Something that I’ve learned in my time as an educator is the power in providing students with choice. Choice to explore their learning, choice to figure things out on their own, choice to learn new things in a variety of ways. Literacy skills are the foundation of learning, and something that educators should get excited about, because there are so many ways to create and mold literacy instruction in the classroom.
The formative years for a child, let’s say ages 2-6, are critical for literacy development. Reading, rhyming, talking and singing are all ways in which children interact with both written and spoken language. When they are provided with experiences in literacy during those formative years, they are developing the foundation for their relationship with reading and writing that will continue throughout their lives. Healthy development of the brain requires children to have these experiences.
So, how do we give children in the classroom these rich, meaningful experiences that will shape their relationship with literacy?
Research and studies have shown time and time again that children learn best through exploration and problem solving, opportunities to work things out in a way that makes sense to them. So, what does this look like and how can educators incorporate choice into their literacy programs? One way to do this is designing structured, engaging centers that provide students with multimodal learning opportunities. While students may have specific “work with teacher” time, other time can be spent exploring other centers. One center could focus on consonants, having students use a stamp, sticker or other tool to indicate which consonant letter a picture starts with. Another center might have students create a pretend grocery list and find items that start with certain letters. A third center might be a letter-sounds listening game, where students listen to a word, and decide which sound they hear at the beginning of the word. Another center might be working with syllable cards, where the students look at a picture (ex. dog, banana, etc.) and match it to the number of dots – or syllables – on a card (ex. 1 dot for dog, 3 dots for banana). A final center could be a simple picture rhyming match.
That’s 5 interactive, differentiated center ideas! The point? Choice. Allow students to choose which center interests them. Create structured, timed rounds for students to explore each center, before going to a new center. Giving students the power of choice and the opportunity to explore a variety of ways to learn a concept is key to building a child’s relationship with literacy and promoting lifelong learning.
The young students frantically waved their hands high in the air. They couldn’t wait to run to the front of the gym and participate in a game I call, “5 in Ten!”. I recently spoke with hundreds of students in different settings (urban, rural, and suburban) and they all enjoyed “5 in 10’!”. The gist of this interactive game is to name 5______ in ten seconds.
The catch is that the students do not know what I will ask them until I say, “go!”. For example, I will call someone up to the front of the class, gym, auditorium, etc. and immediately say, “Name 5 dances in ten seconds…go!”. I typically will have the audience be my shot clock and provide a whisper countdown…10…9…8….7…6…..5…4….3…2..1…Short Buzzer sound! The choices one can use are endless. I can ask participants to name 5 dogs, 5 birds, 5 pizza toppings, 5 songs, 5 movies, 5 shoes, 5 cars, 5 words that start with the letter “A”, etc.
I use “5 in 10” as an ice breaker for students, staff, parents, and families of all ages when I present. Similarly to “5 in 10”, I also use “3 in 5” and “1 in 3.” These are variations of the same “5 in 10” game with the exception that you have to name 3____ in 5 seconds and 1_____ in 3 seconds. Even in virtual environments, students. staff, and parents are excited to play these games!
It was a breath of fresh air to many who were struggling with the remote learning options that were very rigid at times. These fun games get students to speak in front of others. I use it to enhance listening. I use it to help with the correlation between listening, speaking, writing, and reading as well. Before I tackle reading, I typically get students to listen. Historically, stories were told orally (speaking) and the hearer had to “listen well” to pass the story on. Many of these stories were written and these words were read from papers and books. The correlation between listening, speaking, writing, and reading must be leveraged more.
Below are a few ways you can leverage the fun to get some reading gains!
- Try “5 in 10”, “3 in 5”, and “1 in 3”
- Tell a story and have your students continue where you left off. For example, “It was the first day of school for Anthony. He was so excited he ran out the door and forgot….” Have a student “continue” until you have a complete story! You can interject at times to get the story to keep moving.
- After the students finish their collective story, have them write down the story on paper. Allow them to change up certain parts as they see fit.
- Collect the stories and make a list of words that you want to highlight for vocabulary improvements.
- Encourage students to take these same ideas home and have their families do similar activities!
So here is my call to action for you! At the very least, please try “5 in 10”, “3 in 5”, and “1 in 3” with your students, colleagues, and families. Let me know how they enjoyed it! Remember to leverage the fun as you learn!