In Defense of Morning Work

Funny how the educational pendulum swings, isn't it?  Years ago, I started my kindergarten mornings with what I called free choice time.  Students were able to come into the classroom and coose an activity that helped them ease their way into the day.

                          

Fast forward to a few years ago, and morning work, or bell ringers, were all the rage.  Students came in, got settled, and jumped right into work, reviewing and practicing previously taught skills.

Now, it's all about morning tubs.  Essentially free choice time again, but in a more controlled manner.  Instead of building with big blocks or building puzzles or choosing to free draw or free playing with smaller blocks and cars or legos, students can choose a tub that interests them and explore the materials in the tub.

                                                                               

Are you a morning work person or a morning tub person?  Does it have to be either / or?

Is it possible to be an "and," as in I'm a morning tub AND a morning work person?

Why yes, it is!

Here's how I schedule it:

7:30 -7:55  Morning Tubs

7:55-8:05  Morning Prayers and Announcements

8:05-8:20  Morning Work

I created my morning work to go with reading series I used at the time, which was the Journey's reading series.  Since then, our reading series has changed to Wonders, but the skills, although presented in a slightly different order, are still the same.  So my same morning work still supports my reading series.  Sometimes it's a review, sometimes it's an introduction, and sometimes it's a practice of skill we've covered.  It includes a sentence fix up section, a phonics fix up section, a math section, and basic facts practice section, and a writing section.  I really feel like practicing these skills every day helps my children master them.

                                                                                                                                                            
We begin by completing the sections together for the first few weeks we use them to provide scaffolding in how to complete the work.  Slowly, I pull back on the support.  For the next few months, I will put the sentence correction on the SMARTboard for the students to copy, and I provide a framework to answer the journal prompt on the SMARTboard.

By the beginning of the second semester, I am only providing them clues as to what needs corrected in the sentences by using proofreading marks in red and giving them the introductory sentence to the journal prompt.  At first, they have to write one more sentence.  Then two more sentences.  Then two sentences and conclusion by the end of the year.

This provides me with valuable time because as the children are completing their work independently, I pull a few kids back to me for progress monitoring.

Most importantly, we check the morning work together.  I feel that this is so important for learning.  If I check them and hand them back, the children look at the corrected work, but what does it really mean to them?  But if they have to make corrections as they check their own work, that helps them understand their mistakes!
                             

You can find a free sample of my morning work booklet by clicking the picture below.

Click the picture for a free sample of Morning Work Week 1

So don't give up on this valuable learning tool. Make it intentional to support the learning objectives in your classroom. Find ways to incorporate it into your learning day. Maybe as homework.  Maybe as seatwork during small group time.  Or maybe, like me, as part of your morning routine.