Ps and Qs

Ps and Qs. Bs and Ds. My struggling readers can't seem to get them right. I've tried every trick I can find on Pinterest, but nothing seems to work. I tried the thumb trick, the bed trick, sticky note reminders on desks, and the baseball & bat visual.  I asked some Special Education teacher friends for some advice, and they both told me that the reversals can be fixed with letter formation practice. So I watched my students write bs, ds, ps, and qs. I watched where they started the formation, and guess what? Their formations were totally incorrect.

I thought of a different way to teach these reversals. Since the letter q is usually associated with the word queen, I tell my students that q stands for queen. I say, "Q is a queen. She likes to put on her make up and lipstick first. So we must write her face first, then make the line for her hair." P stands for prince. I say, "The prince likes to have his body done first, then his face". 

I added a star to each letter to show where you should start when writing the letter. Here's the correct formation for Ps and Qs:

So far, these visuals seem to be helping my students improve their reversals. The key is to keep practicing writing and recognizing them until they stick for good. It's taken my students 2 years (K and 1st grades) to make these mistakes. It's going to take a while to undo these mistakes. Patience and repetition are the keys.

I also have a trick for B and D that I'll post soon.
Have you found any strategies that work for your students? Please share!

S'more Paragraph Writing

I LOVE teaching writing to my second graders. It's a process, but by the end of the school year, their growth amazes me! This year I'm teaching my students that a paragraph is like a S'more. The top cracker is the topic sentence, the marshmallow and two layers of chocolate are the supporting details, and the bottom cracker is the closing sentence. I've used many graphic organizers, such as the hamburger. However, I wanted to try something new. For some reason, my students don't get excited over a hamburger paragraph. But a S'more paragraph sounds so much more delicious! To motivate them, I plan to make S'mores with my kids and make the comparisons to a paragraph. I'm hoping this analogy will stick! The poster is a Freebie in my Teachers Pay Teachers Store. I also created a set which includes the poster, rubrics, and graphic organizer.

Click here to download the poster, graphic organizer, and rubrics.

Click here for the Freebie poster

A Word About Word Walls

Every year I set up a Word Wall with the best intentions. However, I have always struggled with making it actually usable. I think I finally have it down! So here's what I'm doing to "Make it Work!" (as Tim Gunn says).

• I use a chalk board or dry erase board so I can easily add & remove words
• I use colored chalk or markers to color code my words- one color is for high frequency words, another is for enrichment vocabulary words. I bought Bistro board style chalk markers from Hobby Lobby (see pic below). They are perfect!
• When the wall is full, I'll take a picture of it, print it, and have it available in the room for kids to refer back to during writing.
• Pictures- I'm going to try adding pictures next to the enrichment vocab words as visual cues.
• Get your enrichment vocabulary words from read alouds. Thank you Junie B. for the word suspicious!
• Use SOME of the vocabulary words from your basal story. Be selective!
• Sparkle Words- Reward students who actually use the enrichment vocabulary words in their writing. A skittle goes as long way!
• Feature words by putting a magnet, pom-pom, etc. next to a word. If a student uses it, they get props (or a skittle)!

Yellow is for high frequency words and pink is for enrichment vocabulary words.

Hobby Lobby Bistro Chalk Markers

They are bright and beautiful!

Sparkle word & reward students who use it in their writing

Side Note: There's a "I'm Invisible" light button on my board. I turn it on when I'm testing or in small group. For some reason, 7 year olds don't understand "Do not interrupt me." But they understand a light! Thanks to my grade level team mate for sharing this idea!