One of my favorite balanced literacy centers is our word work center. Are you a believer in students being able to manipulate (which kinders think feels like play) to learn literacy? How much more manipulative can you get than playdough?

This pack features:

• a poster explaining what goals and choices are available (what to do), literacy center icon and bin/materials picture icon labels
• 44 sight word workmats (that students use to stamp the sight word and then roll out the letters in playdough to form the word)
• 38 ABC order workmats (where students stamp the missing letter from the alphabet section)
• 52 letter forming workmats - an uppercase and lowercase set! (Students form the letters using playdough "snakes") Black dots show beginning writers how many strokes and where to start.

When you put it together what do you get? Hands on l-e-a-r-n-i-n-g!

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Helps Meet Common Core English/Language Arts Standards:

• K.RF.1.d-1. Identify orally at least 50 percent of uppercase letters in random order.
• K.RF.1.d-2. Identify orally at least 50 percent of lowercase letters in random order.
• K.RF.1.d-3. Identify orally all uppercase letters in random order.
• K.RF.1.d-4. Identify orally all lowercase letters in random order.
• K.RF.2.a-1. Identify if words rhyme when given a spoken prompt.
• K.RF.2.a-2. State corresponding rhyming words in response to an oral prompt.
• K.RF.2.a. Recognize and produce rhyming words.
• K.RF.2.b. Count, pronounce, blend, and segment syllables in spoken words.
• K.RF.2.b-1. Recognize the concept of a syllable (e.g., parts/chunks of a word).
• K.RF.2.b-2. Count and state the number of syllables in words.
• K.RF.2.b-3. Blend syllables together to form a word when given an oral prompt (e.g., po - ta - to = potato).
• K.RF.2.b-4. Segment words into syllables orally when given a spoken prompt (e.g., hamburger = ham - burg – er).
• K.RF.2.c-1. Blend onsets and rimes of single-syllable words when given by a teacher.
• K.RF.2.c-2. Segment onsets and rimes of single-syllable words when given by a teacher.
• K.RF.2.d-1. State the initial sounds in three-phoneme words.
• K.RF.2.d-2. State the final sounds in three-phoneme words.
• K.RF.2.d-3. State the medial sounds in 3 phoneme words.
• K.RF.2.e-1. Blend at least three phonemes together to state one-syllable words.
• K.RF.2.e-2. Segment one-syllable (3 phonemes) words into phonemes.
• K.RF.2.e-3. Substitute individual sounds of simple one-syllable words to make new words. Start with beginning sounds (e.g., cat becomes hat).
• K.RF.2.e-4. Add individual sounds to simple one-syllable words to make new words. Start with beginning sounds (e.g., art becomes part; car becomes cart).
• K.RF.3.a-1. Produce 50 percent of the primary or most frequent sounds for each consonant.
• K.RF.3.a-2. Produce all of the primary or most frequent sounds for each consonant.
• K.RF.3.b-1. Recognize short vowel sounds (a, e, i, o, u) within common spellings.
• K.RF.3.c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do).
• K.RF.3.d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
• K.L.1.a-1. Print at least 50% of uppercase letters.
• K.L.1.a-2. Print at least 50% of lowercase letters.
• K.L.1.a-3. Print all uppercase letters.
• K.L.1.a-4. Print all lowercase letters.