY.RF.K.2.B
Count, pronounce, blend, and segment syllables in spoken words.
o Directions
§ Grab a picture from the box.
§ Sound it out.
§ Find the letter that it begins with and clip the picture to the letter.
o Supplies
§ Alphabet Cards
§ Pictures and words
§ Clips
Hayley Haines 779 Words

The activities that I have chosen support reading and writing when it comes to Literacy. I

focused more on writing for this center though. I have the students working on writing their CVC

words, building their words, sounding them out, tracing them and stamping them, and writing

their letters. All of these activities help the students develop their reading skills because they are

practicing sounding out letters and building the words. For the magnet builders and the CVC

sand writing, they are looking at the picture with the CVC word under it and they have to create

the word with magnets or write it in the sand. They are practicing their sound it out and letter

recognition. The word builder activity has the students find a picture and then sound out the

word and create it themselves. Children can make words with multiple different items and ways

and according to Diller (2003), “this manipulation of letters teaches them how words work” (p.

77). Activity 4 is having the students trace a word, stamp the word, and then write the word.

They are also sounding out the word as they do all three of these steps. Having repetition of a

word helps the student learn it quicker and they are creating the word in three different ways.

Activity 5 is tracing the alphabet cards and writing the words on the white board. This activity is

mostly used for the students who are at the lower end of the literacy scale and who are still

working on reading and writing their letters. Diller (2003) states, “As they learn to form letters,

they are learning the letters’ visual features” (p. 76). Knowing how to write the letters and

identify them are the first steps in reading and writing. The last activity is beginning sound sort.

The students are getting a picture and then sounding it out. Then, they are finding the letter that

correlates to the beginning sound of each word. Sorting words helps the students establish how

words are put together. They have the option to sort the pictures or they can sort actual words.
Hayley Haines 779 Words

References

Diller, D. (2003). Literacy work stations: Making centers work. Portland, Maine: Stenhouse.