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I began flipping my phonics lessons for multiple reasons. In my first grade class, I have a VERY broad range of ability levels. Some of my students are reading at a third grade level, while others are still learning their vowel sounds. I decided that teaching all 24 students the same blending, spelling, decoding lessons was not appropriate. I didn't want to waste the time of my higher students who could already do this on their own. Another reason I began flipping was because of time constraints. My phonics block wasn't long enough for a whole group lesson then small group, differentiated practice. Flipping phonics lessons and incorporating practice stations allows me to do that.
If you are in a similar situation, check out more ideas on flipping a phonics lesson below! |
Flipping a phonics lesson using Wixie
The difference between a normal flipped lesson and this example using Wixie is that there is no NEW knowledge being acquired. Instead of flipping a lesson with a new skill, you can also just flip the directions/modeling for an assignment. This still allows more time for small group instruction and practice, which is the biggest benefit of flipping an elementary classroom (in my opinion).
I don't know about any of you, but a LOT of my day is spent repeating directions and modeling an activity. If you provided the directions/modeling in the form of a screencast or video, you automatically save yourself AT LEAST 10 minutes (that doesn't include the 15 kids who come to you after and ask you to repeat the directions or explain it again...). Whenever I have a phonics lesson that I believe would be best taught in a small group setting OR when I know there are a select few students who need extra practice with a certain skill, I will create an activity in this format to allow me more time to meet with the small groups.
Here is an example of a screencast I used to explain directions and model an activity for my students:
I don't know about any of you, but a LOT of my day is spent repeating directions and modeling an activity. If you provided the directions/modeling in the form of a screencast or video, you automatically save yourself AT LEAST 10 minutes (that doesn't include the 15 kids who come to you after and ask you to repeat the directions or explain it again...). Whenever I have a phonics lesson that I believe would be best taught in a small group setting OR when I know there are a select few students who need extra practice with a certain skill, I will create an activity in this format to allow me more time to meet with the small groups.
Here is an example of a screencast I used to explain directions and model an activity for my students:
Wixie is an awesome tool for these types of lessons because it allows me to create interactive projects OR my students can create a project on their own. It allows students to work independently and I can keep track of their projects on my teacher account.
To sum it up, all I did was explain the directions and model the activity in a screencast rather than doing it in person. This way, students were watching the screencast on their own and completing the activity in Wixie. 20 minutes of students working independently = 20 minutes of small group time! Win.
To sum it up, all I did was explain the directions and model the activity in a screencast rather than doing it in person. This way, students were watching the screencast on their own and completing the activity in Wixie. 20 minutes of students working independently = 20 minutes of small group time! Win.
Flipping with phonics stations
This is exactly the same as flipping with math stations. I love doing phonics stations (so do the kids). With young students, I always have such a large range of needs when it comes to phonics. Some students need more help with blending while others might need more practice with chunking and decoding. Doing stations allows me to cater to these needs and switch it up for each group. A 20 minute lesson on blending CVC words doesn't exactly meet the NEEDS of all my students. Thus, why I love stations. :)
Just like math, I normally set up 4 stations. 2 stations would be a game or activity focused on the skill we are learning. A 3rd station would be the "flipped lesson". The last station would be the "teacher station". The flipped lesson station would be the one before the teacher station, meaning students would have already completed that activity before coming to me. Similar to math, I normally start with my highest kids since they will not do the flipped lesson before coming to me. Each station lasts 5 minutes, then we rotate clockwise. 5 minutes at each 4 stations = 20 minutes of useful, well-spent phonics time.
Here is an example of phonics stations, focusing on learning the "silent e" rule.
Video #2 (BrainPopJr)
Video #3 (4 minutes 58 seconds long)
Video #4 (3 minutes 16 seconds long)
**Like I said with the math videos...If the video you choose is a minute or 2 long, I'd also have a worksheet or activity they can do afterwards. This way they can bring their work to your station next to talk about it.
Just like math, I normally set up 4 stations. 2 stations would be a game or activity focused on the skill we are learning. A 3rd station would be the "flipped lesson". The last station would be the "teacher station". The flipped lesson station would be the one before the teacher station, meaning students would have already completed that activity before coming to me. Similar to math, I normally start with my highest kids since they will not do the flipped lesson before coming to me. Each station lasts 5 minutes, then we rotate clockwise. 5 minutes at each 4 stations = 20 minutes of useful, well-spent phonics time.
Here is an example of phonics stations, focusing on learning the "silent e" rule.
- Station #1: Silent E Word Activity - Students record words and add a silent e to make a new word.
- Station #2: CVCe Slides and Ladders - Students work in pairs to read CVCe words and move across the board.
- Station #3: "Flipped Lesson" Choose one of the videos below to assign to your students.
Video #2 (BrainPopJr)
Video #3 (4 minutes 58 seconds long)
Video #4 (3 minutes 16 seconds long)
**Like I said with the math videos...If the video you choose is a minute or 2 long, I'd also have a worksheet or activity they can do afterwards. This way they can bring their work to your station next to talk about it.
- Station #4: Teacher Station - The students will come to you with an idea about silent e. Ask them to share and discuss what they learned from the video. If you think instruction is needed with the group you're with, have a short lesson available to teach. If you think they have a good idea of how silent e works, you can choose what to do with the rest of the time with that group. If the group would benefit from silent e practice, here is a flipchart from Promethean Planet that offers practice.