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It’s hard to believe that another four years have passed and the Winter Olympics are just a couple of weeks away. All around the world, people will soon be watching highlights and updates from a wide variety of sports, cheering on athletes who have trained for years for this moment.  I still remember when the Olympics were held in Vancouver, just a ferry ride away from where we live. My class was so excited. Because the Games were happening right here in our province, the Olympics felt especially personal. We followed events closely, tracked Canadian athletes, and the sense of national pride was radiating throughout the school. Since many of the events were happening in real time, we were able to share special moments each day. Those spontaneous conversations about a surprising win, a close finish, or a new sport the children had never seen before were just as valuable as the planned lessons.  Using the Olympics as a Classroom ThemeNaturally, the Winter Olympics became a theme in our classroom. I created lessons and activities that connected to what the children were already curious about, which made learning feel relevant and exciting. We learned about different winter sports and how some of them have changed over the years. The children were fascinated to see how equipment, rules, and even events themselves had evolved. These discussions led naturally into questions, comparisons, and great conversations.  Math Connections: Real Data That MattersThe Olympics provide endless opportunities to work with meaningful data. We collected information using medal trackers, compared totals between countries, and talked about patterns we noticed. Students practiced graphing, tallying, comparing numbers, and solving problems using real-world information that mattered to them. Because the data came from an event they were following closely, engagement was high, and the math felt purposeful rather than abstract.  Making Connections: Math And Literacy ThemesWriting activities tied in beautifully with the Olympic theme. Students wrote stories inspired by athletes, imagined what it would be like to compete in a winter sport, and responded to events they had watched or learned about. We read nonfiction texts about the Olympics, athletes, and winter sports, building background knowledge while practicing comprehension skills. Oral discussions were just as important. Discussing events, sharing opinions, and asking questions helped students develop their language skills and confidence. Using sports themed math task cards helped kids focus more as they attempted the different strategies.  Why Themes Like This Work So WellWhat I loved most was how easy it was to weave the Winter Olympics into so many areas of the curriculum. The Games provided a shared experience, one that motivated even reluctant learners and encouraged meaningful engagement. Themes like this remind us that learning doesn’t have to feel disconnected from the world around us. When students are already curious and excited, we can build on that interest and make learning feel natural.  If you’re looking for ready-to-use activities, you can take a look at some of the resources we used in this Winter Sports Activities Bundle, which supports both literacy and math through a winter sports theme:  If you would like a free template to create your own task cards, here is a winter sports themed one I created.  In just a couple of weeks, we’ll once again be watching for updates and highlights, this time from the Winter Games in Italy. The time difference will make things a little different, and many classrooms will be checking results and highlights rather than watching live events. Still, the excitement will be there. We’ll be sharing our pride as athletes compete, celebrating achievements, and using the Games as a way to connect classroom learning to the wider world.  The Winter Olympics offer a wonderful opportunity to build lessons that are timely, engaging, and meaningful for both students and teachers. Check in next time for some activities that can be used during and after the games end.   Related Posts Have you ever watched a child add on their fingers, lose track of where they were, and then start all over again? It can be a little frustrating for both of you, but it’s also such an important reminder that some children are still counting because they don’t yet see how numbers work together. It’s a lot like when kids first learn to recite the alphabet. They might be able to sing the ABC song perfectly, but not yet recognize the letters or understand the sounds they make. The same thing happens in math. Kids can count or recite number sequences without really understanding the relationships between numbers.  That’s where the basic facts come in. Knowing that 8 + 2 = 10 or 6 + 3 = 9 isn’t just about remembering an answer; it’s about understanding how numbers connect and build on each other. When children develop this understanding, they gain confidence, speed, and flexibility. They start to think, reason, and solve problems instead of just counting one by one. Once children have built strong number sense, recognizing quantities, seeing patterns, and understanding the idea of “how many,” they’re ready to explore how numbers work together. And that’s the perfect time to begin working on basic facts.  What Are Basic Facts, and Why Do They Matter?When we talk about “basic facts,” we usually mean addition and subtraction facts within 20. These are the small number combinations that form the building blocks for everything else in math. But fluency with basic facts doesn’t mean memorizing a list of equations. True fluency means being accurate, flexible, and confident. It’s knowing that if 6 + 6 = 12, then 6 + 7 must be 13 without having to count. Strong fact fluency gives children the mental space to think about what they’re doing rather than how to do it. Once the basic facts are automatic, kids can focus on problem solving, multi-digit operations, or real-world applications like working with money.  Making Math Hands-On and MeaningfulHands-on learning is essential for building this understanding. Tools like ten frames, dice, counters, and fingers let children see and feel numbers. Fingers, in particular, are a natural resource; we carry a set of ten everywhere! They help kids visualize how two numbers combine to make ten and what’s left when we subtract from ten. Over time, they move from relying on fingers to imagining these patterns mentally. When children are actively involved in exploring numbers, they develop a deeper understanding of how numbers work together. Here are a few hands-on ways to help them build their basic fact knowledge and confidence. 1. Using Ten Frames Ten frames are a powerful visual tool for developing number sense. When students place counters on a ten frame, they can clearly see how numbers relate to ten.
 2. Rolling Dice to Make Tens Dice games are always a hit in the primary classroom! You can use traditional six-sided dice, for facts up to twelve, or for an extra challenge, try 10 or 20-sided dice for making tens or numbers up to 20. Have children roll the dice and find combinations that make ten. Over time, they’ll start to recognize number pairs that go together automatically, for example, 3 and 7, or 6 and 4. I’ve shared more ideas for using dice and ten frames together in a previous post: Making Tens with Dice and Ten Frames. 3. Counters for Combining and Taking Away Counters are great for modeling addition and subtraction. Let children physically move counters to show what happens when numbers are joined or separated. You can also challenge them to find different ways to make the same number, for example, how many different ways can they make 8? Making Tens And Counting MoneyLearning about tens is especially powerful here. When children can easily make and recognize tens, they are also preparing for understanding money. Even though we no longer use pennies in Canada, we still use the concept of ten pennies equalling one dime. It’s a concrete way for children to understand that ten smaller units combine to make one larger unit, the same base-ten idea used throughout math. Later, when children start learning about money, we can talk about rounding up or down to the nearest nickel to compensate for not having pennies, but for now, the idea of “ten makes one” helps everything click.  Building Number Sense Through Basic Facts StrategiesWorking with strategies, helps provide the tools needed to see patterns and learn the basic facts for addition and subtraction. Here are some anchor charts that can help remind children of the different strategies they can try to solve problems.  Not Everyone Solves Problems The Same WayI often tell my students that solving math problems is like using a road map. We may all start at the same place, but we don’t always take the same route to the answer. Some students might use ten frames, others might visualize numbers, and some might rely on their fingers. What matters is if they can explain their thinking and arrive at the destination. Roadblocks become learning opportunities, detours lead to new strategies, and every path helps deepen understanding. Consider having them share their “road maps” in pairs or small groups. Seeing multiple strategies and explaining reasoning builds understanding and confidence.  Reflect and ObserveHere are some reflection questions to consider:
 With lots of hands on activities and opportunities to practice using basic facts, kids can build a solid foundation that will help them successfully make sense of more complex situations, both with abstract ideas and real-life situations. After working with several students who struggled to understand even simple math problems, I can confidently say that once they had a solid understanding of basic facts, they finally were able to figure out more difficult problems, and some of them even began to enjoy math.  Math doesn't have to be a chore. It can be fun with games and activities that build skills. Keep adding that bit of fun and see how it makes a difference. Related Posts Every year, on November 11, schools pause for a moment of silence. The bells stop ringing, voices go quiet, and even the youngest students sense that this is a moment to think about something important. In Canada, we have the day off so that families can attend ceremonies at the cenotaph or watch them on television. For primary children, Remembrance Day or Veterans Day can be hard to understand. They might not know what “war” really means or why we wear poppies. That’s why it’s so important to take time to talk about why we remember in ways that make sense to them.  Explaining the Meaning of November 11You don’t need to go into the heavy details of history to help children understand. For young kids, it’s enough to say that many years ago, people worked very hard to keep our countries safe and free. November 11 is a day when we take time to thank those who helped give us freedom and peace during times of conflict. You can compare it to saying thank you to firefighters or doctors, people who help others. Soldiers, nurses, and helpers in war did the same, often far away from home. If your students have family members in the military or who came as refugees, it’s also a time to honor their experiences. Talking about peace, kindness, and freedom can include many different stories.  Helping Children Understand FreedomNow, when I see the news about wars happening in other parts of the world, I think about the children and families living through those experiences. It makes me even more aware of how lucky we are to live in a place where we have the freedom to go to school, play, learn, and speak our minds. And it reminds me why we take time to pause and reflect on November 11: to honor those who have worked to protect that freedom, both long ago and today. Some children may already see pictures or hear discussions about conflicts in other parts of the world. This is a good chance to help them recognize what freedom means and why it’s so important to care for and protect it through kindness and respect for others.  Simple and Respectful Classroom ActivitiesHere are some gentle ways to help your students reflect and show appreciation:
 Reflecting on Peace TodayTalking about wars from long ago also gives an opportunity to discuss peace in our own lives. Some families in your class may have come from places where conflict still exists. Focusing on hope, gratitude, and kindness helps all children feel included and safe. Even young kids can learn that remembrance isn’t just about the past, it’s about making choices today that show respect, care, and peace in everyday life.  More Activities To Extend LearningVideos can be a powerful way to bring these concepts to life for young children. A Pittance of Time by Terry Kelly: This short, memorable song shows children why even a brief moment of silence is meaningful. After watching, ask:
After watching the videos, students can create simple reflections, drawings, short writings, or a “Kindness Pledge” to make the ideas concrete and personal.  This is a writing prompt that I used in my classroom each year to allow students to reflect on what peace meant to them. It is a page from my resource Remembrance Day/Veterans Day Activities.  Resources for Your ClassroomIf you’d like more ready-to-use poems, writing templates, and activities, I’ve shared several resources in my Teachers Pay Teachers store. Check out my Remembrance Day/Veterans Day category.  Related Posts Last week, we talked about ways for kids to share about themselves and the people closet to them. The next step is to have them look outward into the neighborhood and community around them. This will help them to see that they are part of something bigger. They will begin to notice that communities are made up of people, places, and helpers who keep things running every day. For young children, this is an exciting discovery. They realize they belong not only to a family but also to a wider circle where everyone has a role to play.  Neighborhood And Community ActivitesKids learn best when they can see and experience their surroundings. Simple activities can bring neighborhoods and communities to life:
 Other Options For InclusionNot every child will have positive associations with their neighborhood or all community helpers. Some may have moved often, lived in unsafe areas, or had experiences that make talking about certain helpers difficult. A few ways to keep activities safe and inclusive are:
 Bringing in Mapping SkillsThis is the perfect time to introduce basic mapping. Kids love creating maps of familiar places, and it gives them a concrete way to understand their community. Mapping Skills Activities Make Maps Map Reading Using Grids Legends Symbols etc is a great place to start, as it explains what the different parts of a map are and gives opportunities to work with and create maps. Once kids have been introduced to mapping, they might enjoy creating their own neighborhood map using the free resource booklet Creating A Neighborhood Map.  Why Communities MatterLearning about neighborhoods and communities helps children see how we all depend on one another. They start to notice that:
 The Map Skills Activities: Reading Maps, Making Maps, Creating a Community Project resource is a great option because it guides children step by step — from simple map drawings to building a community project. It turns mapping into hands-on learning. Another helpful tool is the Community Services and Industries Activities, which introduces children to the many roles people play in keeping a community running smoothly.  This is the second step in our “Growing Our World” series. Next time, we’ll take a closer look at different types of communities — rural, suburban, and urban — and explore how communities change over time.  Related Posts You’ve grouped your students. You’ve got a rotation routine. The rest of the class is building independence in centers. You’re finally sitting down at the teacher table with your first small group, and then: Now what? What do I teach during guided reading time? Don’t worry. Whether your students are just learning to blend sounds or are ready for novels and deep discussion, this post will help you plan short, focused lessons for every group.  First: Keep It Short and SweetGuided reading lessons are meant to be:
 Group 1: Emergent Readers (Still Learning Sounds and Letters)Goals: Build phonemic awareness and letter knowledge Lesson Focus:
 Group 2: Early Readers (Beginning to Decode Simple Texts)Goals: Strengthen decoding and sight word recognition Lesson Focus:
 Group 3: Transitional Readers (Reading with Growing Fluency)Goals: Improve fluency, vocabulary, and comprehension Lesson Focus:
 Group 4: Fluent Readers (Reading Chapter Books or Simple Novels)Goals: Deepen comprehension and critical thinking Lesson Focus:
 Group 5: Strong Readers (Reading Novels)These goals and activities are similar to Group 4 but with more complex material. Goals: Deepen comprehension and critical thinking Lesson Focus:
Here's a sample schedule for direct instruction with the teacher. It gives a possible rotation and some guidance as to what to do with each group. Grab your copy by clicking the button below.  Matching Instruction to NeedsThe most important thing is this: Teach the strategy your students need right now, not everything at once. If your group is still struggling to decode, focus there. If they can read smoothly but don’t understand what they read, shift to comprehension. If they’re flying through texts, go deeper with writing or analysis. Your goal isn’t to get through a checklist; it’s to move each reader forward.  In the final post in this series, we’ll look at how to support advanced readers: the ones who are often left to read independently. They still need guidance, and I’ll share simple ways to make sure they’re growing too. Related Posts When it comes to guided reading, one of the first things teachers ask is: “How do I know what level my students are at?” It’s a good question and an important one, but it doesn’t have to feel overwhelming. You don’t need a formal testing kit, a stopwatch, or a week of one-on-one assessments to get started. Some of the best information comes from simply watching and listening. So if you're feeling unsure about how to assess your students at the beginning of the year, take a breath. You're already doing more than you think.  What Are You Really Assessing?Guided reading isn't just about finding a reading "level." You're looking at:
 Every Day ObservationsYou don’t have to pull students aside for formal reading assessments right away. The first week or two of school gives you plenty of chances to gather useful information just by watching:
One of the easiest ways to gather this information is during independent or silent reading time. While the rest of the class is quietly reading, you can pull students one at a time for a quick reading check or sit beside a student and listen in. You’ll be able to learn a lot in just a few minutes, and the rest of the class will stay engaged in a purposeful task.  A Simple Way to Track What You NoticeWhen you're ready to go a bit deeper, choose a few short texts:
Have the student read aloud while you follow along and jot quick notes:
 Try a Quick Reading CheckAs you observe kids reading or do an informal assessment with them, record what you notice on these observation sheets. They include 3 different forms: one for beginning readers, one for transitional readers, and one for advanced readers. These charts can help you spot patterns and group students with similar needs, even before formal testing.  Assessing Should Be On-goingYour groups are not set in stone. Kids move quickly at this age. You’ll continue to gather insights every time you work with a group, and you’ll shift your instruction as they grow. Tip: Set a reminder every few weeks to revisit your notes and update your groups. What felt like a good fit in September might look different in October.  What If You’re Still Not Sure?That’s okay! When in doubt, start small:
 In the next post, we’ll talk about how to group students without guilt, and how to keep your groups flexible, fluid, and functional (even when your time is limited). You’re not behind. You’re building something. Start with what you see, and grow from there. Related Posts Whether you're already back in class or about to return, the following is probably true. You have just received your new students, and now it's time to get going. You look at your class list and wonder how on earth you’re going to teach reading to kids who range from just learning letter sounds to reading chapter books, while managing the rest of the room at the same time. You’re not alone.  Here’s the good news: you can do it. You don’t need extra helpers. (Of course, additional people to help would be wonderful.) You don’t even need a set program or every detail figured out before you begin. What you do need is a simple system that lets you meet your students where they are, and helps the rest of your class stay meaningfully engaged while you teach. That’s where guided reading with centers and rotations comes in. (See further in this post for some free templates.)  Over the next few posts, I’ll walk you through exactly how to:
Whether you’re brand new to guided reading or just trying to make it more manageable, this series is here to help you feel confident and in control, even if you’re the only adult in the room. What Is Guided Reading?In a nutshell, guided reading is a small group lesson with kids who are working on the same reading goals. You meet with one group at a time, while the rest of your students are working independently in centers or stations. Each group might be working on something completely different:
The beauty of guided reading is that it’s flexible, so you can adjust as students grow.  But What About the Other Kids?This is the part that makes many teachers nervous, and I get it. I remember feeling that way when I first started doing guided reading groups. The key is to train your students to work in centers while you meet with one group at a time. These centers are geared to the various groups and are meant to reinforce skills and help kids practice independently. They are not just busy work. Start with just one or two centers and build from there. Your students will learn the routines, and the rotations will flow smoothly. And yes, even first graders can do this! I'll be sharing simple center ideas and rotation tips in an upcoming post, so stay tuned.  You Don’t Need to Do Everything at OnceThis is worth repeating: Start Small. In the first few weeks, focus on:
Your guided reading groups don’t have to be perfect right away. You can start with flexible groups based on quick observations, and then refine them after you’ve had a chance to assess.  And if you want a little something to help you get started right away, here are some simple Guided Reading Rotation Chart Templates you can use to plan your groups and centers. These templates can be customized to fit your groups as you become more comfortable with the various activities and centers that will work with your class.  In the next post, I’ll walk you through how to assess your students without stress and what to look for when deciding how to group them. Spoiler: it doesn’t have to involve a mountain of paperwork.  Related Posts Let’s be honest, there are very few jobs where people assume you'll spend your evenings and weekends catching up… except teaching. And at the start of the school year, it’s easy to fall into that rhythm. The to-do list is endless, the supplies are everywhere, and you feel the pressure to make everything just right. If you’ve ever found yourself still at school long after dismissal, wondering where the time went... you're not alone. Early in my teaching career, I thought staying late meant I was being more prepared. But all it did was leave me drained. You deserve to go home at a reasonable time. You deserve to have a life outside the classroom, even during back-to-school season. So let’s talk about some small shifts and time-saving tips that can help you manage your day without living at school.  Start With One or Two Core RoutinesWe all want our classrooms to run smoothly. But trying to introduce every routine all at once will leave you and your students exhausted. Instead, choose 1–2 key routines to focus on for the first few days. Here are some suggestions:
 Batch What You CanYou know how hard it is to get anything done when you're being interrupted every five minutes? That’s why batching is your new best friend. Pick one afternoon a week to prep your materials for centers or group work. Print, copy, and organize everything at once. Try grouping your tasks like this:
 Let Your Students HelpYou don’t have to do everything yourself. Even little ones can pass out papers, stack chairs, or tidy supplies. These aren’t just time-savers. They build responsibility and help create a sense of ownership in your classroom community.  Use Systems That Reduce Decision FatigueIf you’ve ever stood in front of a stack of books wondering which to read aloud next, or tried to decide which early finisher activity to pull from your files, this one’s for you. Try having “go-to” systems like:
 Here are some classroom labels that will help with organizing things so they are ready to when needed. Get a free set of supplies labels.  Create a Clear "End of Day" CutoffThis one’s not a trick, it’s a boundary. For some people this is difficult, believe me I know because I was one who could keep going on for ever if I didn't set a time limit. Pick a time each day when you’ll stop working. Not just leave the building, but truly stop. Even if you take work home, give yourself a limit: 30 minutes of marking, then done. One evening a week for prep, not five. Whatever works for you, but make it clear, and stick to it as best you can. You are not more prepared just because you stayed later. You are not a better teacher because you didn’t rest.  The first few weeks of school can feel like a whirlwind, but they don’t have to be all-consuming. A few thoughtful routines, small systems, and gentle boundaries can give you back some time and energy for the things that matter most, both in and outside of the classroom. You’re allowed to work hard and rest. You’re allowed to care deeply without doing it all. And you’re doing a great job, whether you left early or not. Related Posts It’s that time again. The calendar flips closer to the end of summer, and a mix of emotions starts to bubble up. Maybe it’s excitement for a fresh start, nerves about a new class, or even a little grief that summer is slipping away. All of that is completely normal. The first week of school is a big one. It sets the tone for the whole year. But here’s something I’ve learned (sometimes the hard way): you don’t need to have everything perfect on Day 1. Really. Whether you’re someone who loves the look of a clean, organized classroom or you’re clinging to the last slow mornings of summer, it’s okay to ease in. You don’t have to go from vacation mode to super teacher overnight. In fact, you’re not supposed to. Here are a few gentle reminders and practical tips to help you feel more prepared and less overwhelmed as you head into those first few days with your new students.  Pick Your Non-Negotiables There are a million things you could do to prep for the first week. But what actually needs to get done? With the constant change in class sizes, enrollment, and grade reorganization at the beginning of the year, it's better to pick 3–5 essentials that will make your first weeks run smoother. Here are some possibilities that might work for you.
 If you really want a checklist to make sure you have things covered. I have just the resource for you. Here's a teacher's checklist with most things you will want to do as you get started. Feel free to add more if you need to.  Your Classroom Doesn’t Have to Be “Pinterest Ready”If decorating brings you joy, go for it. But if the thought of a fully themed room with color-coded bins makes you want to run for the hills, here’s your permission to keep it simple.
The most important thing in the room is you and the connections you’ll build with your students.  Have a “First Day” Plan You Can Flex WithYou don’t need a full month mapped out. For now, plan the first day or two with flexibility built in. Expect things to take longer than you think. Practice routines together. Leave time for unexpected questions, lost water bottles, and new shoes that need tying. Here are some possible activities you could try.
Remember to leave extra time between everything. You’ll thank yourself.  Focus on Feelings Over ChecklistsThe truth? Your students won’t remember how pretty the schedule cards were. But they’ll remember how they felt. Start by building trust, safety, and comfort. Let them talk. Let them move. Let them feel seen. That first week is less about teaching content and more about setting the stage for a year of belonging. Include activities that help to build the classroom community, trust, and respect. This will go a long ways in making for a positive environment for learning.  Plan Your Evenings, Too (But for Rest)It’s tempting to go home and keep working after the first day, especially if you feel behind. But you need a soft landing, too. Set a boundary: One hour of prep, then unplug. Anyone who has been teaching for any length of time knows that the beginning of the school year can be exhausting. Taking care of yourself and getting rest are as important as planning for your students. Do something unrelated to teaching: walk, eat something cozy, watch a show you’ve already seen three times. Let your brain rest. You’ll be a better teacher for it tomorrow.  You don’t need to be the perfect version of yourself to start the year. You just need to be present, prepared enough, and kind to your students and yourself. Remember, connection comes first. The rest can be built step by step. Wishing you a peaceful, positive start. You’ve got this. Related Posts Some children arrive in the classroom already aware of how sounds work in words. Others need more time — and that’s okay. If you’ve taught primary, you know firsthand how wide the range can be when it comes to early literacy skills. I've been working this year with small groups and one on one with some students in Grade 1 and 2 who are still trying to put it all together. The key to helping them move forward was recognizing that they needed to work on phonemic awareness and phonics: two separate (but deeply connected) skills.  It All Starts With Sound — Why Phonemic Awareness Is Still the FoundationIf you’ve ever sat beside a young student who’s trying to read but just keeps guessing or skipping words, you’ve probably asked yourself: “Where did this break down?” Even with the best reading programs and phonics lessons, some kids still struggle—and it’s usually because something’s missing at the very beginning: phonemic awareness. If students can’t hear and play with the sounds in words, then decoding them with letters won’t stick. That’s why even in the early grades, we need to keep revisiting those foundational skills like:
Phonemic awareness is all about sounds. Can a child hear and manipulate the individual sounds in words?
 What’s the Difference Between Phonemic Awareness and Phonics?It’s easy to use these terms interchangeably, but they aren’t the same:
Phonics is about connecting those sounds to print. Once a child can hear and work with sounds, we help them attach letters to each one: /m/ = m, /a/ = a, /t/ = t. When a child is struggling with reading simple words, it often helps to pause and ask: do they really have the sound skills yet? We can teach all the phonics we want, but if the ears haven’t caught up to the eyes, reading becomes guesswork. Many struggling readers are missing that foundational ability to hear and work with sounds before trying to decode printed words. If we skip this step, phonics instruction feels like a foreign language.  Try This Activity: Sound Boxes With No LettersBefore you even bring out the flashcards or worksheets, give students 3-part sound boxes and say a word like “map.” Have them push a counter into each box as they say: /m/ – /a/ – /p/. Then ask: “Can you stretch it out again? Now say it fast: map.” You’re strengthening the idea that words are made of sounds—something many kids don’t naturally pick up without explicit practice. Here are some easy activities to try
 Once students can hear and work with sounds in words, they’re ready for simple phonics work. The transition should be seamless: introduce one vowel at a time (usually short a), pair it with a few consonants, and work in lots of different ways with the same small group of words.  Here's a resource that can help with building words or recognizing different cvc words. There's a set for each of the short vowels.  Teaching Tip: One Sound at a Time Still CountsWe often feel pressure to keep moving forward in our curriculum, but for struggling students, going slow is the fastest way forward. A week focused just on short a might seem like a lot—but it builds confidence and mastery that can transfer to other vowels and more complex words later. In your upcoming lessons, focus on:
 Here's a cvc activity sampler for the short vowel "a". Grab a copy here and try it out for yourself. Final Thought Remember: If a student can’t read a word, it doesn’t mean they’re not trying—it may just mean they never fully heard the word’s parts in the first place.  Next up, we’ll take that strong sound foundation and link it to letters with phonics. Related Posts |
About Me Charlene Sequeira
I am a wife, mother of 4, grandmother of 9, and a retired primary and music teacher. I love working with kids and continue to volunteer at school and teach ukulele. 
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