The first thing we have to consider is how we streamline our process for finding centers that meet the needs of our students while hitting standards. I highly recommend using a yearlong center curriculum, and here’s why.

You’ve likely found yourself on the hunt on Pinterest, Google, or TeacherPayTeachers scouring the internet for centers week after week. While you are probably finding what you need eventually, that’s valuable time being spent each and every week looking for centers that are engaging and meet your students’ needs. And… they aren’t even prepped at this point!

I’m sure right now you’re saying, “sure that sounds great…. but where the heck do I find a yearlong centers curriculum?” I’ve got your back, friend.

Wave goodbye to the stress of searching for engaging, standards-aligned centers week after week. Say hello to more free time and less hassle! These center games for the entire year have everything you need (and yes, students absolutely love playing them).

_{Click any of the images above to check out these yearlong centers!}

• Pre-K games for the year right here!
• Kindergarten games for the year right here!
• First Grade games for the year right here!
• Second Grade games for the year right here!

So, now that you are saving a ton of time by not searching for centers every week I want to share the next way you’ll be saving time.

Every center activity in all 4 grade-level bundles is low prep. You know those centers that have a million pieces and take hours to laminate and cut so they are prepped? These aren’t them! Each center is designed to be super low prep and generally an entire month of activities for both reading and math can be prepped in under an hour. Throw in some mini erasers from the dollar spot and you save even more time prepping!

Did you notice how simple and clear these centers are? This makes them so easy for students to learn to engage with which reduces the time you have to spend teaching each center AND it dramatically reduces interruptions while you are running small groups. Hello win-win all around!

And, let’s face it. There is something to be said about consistency. Kids just do better with a consistent routine and expectations and incorporating familiar centers each week gives such a sense of calmness during center time.

If you’re lucky enough to have an aid, para or volunteer in your room, they can use the full-page directions that are included to instantly know how to play any of the centers and focus on what really matters – giving students the opportunity to practice the skills they have been learning.

Ready to save a ton of time planning and prepping this year? Grab a center bundle today by clicking the grade-level buttons below.

The above links will take you to the listings on TpT. If you prefer to grab them right here on our website, click here.

Today I’ll be sharing 4 tips you can start using right away that will help you plan your literacy small groups in less time.

Organize Small Group Materials

One of the best ways to save time when planning and prepping for small groups is to store all of the materials you frequently use in a central area – I like to keep all of mine right next to my small group table.

I call it the “small group command center,” and it literally holds ALL THE THINGS. On top I keep a bin for each group where I store the manipulatives, activities, and books we’ll be using for the upcoming lesson.

In the drawers I store all the extra activities and manipulatives we aren’t currently using – think magnetic letters, letter stamps and stamp pads, sounds box cards, etc.

Use Observations and Assessments to Guide Planning

During each small group lesson, I jot down observations and notes about specific kids and the group’s progress as a whole. Did they get the goal for the lesson? Do they need extra practice with a phonics pattern or heart word? This is invaluable information for when I set down to plan our next group meeting.

I keep all of this information (plans and notes) in a small group reading binder organized by group so it’s readily available.

Each time I set down to plan small groups, I start off by referring to these observations from previous lessons as well as baseline assessments as needed.

This saves times trying to figure out what to focus on because you’ve already written that information out in your notes during your previous lesson – whether it be reviewing a skill or moving on to something else.

Use Templates for Planning Lessons

Have you ever heard the phrase, “don’t reinvent the wheel”? It applies to planning small group lessons, too!

Using a template that includes the essential components of each small group session, such as your warm-up activities, main instructional tasks, and any assessment saves so much time.

I love using a template like the one on these small group planning pads. It makes planning so much faster, then I just pop them into my small group reading binder.

You can easily customize these templates based on the specific needs of your students and the learning goals for each session, but you don’t have to start from ground zero each time.

Trust me when I say that having a structured framework in place will save you time and mental energy, enabling you to focus on instructional delivery (and your sanity!)

Incorporate Center Rotations

Having students work in small groups at centers is such a powerful way to engage your students in practice with the skills you’ve been teaching in whole group and small group, and it frees up time so you can continue to deliver direct instruction through small groups.

While one group receives direct instruction from you, other groups work either independently or in collaborative tasks, such as word work, reading centers, or hands-on activities.

This saves tons of time when you’re actually teaching small group lessons because you have less interruptions.

As you work with planning small groups you’ll find little tips and tricks that work for you for saving time, but having some ideas to get started can be such a game changer. I hope that these tips help give you back some of your precious time. If you’ve got other strategies for planning small groups quickly, drop them in the comments below!

Throw in having access to limited resources from your school and it quickly starts to feel too overwhelming. Well, friend, today I want to share some ways we can get creative and still be effective with small group literacy even with minimal resources. Truthfully, you don’t all the bells and whistles and tons of STUFF to run them effectively. You really just need some creativity and effective practices.

Start with a diagnostic assessment.

It may seem silly to say, but it’s worth saying anyway! Before starting any small group reading instruction, it’s important to assess your students’ current abilities – phonological awareness, letter knowledge, high-frequency words, and decoding are a few of the things I start with at the B.O.Y. and how far we go depends on how the assessments are going.

These types of assessments will help you identify students’ strengths and weaknesses, which will inform your teaching strategies. This is super important for all teachers, but especially if you have access to limited resources.

Knowing exactly where your students are and what they need will help you pinpoint the exact resources you will need to help them rather than searching for allll the things!

Choose the right books (decodable, leveled or other).

Once you have identified where your students are, you can select books that are appropriate for their reading abilities. And sometimes, it may be no books at all because you are focusing on other pre-reading skills!

My go to for most Kindergarten students are decodable readers. I share more about why decodable readers are the perfect fit on this blog post and also address my thoughts on leveled texts.

I’ve got tons of affordable decodable reader options here – and what is SUPER NICE about these options are you will have books for all of the readers in your class, can send them home for students to read with families because they’re just printables, and you can use them year after year by just printing new books.

When you’ve got limited resources, the last thing you want to do is have to spend time hunting down decodable readers from all over the place of investing tons of money into pre-printed and bound books that limit the number of books you have or what you can do with them.

Bring in shared reading.

Shared reading is a collaborative approach to reading where the teacher and students read together and discuss the text. Shared reading can be particularly effective with limited resources because you can use text book for the entire group.

I love the flexibility that shared reading offers because you can use a text that you print or project and it doesn’t have to be an entire book! In fact, I love building these strong habits with weekly poems that allow students to build these foundational skills in bite-sized chunks!

Shared reading is the perfect time to focus on building reading fluency, decoding skills, and comprehension.

Incorporate word work during groups and as a center.

Last week I shared some simple and effective ideas for word work in the classroom. Word work activities can help students develop phonics and vocabulary skills, and they can be done using a variety of resources, including word sorts, word walls, and word games.

These are perfect for the word work portion of your small group lesson, but can also be used as a center. We are all about activities that have multiple uses around here!

Again, you don’t need all the bells and whistles here. A lot of these activities can be made by just printing them off, using note cards, or laminating games that you use year after year.

Provide independent reading time.

Independent reading is an important part of any reading program, and it can be particularly beneficial for students in small group settings. I know there are those out there that will say this is a waste of time, but I wholeheartedly disagree.

Students need time to interact with books, turn the pages, look at the pictures, find words they know and learn to enjoy books without the context of a lesson format.

I love to incorporate DEAR (drop everything and read) time as a transition back into the classroom after an active time like recess or PE. It only takes a few minutes and allows the students’ bodies to calm while exploring books. It’s a win-win!

One final cheer for you teacher friend! You don’t need lots of THINGS to run effective literacy instruction or small groups. Do the best with what you have and find inexpensive resources that allow for multiple uses. You are doing amazing things!

So often we get caught in this “race to read” which, unfortunately, leads to so many students missing key building blocks for being a skilled reader. So, today lets dive into some of the skills we should be focusing on with students who aren’t reading, YET.

1. Phonological Awareness

I feel like this has been in almost all of my recent posts, but phonological awareness is one of the most important things we can work on with our pre-reading (and even reading) students. If you’ve never seen a visual of the PA continuum before, here’s a brief overview.

Read more about rhyming and alliteration here. Read more about segmenting sentences, syllables and onset-rime here. Read more about phoneme manipulation here.

2. Letter Knowledge

It feels like this one may be a no brainer to even say, but one of the foundations of learning to read is the ability to quickly recognize letters and recall the sound they represent.

Let’s keep this multimodal and engage those senses while we’re at it! I like to focus on 2 to 3 letters per week (goodbye one letter a week – that’ll take you 26 weeks to get through the alphabet)!

Introduce the letter name and sound but also incorporate one of my favorite kinesthetic approaches – sky writing!

Have students use their pointer finger of their dominant hand to sky write each letter, write on their leg, or on a friend’s back. They can make the shape of the letter with their body either standing up or lying down (if you’re in a big enough space — this makes a good outdoor activity!). This engages the brain in solidifying the formation of each letter. Make sure to remind students and have them repeat the letter they’re practicing out loud as they practice.

And to work on that automatic recognition I love having my students work with an alphabet-level decodable reader. They’re written so the student can focus on a single letter, and they also build vocabulary as they name each picture!

These are perfect for helping students associate a sound with the written symbol that represents it, and they feel SO proud of themselves for beginning to read! You can grab a set for yourself right here.

Read more about letter knowledge here.

3. Print Awareness

Print awareness centers on how to interact with books. Things like… where is the front/back cover? Where is the title? Where is the top or bottom of the page? How do you turn the pages?

Even though the students we are focusing on today aren’t ready to read words in a text, they are ready to handle books and to learn how to interact with them. This is a wonderful opportunity to teach them how to “read” pictures and tell the story themselves using illustrations.

Remember those alphabet decodable readers I referred to what I talked about letter knowledge? Your gonna hit a two for one here because they are not only appropriate for building a strong letter knowledge foundation, but they also give students experience with interacting with a book!

4. Vocabulary

A strong vocabulary is essential for reading comprehension. How do we build a robust vocabulary with young students?

Well friend, you probably already guessed that it had to do with lots of exposure to hearing books read aloud! That alone is going to open up the door for young students to hear a vast array of language, but lets take it a step further…

Bring in the nonfiction texts for building vocabulary! Not only do nonfiction texts teach academic vocabulary within context, they are also often supported by engaging illustrations that help our younger readers form meaningful connections to the meaning of the word.

5. Listening Comprehension

This is another area I feel like so many teachers do innately before students are reading on their own, but having some targeted skills you are focusing on his helpful.

We know that the goal of reading is to comprehend or understand what we’ve read, but these skills actually start to develop BEFORE we ever read a text on our own. Comprehension skills start to develop through listening to stories and then having discussions.

What comprehension skills can we work to develop? Things like retelling a story, identifying the beginning/middle/end, asking and answering questions about the text that was read, and making connections to the text and their own experiences or even another text.

And, if you’re looking for a handy guide for reading comprehension skills you can focus on, I’ve got you covered friend!

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In short, orthographic mapping is the process of connecting written letters with their corresponding sounds and meanings in the brain. It’s literally the permanent storage system in our brain for words and is developed over time through development of phonological awareness and connecting sounds to print.

Today, we will explore orthographic mapping in a bit more depth, and I’ll give you some ready-to-implement ideas for capitalizing on this knowledge in your classroom.

What is Orthographic Mapping?

Orthographic mapping is the process by which we connect the sounds of spoken language to the written symbols that represent those sounds. This process involves several steps, including recognizing letters, associating them with sounds, and storing this information in the brain’s long-term memory. When a student has a strong orthographic map, he/she can quickly and accurately recognize words, which is crucial for reading fluency and comprehension.

So, not to get too into the science behind it (because we know there is plenty) let’s look at some things you can easily implement in your classroom to capitalize on how our brain stores words.

1. Phonological Awareness Activities

Phonological awareness activities can help students develop their orthographic mapping skills. These activities focus on the sounds of language and help students recognize the individual sounds in words. For example, you can have students practice segmenting words into their individual sounds or blending sounds together to form words. These activities can be done orally or using written words.

2. Mapping High-Frequency Words

When we introduce our students to new high-frequency words (HFW) there is a simple and effective process we can use to help them focus on sounds, connect those sounds to print AND recognize phonetic patterns that may be irregular or just untaught at this time.

Here’s my go to for short and effective high-frequency word introductions:

• Read the word to students (have this on a note card, white board, etc)
• Break the word into phonemes (sounds) with students
• Count the number of phonemes (sounds) you hear
• Build the word using magnetic letters – I like to do this using a sound box mat so students can visually see which letter(s) are responsible for which sounds
• Write the word
• Use the word in a sentence (orally or written)

3. Word Walls

Yes, I truly believe word walls still have a very important place in our classroom.

We go through the process outlined above but let’s face it… not all students will automatically store this information permanently in their brains.

A word wall is a great tool to provide students continued support in storing this important information. So, after we go through the process above we mark the “heart” parts of each words AKA the parts that are truly irregular or are at least patterns not taught in Kindergarten yet.

This then serves as a resource that provides support to students as they read and write – and we use it OFTEN to play games so students are familiar with it.

4. Read Alouds

As teachers we know the importance of reading aloud to students for building comprehension, modeling fluency and creating a joy for reading. But, read alouds are also a magical time of day for exposing students to new vocabulary.

When reading aloud, I like to pause and ask students about the meaning of unfamiliar words – whether this is me providing a quick student-friendly definition or letting them share out. Encourage them to think about the sounds of the words and how the letters represent those sounds, it only takes a few moments to segment a word orally.

You can also have students follow along with the text as you read to help reinforce the connections between letters and sounds – I love our flat panel board for displaying books for just this reason!

While orthographic mapping isn’t something we teach per se, understanding what this process is will truly help transform learning how to read for your students.

What other activities do you use that capitalize on this knowledge? Let me know in the comments!

Yes, even in Kindergarten, we can structure our centers in a way that provides an opportunity for students to practice reading skills while working independently and/or collaboratively with peers.

Below are some of my top tips for how to structure reading centers that increase engagement and independence – and free you up to work with small groups.

NUMBER 1 – Have clear instructions and expectations for your centers. What do students do when they finish work? What do they do if they have a question while you’re working with a small group? What do they do if they need more materials?

These are all things we have to consider so we can create routines and expectations surrounding them so that (1) students can keep working and (2) you experience less interruptions while working with small groups.

And… here’s a pro tip. If you’ve got a center that has multiple steps or might be confusing for students, go ahead and save yourself some gray hair and use visual instructions. What are visual instructions? I keep these simple and try to use a word or two accompanied with a simple picture that shows step by step (ex: 1. cut (with a picture of scissors), 2. sort (with a picture of a hand), 3. glue (with a picture of a glue stick)).

NUMBER 2 – Don’t use centers to teach new material. Centers are not the time for students to try out new skills that you haven’t taught, yet. This is a recipe for confusion and frustration for kids. Make sure ALL of your centers reinforce previously taught skills.

NUMBER 3 – Keep your centers hands-on. Kids at this age need a tactile experience and engaging more senses helps kids learn at their best and better retain information. This doesn’t have to be crazy (unless you like crazy, then do you for sure) but can include magnetic letters, cutting/gluing activities, fun markers/pens, plastic tweezers, etc.

Number 4 – Hold students accountable. This one is huge, y’all. Students need to know that you will be “checking in” on what they accomplished during centers. I like to pop-up from my small group reading table to circulate as students start to clean up for the next center and check in with what they got done.

It’s simple, but so effective and allows you to have quick conversations with students who – for whatever reason – did not give their best effort during the center.

Number 5 – Incorporate collaboration when you can. Kids are social creatures, so why not give them the time and space to engage with peers during centers? This is a natural way to let them talk while incorporating academic language and vocabulary.

Try teaching your students how to partner read or incorporate some fun learning games where students play cooperatively or competitively. If you’re needing games, I’ve got the perfect yearlong sets for you available for Kindergarten, First Grade, and Second Grade!

Are there a million other strategies to increase engagement and independence? Absolutely! But, starting small with a focus on or two things is my biggest recommendation. As you and your students start to experience success with these small steps, you can begin incorporating more strategies while you watch your literacy block transform into your favorite time of the day!

When working with my students in small groups, I have found that manipulatives are an essential tool to increase engagement (and heck, even fun) while helping students develop literacy skills. Today I’d love to share my top 5 manipulatives that every Kindergarten teacher should have for small group reading instruction.

Magnetic Letters

Right at the top of my list are magnetic letters. If I had to choose only one manipulative to invest in to get started, this would be it! These are perfect to use for building letter recognition and pair perfectly with an alphabet arc.

For students working on letter recognition, I often use magnetic letters to create a letter matching game where students match uppercase and lowercase letters. For this you can grab a set of uppercase and set of lowercase magnetic letters – or if you’re like me and just have a lowercase set, write the uppercase letters on note cards to have students match lowercase letters to.

There are truly so many possibilities with magnetic letters. I also use them to help students practice building words using the phonics pattern we are focusing on. I like to preplan what words we’ll be building then just put the letters they will need in a small container or baggie to make this practice effective but fast.

Letter Tiles

Similar to magnetic letters, letter tiles are a versatile manipulative that can be used in a ton of ways to help students practice letter recognition, phonics patterns, high frequency words and more.

I love letter tiles for having students map high frequency words in sound boxes. This reinforces what letter/s make each sound which aids in orthographic mapping.

If you happen to have magnetic letter tiles/chips like the ones above you can throw in magnetic wands for students to use when they blend sounds together.

Transparent Chips/Markers

These give me all the nostalgia from my own elementary school days, but that’s not the reason they make my top 5. Transparent chips/markers are fantastic for playing Bingo and other games with students during small groups, but I also love to use them to highlight words since they are transparent!

Try having students hunt for a specific word or phonics pattern on a page and marking it with one of these! They don’t damage books and are easy for students to move if they need to make a correction.

White Boards & Dry Erase Markers

While white boards might seem like an obvious tool, the flexibility they offer gives them a spot in my top 5! I love using these for dictation (whether a list of words or a sentence incorporating specific phonics patterns and high frequency words) because they are still fairly low investment for students, meaning they can easily fix mistakes.

Finger Pointers

Why not add a little whimsy and fun to your small groups? Finger pointers are another inexpensive way to get your students invested during small groups. There are so many options out there, too – witch fingers, google eyes, colorful finger lights, plastic pointers and more!

I have my students who need practice with tracking and one-to-one correspondence pop one of these on before practicing blending drills or diving into a decodable text.

And there you have it! My top 5 recommendations for manipulatives to use during small group instruction that have multiple uses and are generally inexpensive. While you don’t HAVE to have these for successful instruction, they sure do make things a little easier and more engaging for students.

Which is your favorite out of magnetic letters, letter tiles, transparent chips, white boards/markers, and finger pointers? Or… maybe you have a manipulative you’d add to this list. Let me know in the comments!

While we have a dedicated writing block, I like to sneak guided writing instruction into my structured literacy groups! And trust me… it doesn’t take a lot of extra planning or prep and it totally aligns to what you are already doing in your groups.

If you’re an OG follower of the The Teaching Texan, you may have seen this previous post where I share a bit about guided writing, but we’re going to expand on that today. Let me show you how!

On the 2nd day of our small group lesson (I generally split my lessons into 2 days) we end with guided writing.

I’ll select one of the comprehension questions that we dive into together as the frame for our guided writing sentence. For example, if we talked about what a character did in the story then our guided writing prompt will be the same question.

First, I have my kids answer the question in a full sentence (sometimes I’ll help wordsmith so the words are closer to the complexity of words they are currently reading/writing).

Then, we count the number of words in the sentence. When first starting I’ll use manipulatives and work through this similar to how you would use a sound box, but once we’ve got the hang of it we just count the words on our hands.

From there we will either (1) draw lines on our writing paper to place hold for each word we counted OR (2) count out precut sentence strips – one per word.

Students then go to work segmenting words as they write and recording the symbol/s for each sound in each word. If we’re using the writing paper template, I’ll give reminders as needed for proper finger spacing.

This is the perfect time to take notes on letters that students need additional practice with for handwriting formation. This could be incorrect strokes, reversals, or even letters not falling into the correct placement on the writing template.

Lastly, I have my students go back and mark any capital letters in blue (we call these “cool blue capitals) and any punctuation in purple (we call these “purple punctuation.”)

I absolutely love this routine because it’s truly a routine! Students get the hang of it and it becomes a quick check in on writing and an opportunity to practice new strategies (punctuation, different sentence structures, dialogue, etc) as students are ready.

To keep things simple, I’m going to share ONE quick tip for each of the areas below and share them in an order that increases in difficulty, ending with phonemic awareness skills. We’ll start at the word level and gradually break the words apart until we are at the phoneme level.

I’ll also link some helpful posts for you throughout that will give you more depth into each of these areas.

Rhyming and alliteration: after introducing what rhyming pairs are in a whole group setting, a quick way to practice this with students is to remind them of what they’ve learned and practiced with word families. Word families are one of my favorite ways to practice the skill of rhyming! I’ll pull words from our class anchor chart for this activity and give the students two words that are either rhyming pairs or non-rhyming pairs and they’ll give me a thumbs up or down.

As students get comfortable identifying if words rhyme or not, they can begin to advance into creating their own rhyming pairs. I love our word family crafts that students complete as a center while I pull literacy groups as an additional check in for how they are doing with creating rhyming pairs.

Click here for more simple ideas to practice identifying or producing rhyming and alliteration.

Syllables: I like to start our syllable work out by having students blend syllables. Start with 2 syllable words and give students 2 unifix cubes. Tell them the two syllables you want them to blend together (ex: cac / tus) and have them push their cubes together while saying the whole word (cactus). From there students can advance to segmenting syllables using clapping/hand under chin or other strategies.

Click here for more easy to implement ideas for syllables and sentence segmentation.

Onset-rime: Here we are going to further break down syllables into onset and rime. A quick way to do this is to use animal picture cards that students will sort with you (think animals that live on land and animals that live in water). Give the students the onset (/c/) then rime (/at/) and have them blend together to form the word (cat). Students can then find the picture for that animal and place it into the land animals pile. As students gain independence and understanding with blending onset and rime you can transition them to segmenting these word parts.

Identifying beginning, ending, then middle sounds: We’ve finally arrived at the phoneme level which – you guessed it – is where things start to get more challenging for students, but in a good way! Here I recommend using picture cards (although pictures aren’t required) where students identify the beginning sound (or ending once they’ve mastered beginning sounds followed by middle) and sort them into groups with the same beginning sound.

Blending and segmenting words: Hands down my favorite activity for this are sound boxes and manipulatives. Students manipulative counters to either blend or segment sounds.

Manipulating sounds in words: We’ve arrived at the holy grail of phonological awareness. The ability to manipulate sounds in words is called phonemic awareness and is the top level – and where we want to help all of our students get to. I love using word ladders to have students practice changing one sound in a word to create a new word.

Click here for more easy-to-use ideas for manipulating sounds in words.

While sharing quick ideas for every aspect of phonological awareness isn’t possible in a single blog post, I hope these tips are helpful for you and get you and your students some wins during structured literacy time. If you’d like more done for you lessons and ideas, check out my Phonological and Phonemic Awareness Bundle by clicking right here.

What are word families? A word family is a group of words with a common feature or pattern.

For example… cat, rat, mat, and bat all belong to the -at family because they follow the same pattern.

You’ve likely heard of these before, but if you’re like I was just a few years ago then you’re wondering the best ways to teach word families. Well you’re in luck friend! Today I’m going to share how we work with word families over the course of a week in my Kindergarten classroom!

On Monday of each week I introduce our new word family and have students share what letters make up the pattern we are focusing on. We practice identifying the sounds in the pattern and blending them together.

Some years I have my students share out words they know that fit the pattern of the week and some years (like this year) I display an alphabet strip on our interactive flat panel and pull down letters into sound boxes. We practice identifying the sound that letter spells followed by our word family and then blend them together (think onset rime).

We identify if the word we made is a real word or a “silly” word and add the real words to an anchor chart.

Some years we can get through this routine in a day and some years I break this up into 2 days.

Next up (usually Wednesday) we practice building words with our word family pattern using either magnetic letters or letter cards. I love this because its hands on but also helps to reinforce the pattern and students quickly realize they are using the same ending letters for every word.

Thursdays I love to have them practice writing words from our word family on white boards. I use this time as a quick assessment of how things are going and to reinforce correct letter formation.

After several days diving into our word family, it’s time to release responsibility to the students! Each week during our last 2 days of centers (what my students work on while I pull small groups), I include a word family craft for students to complete.

I LOVE, LOVE, LOVE these because they each include cutting (hello fine motor practice!), allow students to either pick words from our anchor chart or challenge students to come up with other words including the pattern that didn’t get added to our chart, and they follow a predictable pattern.

This is super important because I don’t have to spend a ton of time teaching this center each week. I teach my students that the first thing they always do is illustrate and label their words, then they can cut and glue, followed by coloring. Students thrive with routine and that’s part of what makes this center do darn successful!

Another cool feature of these word family crafts is that you can print everything onto colored paper OR use the tracers printed on card stock and reuse these every year. I can prep these so quickly because I just need to pop some colored paper and the tracers at center and students are ready to go!

Imagine how prepared you’d feel to have one center for the entire year at your fingertips! What would you do with that extra time you save from planning and prepping? Grab your set of word family crafts right here.