It is a letter ID sheet I made. I say tell me the name of this letter and then point to all of them. Then there is a separate section where I ask the sound that each letter makes. There is room at the bottom to record the number that they know at the end of each month. If you want a copy, please email me at missbusybeekindergarten@gmail.com since I cannot attach it here.
Good question! What you are seeing on this video on the back of the cards is a way for them to remember the NAME of the letter. You may have seen some of my clues to help them with the SOUND of the letters in some of my small group videos. Some readers have asked me to do a post on all of my clues, those on the back of the cards for letter names and the ones that I am using to remind kids what to do with their meals for the sounds. I think it is a great idea and I have it on my list for an upcoming post.
Did you ever make lists of the clues for letter sounds and clues for letter names that are on the back of the cards?? I’m trying to watch and write, but I figured you’ve already got them somewhere!😊 Thank you!!
Oh no! I joined for the month of March specifically to get this list because I saw on a post on the SOR FB page that if I joined I could get the list. I’m disappointed. Anyway you can share some I’m having a hard time coming up with? I have many figured out.
Are you looking for clues for each letter to use with intervention students? I do talk about all of them in a video and can dig up the link to that if it would help. I can also just give ideas here if you want to ask me. Also, I am hoping to get all the little clues I use in a sharable format this summer because several people have asked for that.
Thanks for your quick response. Yes, I am. Most of my students in intervention groups are ELs, who are having a hard time remembering letter names. I’m looking for clues for these letter names: A, C, F, H, N, T, V, W, and Y. If they are all in a video link, I can watch that. It would be a big help to know where to find that video link though. Thanks for this great idea.
Some of the sets came from an old reading program we used to use. Some I made using blank playing cards. You can buy blank playing cards (or maybe your district supply warehouse has them) and they are nice because they're slippery and easy to work with just like real playing cards. I also made some of the sets by cutting up cardstock, writing the letters, then laminating. I put all 26 lowercase, all 26 capitals, and the fancy a fancy g.
I've just made them up over the years. That is why I share--because I have figured out some good ones that the kids really like and remember. For our g letter card in our picture alphabet we have a goat and we always say, "I have a g-g-goat in my thththroat" since we make the g sound way down in our throat. But intervention kids need a different/additional cue and I usually have them say, "Gee, that's a hard letter!" You might have to teach them the "gee" expression first by saying things like, "Gee, I'm getting hungry" or "Gee, you sure are working hard." They'll figure it out soon enough and like it and remember it. For J, I usually use one of the kids' names in our classroom and say, "J-j-jackson sounds like j-j-jay!" Pick a kid they know. If no J names, you could do the same thing with the picture on your alphabet J. In my alphabet, it's jump, so I'd have to draw a jumping kid on the back. Hopefully yours is a jumprope or something easier to draw. Ha!
Thanks for sharing. I have some questions and am curious about a couple of things. I am wondering if you have taught all the letter names yet? If not, how do you determine what letters they need to learn if they haven’t been formally Introduced? I’m assuming you haven’t had time to introduce each letter yet since it’s only the 7th day of school? Do you use a screener to see what letters they know/don't know?
I do have a screener and most of these kids knew 0 to 6 letters, mostly o and x and the first letter in their name. I start with the letters in their name even if I have not formally introduced them in class because we are working on name writing so much that they keep hearing these letters over and over anyway (make your T tall, your y is a hang down letter, let me show you how to make an a, etc.). Once they have the letters in their name down pretty well, I start adding in letters I have formally introduced in class. If they pick those up quickly—which a couple of these kids have and probably won’t be in Interventions for long—I then start adding in letters that I know I will be teaching soon. I do not try to control things for every single child as to what letters they know, what sounds they’ve been introduced to, what high frequency words they know, etc. It is impossible and takes way too much energy.
Can you share what screener you use with your students for letter id and sound production?
It is a letter ID sheet I made. I say tell me the name of this letter and then point to all of them. Then there is a separate section where I ask the sound that each letter makes. There is room at the bottom to record the number that they know at the end of each month. If you want a copy, please email me at missbusybeekindergarten@gmail.com since I cannot attach it here.
Is the reminder on the back of the cards to remind the students of the letter name or the sounds it makes? If it’s to remind them
Of the letter name do you have a separate set once they can identify all of them for the sounds?
Good question! What you are seeing on this video on the back of the cards is a way for them to remember the NAME of the letter. You may have seen some of my clues to help them with the SOUND of the letters in some of my small group videos. Some readers have asked me to do a post on all of my clues, those on the back of the cards for letter names and the ones that I am using to remind kids what to do with their meals for the sounds. I think it is a great idea and I have it on my list for an upcoming post.
*mouths, not meals😊
Did you ever make lists of the clues for letter sounds and clues for letter names that are on the back of the cards?? I’m trying to watch and write, but I figured you’ve already got them somewhere!😊 Thank you!!
Not yet! It is going to be a big project and I'm planning on it this summer.
Oh no! I joined for the month of March specifically to get this list because I saw on a post on the SOR FB page that if I joined I could get the list. I’m disappointed. Anyway you can share some I’m having a hard time coming up with? I have many figured out.
Are you looking for clues for each letter to use with intervention students? I do talk about all of them in a video and can dig up the link to that if it would help. I can also just give ideas here if you want to ask me. Also, I am hoping to get all the little clues I use in a sharable format this summer because several people have asked for that.
Thanks for your quick response. Yes, I am. Most of my students in intervention groups are ELs, who are having a hard time remembering letter names. I’m looking for clues for these letter names: A, C, F, H, N, T, V, W, and Y. If they are all in a video link, I can watch that. It would be a big help to know where to find that video link though. Thanks for this great idea.
Where can I find similar letter cards? Yours are the perfect size!
Some of the sets came from an old reading program we used to use. Some I made using blank playing cards. You can buy blank playing cards (or maybe your district supply warehouse has them) and they are nice because they're slippery and easy to work with just like real playing cards. I also made some of the sets by cutting up cardstock, writing the letters, then laminating. I put all 26 lowercase, all 26 capitals, and the fancy a fancy g.
And also! Where do you get your little hint pictures/actions? Like the zzzzzz, zee! What would be your clue for g and j? Thanks!!
I've just made them up over the years. That is why I share--because I have figured out some good ones that the kids really like and remember. For our g letter card in our picture alphabet we have a goat and we always say, "I have a g-g-goat in my thththroat" since we make the g sound way down in our throat. But intervention kids need a different/additional cue and I usually have them say, "Gee, that's a hard letter!" You might have to teach them the "gee" expression first by saying things like, "Gee, I'm getting hungry" or "Gee, you sure are working hard." They'll figure it out soon enough and like it and remember it. For J, I usually use one of the kids' names in our classroom and say, "J-j-jackson sounds like j-j-jay!" Pick a kid they know. If no J names, you could do the same thing with the picture on your alphabet J. In my alphabet, it's jump, so I'd have to draw a jumping kid on the back. Hopefully yours is a jumprope or something easier to draw. Ha!
Thanks for sharing. I have some questions and am curious about a couple of things. I am wondering if you have taught all the letter names yet? If not, how do you determine what letters they need to learn if they haven’t been formally Introduced? I’m assuming you haven’t had time to introduce each letter yet since it’s only the 7th day of school? Do you use a screener to see what letters they know/don't know?
I do have a screener and most of these kids knew 0 to 6 letters, mostly o and x and the first letter in their name. I start with the letters in their name even if I have not formally introduced them in class because we are working on name writing so much that they keep hearing these letters over and over anyway (make your T tall, your y is a hang down letter, let me show you how to make an a, etc.). Once they have the letters in their name down pretty well, I start adding in letters I have formally introduced in class. If they pick those up quickly—which a couple of these kids have and probably won’t be in Interventions for long—I then start adding in letters that I know I will be teaching soon. I do not try to control things for every single child as to what letters they know, what sounds they’ve been introduced to, what high frequency words they know, etc. It is impossible and takes way too much energy.