We call them Heart Words because we want children to know these words instantly—by heart! These are the words that help children write meaningful, heart-connected sentences like “I love you.” or “I love my dad.”

Children learn best when:

·        They have a crystal-clear, achievable goal

·        Their progress is monitored

·        Their success is recognized

·        Teaching is enthusiastic and engaging

·        Expectations are high

(For more on this, see Visible Learning for Teachers by John Hattie.)

We also know:

·        Writing instruction helps children become better readers.

·        To build stamina in Writing Workshop, children need a group (repertoire) of words and sentences they can write fluently “by heart.”

·        They also need phonics skills so they can write simple CVC words and confidently attempt unknown words.

Most importantly, research shows that emotional engagement drives learning. When children feel joy, love, and excitement, the learning sticks and moves into long-term memory. It’s how the brain works best!

No. Most teachers have children keep the sets at home in a growing Heart Word collection box.

Here’s how it typically works:

• Each set is given as a special literacy gift.

• When a child masters one set, the teacher gives them the next set on a ring.

• In some classrooms, children bring their ring back to school, add the new words, and keep building their collection.

After mastering the first four sets, children may receive a larger ring to hold additional (first-grade) words.

No. Words are given gradually.

Here’s the step-by-step process:

1.     Early in the year (September), children take home their first pink set after most words have been introduced in class.

2.    Children practice these words nightly at home.

3.    Once they demonstrate mastery, they receive the next set.

4.    This continues one set at a time.

Children always know:

• What they are currently working on

• What their goal is

Some children may master all four sets quickly, while others may still be working on the first set. This is how learning is naturally differentiated.

The process looks like this:

1.     Introduce the word using multisensory strategies (Sing, Sign, Spell, Read!).

2.    Practice writing the word repeatedly.

3.    Add the word to the word wall while students watch.

4.    Often, the class sings the spelling song again.

5.    Review previously learned words on the wall.

It’s important that children know exactly where to find and use these words.

The colors are a personal choice, but they are used consistently and intentionally:

• Pink and purple represent Heart words

• Yellow signals: “Wait—keep working, you’re almost there!”

• Green means: “Go! You’ve mastered all 62 words!”

You can choose any colors that work for you, as long as they are consistent across your word sets and word wall.

These words come from real classroom writing—not just traditional lists.

We chose words that:

• Kindergarten students actually use in their writing

• Help them build meaningful sentences

For example, “I love you” is introduced early because it’s powerful and meaningful. These words also serve as anchor sentences for handwriting practice.

Every teacher may do this a little differently, but here are common approaches:

• Children read words from a wall chart or floor chart

• They demonstrate that they can also write the words correctly

Assessment can happen during:

• Morning arrival time

• Literacy choice time

• Recess (brief one-on-one check-ins)

In some classrooms:

• Children share their new skills with the class

• They receive a class cheer

With pink and purple sets, it’s important that children can write the words—not just recognize them.

First, make sure the child can:

• Instantly write all the words

• Use good handwriting

Then:

• Work with the K–2 team to introduce first-grade words

Some teachers also:

• Let children create their own themed word sets (like “Princess Words” or “Elephant and Piggie Words”)

• Use writing-to-read Heart Words from Writing Workshop notebooks

This keeps advanced learners challenged and engaged.

To make this successful:

• Kindergarten teachers collaborate with the K–2 team: They may continue teaching Heart Words.

Some classrooms add additional colors (like blue, peach, or red), and many students learn 100+ words by the end of kindergarten.

This approach:

• Keeps learning visible

• Differentiates instruction

• Celebrates mastery

Only one word is introduced at a time.

Here’s the process:

1.     Introduce a single word

2.    Use Sing, Sign, Spell, and Read

3.    Practice writing it in different ways (often on whiteboards)

4.    Use it in sentences

Typically:

• 1–2 new words are introduced each week

• Previously learned words are reviewed regularly

Most reading program word lists are already included.

If needed:

• Add missing words to your green set

• Or create a new set (for example, blue words)

Because this is a writing-to-read approach:

• Encourage children early on to write meaningful sentences

• This strengthens both writing and reading skills

No, never all at once.

Here’s how it works:

1.     Words are introduced one at a time

2.    They are practiced in handwriting and word work

3.    Students build fluency with one sentence before moving to another

For example:

• First: “I love you.”

• Then later: “I love my cat.”

Differentiation happens naturally:

• Children only receive the next set after mastering the previous one

• Some children move faster with home practice

• Others use the word wall for support

All children are expected to spell taught words correctly.

Start by watching the free Masterclass Seminar #3 Writing-to-read Heart Words. Visit Resources page for direct link.