By Friday, let’s be honest, everyone’s brain is cooked. The kids are tired. I’m tired. The copier is tired (and out of toner). That’s why I started something I lovingly call Fun Fridays. Spoiler: it’s not chaos, and it’s not a free-for-all. It’s still Wilson, still structured, still phonics practice—but with a wrapper that makes my students forget they’re working.
It started out of necessity. Remember my practicum student? Bright, dyslexic, on the autism spectrum, and prone to frustration? By Friday, he was done. He’d stare at me like, “You want me to read ANOTHER word list? Nope. Hard pass.” I had two choices: bang my head against the wall or change my approach.
So I made Friday our “game day.” We’d still practice the target skills, but it was wrapped in UNO, Kaboom, Go Fish, or some other game I’d cooked up the night before while ignoring my laundry pile. He thought he was getting away with something, but really, I had him practicing phonics with more repetition than ever. (Ha. Teacher win! Fist pump.)
Why Fun Fridays Work
- Routines create buy-in Kids like to know what’s coming. When I say, “It’s Friday,” they know it means, “We’re still practicing, but it’s game time.” That consistency makes them look forward to the routine instead of dreading the end of the week.
- It tricks the brain (in a good way) On Monday, if I ask for 20 words, I’ll get 10 groans. On Friday, I can sneak in 50 words during Kaboom and nobody bats an eye. Same practice, different format. The brain gets its reps without the resistance.
- It’s sustainable (for me, too) Let’s be real—by Friday I need something different. If I’m bored, they’re bored. Fun Fridays give me a chance to recharge while still keeping fidelity to Wilson. I’m still teaching, but I’m not forcing myself (or my students) through another round of dry drills.
The Colleague Pushback (Because You Know I Love You)
Here’s the thing: Fun Fridays don’t work if every day is Fun Friday. (I know, boo. But it’s true.)
Games are awesome, but they only work because they’re built on the foundation of explicit, structured instruction. If you skip the instruction piece and only play games, kids won’t get the systematic decoding practice they need.
So here’s my “friendly colleague” version of the rules:
- Rule 1: Teach first. Make sure students know the skill before Friday rolls around.
- Rule 2: Keep the games focused. If your Friday game somehow morphs into “let’s play charades and see if Mrs. S trips over the chair,” you’ve lost the thread. (Yes, I’ve been there with them begging to play Spam Blookets.)
- Rule 3: Data still matters. Even if it’s Fun Friday, I still jot quick notes about who read what accurately and who needed support. That way Monday isn’t a total mystery.
Think of Fun Fridays like dessert—you wouldn’t serve cake for every meal, but man, does it make the week better when you know a slice is waiting.
How to Start Your Own Fun Fridays
Want to try it? Keep it simple. You don’t need a Pinterest-worthy bulletin board or laminated tokens (unless laminating makes you happy). Here’s what I recommend:
- Pick one game format your students love (UNO, Kaboom, Go Fish).
- Prep a small deck of cards using the week’s target words.
- Set aside 15–20 minutes at the end of Friday’s lesson.
- Stick to the routine so kids know to expect it.
Done. You just made your Fridays about 100% more engaging, without sacrificing instruction. And if you’re too tired to make your own, I have tons of games right here for just a few bucks. So check it out if you need some help. 😉
Final Thoughts
What I love most about Fun Fridays isn’t just the laughter—it’s the confidence. It’s that spark in their eye and that little smile on their sweet face. When kids end the week on a high note, they walk out of my room believing they can do this reading thing. And that belief? It carries into Monday. And the next Monday. And the next thing you know, you have a different person sitting next to you than that shy, reluctant, nervous kid at the beginning of the school year.
Fun Fridays aren’t fluff—they’re a bridge between structured practice and genuine confidence. They build trust and help me bond with my kiddos. They don’t want the bell to ring- they want to stay where it’s safe, fun, and they can be themselves. And games are great for me, too, for all those reasons. But they also let me sneak in the repetition my students need while giving them the joy they deserve. And honestly, watching a student beam because they “won” a game while also mastering tricky phonics words? That’s the kind of win I’ll take every time. Now go make a difference in the world- one reader at a time!
