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8/10/2019 At Home Reading Activities From AR
1/15
Grade
: Transi t ional
eader
tage
Parents r
Guardians,
ere
aresomebeneficial
nd
un
activities
ou
can
do at
home
o
help
our
child
become
more
uccessful
n
reading.
hort
essionseem
o work
best,
nd hese imple ctivities
an
be
worthwhilend
enjoyable
or
both
our
hild nd
you.
Being
uccessful
n
reading
anhelp
our
hiH
dowell
all hrough he
school
ears.
Aclivity SkillAddressed
Play he
punctuation
ame.
Create
hree
signs,one
with
a
period,
newith
a
question
mark,
and he inal
one
with
an exclamation
oint.
To
play
he
game,
ask
the
child
o
standa
few eet
away
rom
you.
Hold
up
oneot the hree
signs.When
sheor he
sees
he
period,
he
childshould un
up
o
you
andstop,
o
signal
hat
a
period
ells
he reader o
stop.
f
you
hold
up
he
question
mark, he
child
should
un
up
o
you,
placing
isor her hands
on hips
and doinga head ilt
as
f
asking
question.
When
you
hold
up he
exclamation
oint,
he
child
should
un
up
o
you
and
jump
up and down
o
show
excitement.
ldentilysentence
eaiu es.
Create
"Silent
F'word
bookusing
trips
of
paper.
Write
a
three-letterword
(one
hat
starts
with
a
consonant,
as
a
vowel n
he middle,
ndendswith
a
consonant-CVC) on each
strip,
eaving
extraspace
at
the
end
(that
s,
at, cap,mad,
can,
Jan,
pal,
tap).
Laying he
strips
on
a table, old he
strip up toward
the word,
barely ouchinghe
edgeof he
paper
o
the
finalconsonant.Write he
etter
e on he lap.
Staple
the strips ogethero form
a
"Silent
E'
bookand ake
turns eading
ach
word
n ts
CVC
orm
and
hen
folding he flap
back o then read
he word with
-e
on
the
end.
Talk
abouthow he
-e
changes
he
sound
ol
the
vowel
roma
$hort ound o a longone
(that
s,
at
becomesate, cap becomes
ape,
elc.).
ldentify owel
ounds
Distinguishong rom
shorl
vowel
ounds
Get
a
small
ar.
Leave he top
open or
adding
marbles. hink
ot a word
andsay he word1o he
child
breaking
he
word
nto ts
sounds
for
example,
ou
say
he
sounds cl /a/ tl to the
child.
Ask
he child how
many
ounds
e
or she
hears
three),
rop hatmany
marblesnto he
ar,
and blend
he
sounds
o
say he
whole
word).
Continue ntil he
childcan count he
sounds nd hensay he
wholeword.
Blend
phonemes
o
produce
ingle-syllable
ords.
Help he child ecognizehe
irstsound n
a
word
by
showinghe child
a
picture
for
example,
dog)
rom
a bookor magazine
nd asking
imor
her
o
identify
the correctwordout of threechoices: ls hisa /lff/-og,
a
ldldldl-og,or
a /sss/-og?"A varialion or his
activity
is
o ask
f
a
wordhas
a
particular
ound:
ls
here
a
ldl
in
dog2"
You
can hen ry,"Which
sounddoes
dog
start
with
dl, lshl,
or
1ll?" his
encourages
he
child
to
practice
hearing
and
saying
a
word n
parts-
separatinghe
first
sound
rom
he rest of the word.
ldentify nd
pronounce
he nitial
onsonant
pnoneme.
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One way
o
demonstrate
he
middlevowel
sound
o
the
child
s to
drawa
picture
of
a
train
showing
an
engine,
a
passenger
ar,
and a caboose.Three
connecting
oxes
can
be
drawn
under
eaCh
part
of
the rain:
one
underthe
engine, ne
underthe
passnger ar,and oneunderthecaboose.Explaino
the
child hat
wordshave
beginning,middle,
and
endingsounds
ust
ike
rains
have
beginning,
middle,
and
ending
arts.
Help
he
childundectand
y slowly
pronouncing
word having
a c,onsonant-vowel-
consonant
CVC),
or
example,
pl-frt-lgl,
and
pointing
to
the
bo)( onesponding
o the
position
of
eactt
sound n the word.
Repeat
he
wordand ask he
child
to identity
wherehe
or
$he
hears
he difisrent
sounG:
"Wher6
do
you
hear
he
Al
n
pigft'$lowly
soundout
other
CVC
words or
him or
hrto listen
o and have
him
or her
mark he
box
underthe rain hat ndicates
the
position
ofthe
sound
you
say.
tdentify nd
pronounce
he medial
vowel
phoneme.
One way o demonstrateinalconsonant ound
positions
o the
child
s
to
drawa
picture
of
a
train
shor,vingn engin,
a
passnger
ar,
and a
@boose.
Three
connecting oxes
can
be drawn
undereach
part
of he
rain:one
underth6
engine, ne
underthe
passenger
ar,
and
one
underths
caboose.
Explain
o
the
child hat wordshave
beginning,middle,
and
ending ounds
ust
ike
rains
ave
beginning,
iddle,
and
ending
parts.
Help he
childunderstand
y
slowly
articulating
CVC
(consonant-vowel-consonant)
word
(for
example,lpl-lil-lgl)
and
pointing
o th6
box
corrspondingo the
position
of
each
sound
n
the
word.Rpeat
he word
and
ask
the
child o identify
where
he or
she
hears
he
differgnt
ounds:nVhera
do
you
hearthe
g/
in
pig?"
Slowlysoundout orher
CVC
words
or him or
herto listen
o
and
have
him or
her mark he
box
under he train hat
ndicates
he
position
of the
sound
you
state.
ldentifyandprcnouncehe inal consonant honeme.
Ask he child
what
sounds or
she
hearc
n
a word
and help h
child o isolate
each
sound
tor
example,
What
soundsdo
you
hear n
baf?
hl lal
tl.What
soundsdo
you
hear n
cup?
cl lul lpll. Bemember,
words
often have ewer
sounds han hey have
etters
(for
example,
ree
has only
hre
sounds: tlr/e/.
Segment
phonemes
n words.
Play his
decoding
game:
Write
several
implewords
on
cards
(flcr
example,
ma4
seat, ship,
ban, etc.)
and
place he cardsupsidedown n a stack.Take urns
choosing
a card, blending he
sounds
o
form
he
word
seen
on the
card,
and creating
a sentence
wilh
the
word.
Decode
ords.
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Activiiy
SlrillAddressed
Play
a digraph
ame
with he
childusing
plastic
ggs.
On
one half,
write a digraph
two
etters
hat make
only one
sound,such as fh,
ch, sh, and
nzh).
n the
other hall,write he
word
beginningswi,
ba,
fif,
our,
wor,
ear, and
pa
to
create he words urifh,
bath, fifth,
fourth,worth,Earth,andpafh.Rotateoneside of the
egg
o read
each new word
as
it is
formed.
A
marker
worksbest or writing
n
he
plastic
ggs.)
Recognize
ommon onsonant
igraphs.
Play
a digraph
ame
with he
childusing
plastic
ggs.
On one half,write
a
digraph
two
etters hatmake
onlyone
sound, uch
as
th,
ch,sh,and
wh).
On he
other half,write he word
beginningswr,
ba
fif, our,
wor,ear,
and
pato
create he words
ryifh,
bath,
ifth,
faurth,worth,
Earth,
and
path.
Rotate
one
side
of the
egg o read
each
new word
as
it
is formed.
A
marker
works
best
or
writing n he
plastic
ggs.)
Know pelling-soundorrespondences.
On
a
piece
ot
paper,
write
a short
CVC
(a
word
hat
startswith
a consonanl,
as
a vowel n the middle,
and ends
n
a
consonant)word
such a,
mat, hat,
and
sat,
Have he child
soundout he word.
Change ne
of
the lettersat
a
time o
makenew words
{or
example, hange naf o
saf o
sagto
sap,
and
rom
sap
o
srp), sking
he
child
o
sayeachnewword.
Decode
ne-syllable
ords.
Create
"SilentF word
bookusing
trips
of
paper.
Write
a
three-letter
VCword
one
hat
startswith
a
consonant,
as
a
vowel
n he middle,
ndendswith
a
consonant)
n
eachstrip, eaving
xtra paceat he
end
(that
s,
at,
cap, mad,
can, Jan,
pal,
tap).Laying
the
stripson
a
table, old he
stripup
oward
he word,
barely ouchinghe
edge
of
he
paper
o the inal
consonanl.Write he ettere on he lap.Staplehe
strips
ogether o form
a
"SilentF'book
and ake
turns eading achword n
ts CVC
orm
and
hen
folding he lap
back o then read
he
word
with
e
on
the
end.
Talk
abouthow he
-e
changeshe soundof
the vowel rom
a shortsound o
a
longone.Thal
s,
af
becomes
ate,
cap becomes
cape,etc.
Decodeongvowel ounds
n words.
Create
"SilentE'word
book
using trips
of
paper.
Write
a three-letterCVC word
(one
hat startswith
a
consonant,
as
a
vowel n
he middle,
nd
endswith
a
consonant) n each
strip,
eaving
extraspace
at
the
end
(that
s,
at, cap,mad,
can, Jan,
pal,
kp). Laying
the
strips
on
a
table, old
he
stripup
oward he
word,
barely oucfiingheedgeol thepaper o the inal
consonant.
Write
he
letter
e
on the flap.
Staple
he
strips ogether
o form
a "SilentF'book
and
ake
turns reading
each
word
n its
CVC
orm
and
hen
folding
he
flap
back
o then
read he word with
-e
on
the
end.
Talk
about
how
he
-e
changes
he
soundof
the vowel rom
a shortsound
o
a
long
one.That s,
at
becomesate,
cap
becomes
ape, etc.
Knowcommon
vowel
graphemes
hat representong
vowel
ounds.
R5671 .1 0620
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+
Sltfll Adrlrwd
:
Divide
words
with more han
one
syllable nto
syllables
{lor
example, antasfic
becomes farl lta#
/tic/; basket becomes bas/
/keV).Write
each syllable
on
a
note
card.Display he
syllables
hat make
up
one
of
the words n
umbled
order
for
example,
tus-tun-tic). sk hechild o arange thesyllableso
form he word
correctly.Point
out that
each syllaUe
has
a
vowelor rowel
sound
e.9.,
bV cV/ 1cla0.
Know
hat everysyllable
musthave
a
vowel
sound.
Divida
wordswith more han one
syllable
nto
syllables
for
example, anfastc
becomes
tan/ tad
hicl;
baskettucomes bas/AeV).Write
each
syllable
on
a
note
card.Display he
syllables
hat make
up on
of the
words
n
urnbled
order
for
example,
tas-F,n-ticl. sk
h child o
arrange he
syllables o
form he
word correctly.Point
out that
each syllable
has
a
vowelor vowel
sound
e.9.,
bY
cyl lclefl.
ldentity
syllables
n words.
Play
Separated-Syllablesead:
Writewords
own,
syllable ysyllable,eparatinghe
syllables
nd
leaving noughpace etv{eenhawordpartsorthe
child o
se
he
syllable ivisions
for
example,
a
ble;
ab sent;
ump
in;
bas
ket).
Ask ho
child o
read
eachword
by
blendinghe
syllablesogether.
Decode
wo-syllable ods.
PlAy
yllable coop:
Write
own
arious
ords
with
more hanone
syllable
romone
of hchild'sarorite
$tories
tor
example,
asket,
randmothe4
ittle,
riding).
Working ith he
child, raw
n arcunder
Eqh
yllable
s hechild eads
achword
aloud.
For
exarnpfe,n he
4lord
askef
he
childdraws
n arc
under
as-and
under
kef
n
grandmoffierth
hild
draws
n arc
under
rand-,
nder
motll,
and
under
-e4.
Break
wordsnto
syllabl$.
Ona
piece
f
paper,
riteout
endings
sutfixes)
s,
'es, ed,
4,
-ing.
Write
ne
base
word
at a time
br
example,
lean, re&9, grea,
lout,
lay,
miss,
urn,
light,
lea\, andask
he
child o namewords
e or
shecanbuild y
adding
word
ending.
Readwordswith nflectional
ndings.
Use sandpaper o crate
word
cards
or
common
irregularwords
for
example,was,
said,
or).Ask
the
child o
read he
wordswhile racing
orrer he ettors
with
a
linger.Ask he
child o write he
worddown
on
a
piece
of
paper
and
hen to
lmk for that
word
n
magazines, ewspapers,
r
unk
mail.
Once
he
child
finds he
sameword,ask h6
child
o
cut out
the
word
ard
glue
t
nexit
o its
match.
Read
wordswith negular
spellings.
10
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8/10/2019 At Home Reading Activities From AR
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Actll'|ty
.',:,:1,+
Play
Compound
Word vtemory. ake
a set
of
cards
with
6ight
o twlvedivided
compound
words
such
as
goldfish
one
card with he word
goil+
one
card
with
the
word
tislt),
birdhouse
bird
+ house),
and sun$rine
(sun
+
shine).
Place
he
cardshcedown
on
a table or
other latsurface.Take urns with hechild uming
over wo
cardsat a
time. f
the two cards orm
a
compound
word, he
player
eeps he
cardsand iakes
another
urn. lf the two
wordsdo not orm
a
compoundword,
plae
them
backhcedown, and he
turn
passes
o
the
other
player.
Play
continues ntil
all
the compoundwordshave
been
ormed,
and
he
winner
s
the one with he most
pairs.
Beread he
compound
word
pairs
or
extra
practice.
ldentifu
and understrandonpouM
words
Play
a
game
nvolving
he
substitution f
final
sounds
in words.
Say something ike,
This
s the
word
r?af.
Change
he
lll
lo
lnl.
What
word
did
you
make?'
(man)"Good,
hangethe/dlto/p/. What word
did
you
make?"(map)
Substitute
inalconsonant
ound
named
ords),
Playthe
classic
game
Hangman
wifr
the child,using
variouswordswith
blends
trro-letter
ombinations,
euch
as
bl, br, el,
cr,
dr,
fl,
fr,
gt,
gt gl,
Fr, 4u,
se s&
s/,
sm,
Sa
sp, sf,
gr,v,
ti
sp, st'
as
the targi words. For
example, rawingdashes rcr
ach
ettsr
- -
a6k
he
child
o
guess
he word
(bhnket}
As the
child
guassss
etters n th
wordf
draw
one
part
ol
a stick
figure
or
each
n@nect
guess,
and
ill in the raord
with he
correct
etter or
eachcorrect
guess.
Play
c,ontinues ntil he word s
guessed
or
a
complete
stic*
{igure s drawn.
Distinguishonsonantleruls
words).
Sharea bookwith ropated hyming
hrases
{lor
example,
Brown Bean Brown
Bear, What Do
You
See?or
a
Dr.
Seuss
story)
with
he child. Leaveoff
the final rhymingwordwithin
a
phrase
and help he
child
ill n he missing iymingword
forexample,
"Brown
bear,brown
bear what
do
you
see? see a
green
rog ookingat
_i').
ldentily hyming ords
unnamed
nswers).
Rs671.130620
8/10/2019 At Home Reading Activities From AR
7/15
Kindergarten:
ateEmergent
eader
tage
Parents
r Guardians,
ere
aresomebeneficial
nd
un
activities
ou
can
do at
home o help
our
child
become
more
uccessful
n reading.
hort
essions
eem
o work
best,
nd hese imple ctivitiesanbe
worthwhile
ndenjoyable
or
both
our
hild nd
you.
Being uccessful
n
reading
an
help
our
hild o
well
all
throughhe
school
ears.
Activity Skill Addressed
Model eading
y
pointing
ith
your
inger. ollow
he
words
with
your
inger rom
eft o right
as
you
read
them.Mention hat
you
are
doing
as
you
move
our
finger
along.
Pagesare
read rom eft o
right
and
op
to
bottom.
Makea
card
game
using
pictures
f
hings
hat
are
important
o hechild.
Using
ictures
rommagazines,
catalogs, tc.,
create
a set ol cardswith
pictures
for
example,
ictures
f
a cat,
a
dog,
and a
pig).
Make
anotherset
of
cards
with
a
label
of each ol the
pictures
for
example he words
cat, dog,
and
prg).
Makea
game
ol
matching
he abels o the
pictures.
Understand
rinted
words arrymeaning.
Makea frameout ol a pieceof cardboard r
a 3
x
5
card. Cut
he ceirter
out
of the card
so
that when he
card s
placed
over
one ol the words n
a sentence,
only
one
wordshows
hrough.
Have he childmove
the
rameover
each
of
he words o
show ust
one
at a
time.
Understandwods aresepaated by spaces.
Write
a
letteron
an
index
card or
piece
of
paper
for
example,
rite he etter
Ay'). ext, ay,
l'm
hinking l
this etter
and
t makes he
sound mmmmmm/.
What
letter
s it?"
Recognize nd
nameall upper- nd
owercaseetters
ol the
alphabet.
Share
a bookwith
repeated
hyming
phrases
for
example,
Brown
Bear, Brown
Bear, What Do You
$ee?or anyDr.Seuss-type tory) aloudwith he
child.
Stress
he rhyming ords
andencouragehe
child
o tind
additional
ords hat
rhyme.
For
example,
Brown
bear,brownbearwhal do
you
see?
see a
green
rog
ooking
at me. Whichword
rhymes
withsee?").
Recognizehyming
ords.
Sharea book
wilh
repeated hyming
hrases
for
example,
BrownBear,BrownBear, WhatDa You
See?
or
any Dr.Seuss-typetory)
with he
child.
Leave ff he inal
hyming
ord
within
a
phrase
nd
help
he
child
ill n the missing hyming
ord
for
example,
Brown
bear,brownbear
what
do
you
$eg?
see a
green
rog ooking
t
_l').
Produce hyming
ords.
8567'1 .130620
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:
'
a l
Say
he child'sname
syllaHeby
syllable
while
clapping
t
out
(for
example,
Ni-co"
clap,
clap]).
Ask
the child o
say and clap his or
her
name
along
with
you.
After his or her narne
has been
dapped, ask,
"How
many
claps
syllables)
id
you
hear?'Add the
last nameand clap bothnamesout.Do hiswith other
namesol varying engths
he
child
knows.
Countsyllabtes-
Ask he
child
o listen
carefully
as
you pronounce
nd
pause
slightlybetween
he
$yllables
n words.Have
the
child
repeat he
word without he
pause
for
6xample,
ou
$ay'hap/py," nd
he
child
responds
with t4ppy).Do his or other
wordexamples,
uch as
eile/phant-e
lephant
ot
kithenl-kitten
Take urns
saying
otherwords n
syllables
r
as a wholeword.
Pronounce
yllables.
Prepare
ards
with
picturs
f common
ords
aving
mor6
han
one
syllable ucfias iofi
tigen
monkey,
umbrella.
ake urns
picking
cardandsaying
he
word
n
syllables:
ilon; ilger;
mon/key;
mlbrel/{a.
Theother layerhensays hewordwithout ausing
between yllah,le's.
Blendsyllables.
Draw
a
hop$cotch oardwith
sidewalk halk.
Take
turns
csming
up
with words
and
ask he child o figure
out how many
syllables re n he
word.
Forexample,
in hamburger
hamllburllgerl-lhere
are
hree.The
child hen
umps
hat many
spaces
on the hopscotch
board.
Segment
yllables.
$hare
hereb
aWod
8/10/2019 At Home Reading Activities From AR
9/15
Activitlr Skill Addressed
Play
a story
game
with
he
child.
Tell his
storyabout
a
trollwho ikes o
speak
n
sounds:
Once
upon
a
time,
therewas
a
wonderfulittle
rollwho oved o
give
children
presents.
However,he
troll alwayswanted
children
o
guess
what
he
present
was
before e
gave t to them. Hespoke n his ownspecialway.
When he sharedwhat he
gift
was,
he would
say
he
sounds
lbl-lil-lV instead
of "bike."
Once
he
child
guessed
he roll's
ift,
he roll
would
be
very
excited.
I will
pretend
o
be
he roll
and willname
a surprise
lor
you.
When
you
igure
outwhat t is, t will
be
your
turn o thinkol
a
surnriseor
me.
lsolate
nd
pronounce
he nitial
ounds
phonemes)
in hree-phoneme
ords.
Play
a story
game.
Tell his
storyabouta
trollwho
likes o
speak
n
sounds:Onceupon
a
time, herewas
a
wonderful,ittle roll
who oved o
give
children
presents.
However,he troll
alwayswantedchildren o
guess
what he
present
was
before
he
gave
t to them.
He
spoke
n his own
special
way.When
he
shared
whata giftwas, he wouldsay lbl-ll-lk| insteadof
"bikei'Once he
child
guessed
he roll's
ift,
he
roll
would
be
very
excited.
will
pretend
o
be
he roll
and
I willname
a surprise
or
you.
When
you
igureout
what t is, t willbe
your
urn o
think
of
a surpriseor
me.
lsolate nd
pronounce
he medial owel
ounds
n
three-phonemeords.
Play story
game
with he
child.
ell his
storyabout
trollwho ikes o
speak
n
sounds:
Onceupona
time,
therewas
a
wonderful,ittle rollwho oved
o
give
children
presents.
However,he
troll always
wanted
childreno
guess
what he
present
was
before
e
gave
t to them.
He spoke
n his
own specialway.
When he
shared
what
a
gift
was, he wouldsay
"lbl-ltl-/W'instead f "bike." nce he childguessed
th
roll's
ift,
he
roll
wouldbe very
excited.
will
pretend
o
be
he roll
and
willname
a
surpriseor
you.
When
you
igure
ut what t is, t will
be
your
urn
to thinkof
a surprise
or me.
lsolate
nd
pronounce
he inal
sounds
n
three-phoneme ords.
Play
game
nvolvinghe
addition
f
sounds
n words.
Saysornething
ike his,
Add
n/
lo /al/.Wharword
did
you
make?"
mat)
Good,
dd chl
o the end of
the word mat What
word
did
you
make?"
match)
Add
ndividual
ounds
phonemes)
n
simple,
ne
syllable
words o make
new words.
Create
word amilies
with
he child.
Use
efrigerator
magnetsor
letter
cards
write
he alphabet
on
paper
and cut each
etter
out
to make
a card)
o
spella word
ending -at).Have hechildputother etters n front ol
the
word
ending
o
create
hymingwords
paf,
caf,
rna[
and
saf).
Subslitute
ndividual ounds
phonemes)
n
simple,
one syllable
words o make
new
words.
As
you
shop
or
groceries,
sk
your
child o
tell
you
what
sound
each
ruitor
vegetable egins
with.
Produce
rimary
onsonant ounds
R5671 .130620
8/10/2019 At Home Reading Activities From AR
10/15
Activity Skill
Addressed
Cut out
knownwords rom
cerealboxes,
an
abels
and
yogurt
ontainers. se hese
ndividual ords
o
talk
aboutcapitaland
owerease
etters.Talk
about
the
soundsol
letters
'The
etterB
says b/'). Help he
child
read he words
you've
cut out.
Knowone-to-oneetter-sound orrespondences.
Create wordbookusing tripsof paper.Write hese
short
words,
one
o
a strip,
eaving
extraspaceat the
end: af, cap, mad, Sam,
can, Jan,
pal,
fap"
Lay
he
stripson
a
table,and
old
each strip back
oward he
word,
barely
ouchinghe edgeof the
paper
o the
final
consonant.
Write he letter
e
on the
flap.
Staple
the
strips
ogether o lorm
a Silente bookand
ake
turns eading achword n ts irst orm
and
hen
lolding he lapback o t hen read he wordwith
e
on
the
end.
Talkabouthow he
-e
changeshe soundof
the vowel rom
a short
sound
o
a
longone
(for
example,af becomesate,
cap becomescape,etc.).
Associateongvowel oundswithcommon pellings.
Create
word
book
using
tripsot
paper.
Write hese
short words,one o
a
strip, eavingextra
spaceat
the
end:
af, cap,
mad,
$am, can,Jan,
pat,
ap. Lay he
strips
on
a
table,
and
rld
each strip back
oward
he
word,barely ouchinghe edgeol the
paper
o the
final
consonant.
Write he letter
e on the
lap.
Staple
the
strips
ogethero {orm
a
Silent
bookand ake
turns
eading
ach
word n
ts irst orm
and
hen
lolding he lap
back
o then read he wordwith
e
on
the end.
Talk
about
how
he
-e
changes
he
soundol
the
vowel
rom
a shortsound o
a
longone
(for
example,af becomesate, cap becomescape,etc.).
Associate hortvowel ounds
with
common
pellings.
Cutout known
words rom
cereal
oxes, an
abels
andyagurtcontainers.Use hese ndividualwords o
talk
aboutcapitaland
owercaseetters.
Talkabout
the
soundsof
letters
'"The
etterB
says b/').
Help he
child
ead he words
ou've
ul out.
Read
high-frequencyight
words.
PlayAlphabet
Charades:
Choosea
letter
and act
out
wordswhich
begin
with hat etter
ound
for
example,
choose
he etter
B and act
out
words
ike
bee,
baby,
and
bug).
Encourage
he
child
o name he
beginning
sound
after
he or
she
has
guessed
fewwords.
ldentifyhe
sounds
f eters.
On a
piece
of
paper,
write
sets of
three
words.Twoof
them
shouldbe
he
same.One
of them
willbe he
sameexcept
or one etter
{or
example, ill,
will,
hill;
bed,bed,
bud;big,big,bit
andso
on. Ask he
child
whichword s different.
Distinguish
etween imilarly pelled
words.
Choose
a book
hat
your
child
want$
o read.
Ask why
he
or she chose
hat
book.
Was t for
fun? Was t to
learn
about
omething?
fterthe
ookhas
been
ead,
ask a
question
aboutwhat
he or
she enjoyed
n the
story
or whatwas earned.
Read exts
with
purpose
nd
understanding.
R5671 .1
0620
8/10/2019 At Home Reading Activities From AR
11/15
ActMty
. . i
Read
books
with
simple
spelling
pattems,
suct as
The
Cat
nthe Hafl.
Startby
reading
he
irst
sentence
of the
book aloud.
The
child
should
ead
along
silently.
At the
end
of
the
sentence,
ive
he child he
chance
o read he
same
sentencealoud
while
you
followalongsilently.Continueo read ogether,aking
turns
reading
loud.
Provide
help whereneeded
and
praise
he
child
or his
or
her
efforts.When t's ime,
your
child will
be able
o read
some sentences irst.
Read
emergent-level
ads.
White
n
th car or on the
bus,
play
a
game
of thinking
of MM words-rArords
hat have
rnore
han
one
meaning: or example,
bat,
bowl, can,
foot, hand,
park,
and
orange.
Say
the
rrcrd
and
give
one
meaning.Ask
your
child
o
fiink of
another
meaning
lor it Ask
your
child
o
come
up
with other
examples.
Determiner
darify
hemeaning f
unknownnd
multiple-meaningords
nd
phrases
ased
n
kindergarteneading ndcontent.
While
grocery
shopping, sk he child o find hings
which
start
with he
same ettersound
as
his or
her
name
(icr
example,
Tommy,
I
see
omatoes, urkey,
and
ape.
Gan
you
ind
something lse which
begins
with he
sound1t??").
Recognize,
denlity,
nd
produce
alliterative
word$.
1?
R571,130620
8/10/2019 At Home Reading Activities From AR
12/15
Kindergarten
i teracy eadiness:
ar ly mergent
eadertage
Parents r Guardians,ere
aresomebeneficial
nd
unactivities
ou
cando at
home o help
our
child
become
more
uccessfuln reading.
hort essions eem
o
workbest, nd
hese
imple
ctivitiesan
be
worthwhilendenjoyableor
both
our
hild nd
you.
Being uccessful
n reading an
help
our
hild o
well
all
through he
school
ears.
Activity Skil lAddressed
Fleadaloud
o
your
child.As
you
are reading,model
reading
y
pointing
with
yourfinger.
ollowhe words
with
your
inger rom eft o right
as
you
read
hem.
Talk
about
what
you
are doingas
you
move
our
linger
along.
After eading,alk
about he story:
What
did
you
ike about he
story?
Who were he
characters?"
Holda book
upright nd
know hat
printed
ext s read
from eft
o right.
Play
peppy
music nd
model
he movements
ou
call
out,
suchas:
"Move
our
hands
Up,
ump
o he right,
squat
downj'etc.Learning
boutthese oncepts
y
moving elps
our
childundersland ords hat
indicate irection.
Track
printed
words rom
eft o right
and
op o bottom
on a
page.
Set
up a
pretend
rocery
tore.Help
your
childmake
labels
or hings
for
example
apple,
milk,
am).
Count
out
he etterswith
your
childand
helphimor her
el l
whichword s the
shortestand
which s the ongost?
Compare
he engthsof
different
words
basedon
how
many etters
hey
contain.
Help
your
child
create
a sign
withhisor hername
on
it. Decoratehe
etterswith tems
uch
as beads,
glitter,
uttons,
tc.
Go
overhis or her name,
pointing
out he etters
nd
wholeword
tor
example,
Your
name s
Salllt
Here s the word
Sa//y
See?
t
begins
with a capital
etter
S.
I
can see
he letter
a too.
Can
you
ind he etter ? Howmany b
do
you
see?").
Distinguish
ettersrom
words.
Singsongs ike TheAlphabet ong" o helpyour
child
earn he
alphabet, ndsongs
ike One,Two,
BuckleMy
Shoe"
o
help
your
child
earnnumbers.
$ay
a
letteror number
nd ask
your
child
o tell
you
whichone t s
(for
example,
ls
A
a
letter r
a
number?Howabout3?").
Distinguishetters rom umbers.
Sit
with
your
child
and saysimple
wo-or hree-word
sentences
for
example,
l
sat.We had
unl')As
you
say a sentence,
lap
your
handseach ime
you
say a
word.Ask
your
child
o
clap
with
you.
Clap
he
number f words
n
a
given
entence.
Play
an alphabet
matching
game.
Createalphabet
cards
with
an uppercase
capital)
etteron one
card
and ts matching owercaseetteron anothercard.
Start
out
with
ust
a
few
matches.
Place he
cards
facedown nd ake
urns
urningover wo cardswith
your
child.
f the two etters
are a match,
or
example,
A
anda,the
player
eeps
he matchand
has
another
turn. l the etters
do
not match,
place
he
cards back
downand
the other
player
has
a
turn.
Distinguishetween
he shapes f upper- nd
lowercase
etters.
Rs671.1306e0
8/10/2019 At Home Reading Activities From AR
13/15
Activity Skill Addressed
Enjoy
an alphabetbookwith
your
child
(the
ocal
library
probably
has
a
good
selection
f
alphabet
books).
As
you
read hrough
he
book,encourage
your
child o
point
out he variousetters.
ldentify he ettersof
the
alphabet.
Give
your
child
some
play
dough.
Sit
wilh himor her
andwriteout one of the ettersol thealphabet.Show
your
child
how o rollout he
play
dough o form he
letter.
Say
he ettername
as
you
help
your
child
orm
the letter.
Name
most ettersof the
alDhabet.
Shareseveral
ursery
iymes or rhyming
torieswith
your
child
for
example,
Humpty
Dumpty,"
Jack
nd
Jill,"
r Dr.
Seuss ooks).
s
you
share he books,alk
about
which
words
ound
he
same
for
example, al/
and
fal/
both
have he
sound
al/,'
Humpty
and
Dumpty
bolh
have he
sound
umply).
Ask
your
child
to find
wordswhich hyme
nd
o
comeup
with
other
rhymes. orexample,l hear he
samesound n
J/ /
and
hill.
Can
you
hinkof
anolherwordwith he
sound
-in"
Recognize
nd
produce
hyming
ounds n
words.
Begin he letters hat have
he most highly
recognizable
ounds
for
example, ounds
which
our
mouth an'feel,"
uchas lml,ls/,ltl,
Nl.
After
choosing
target
ettor,
hoose ne
tem
rom
your
home
which
begins
with hat
sound
for
example,
mitten
or
/m/) and
place
t
in a
shoe box.
Help
your
child$earch
hrough
he house orother tems
which
begin
with hat
same ound, or
example,
magazine,
a
monkey, tc).Talk
about
he
beginning
ound s he
item s
placed
nto he
shoebox.Continue ithother
letter ounds.
Say
he
correctsound
or the irst letterof familiar
words.
Cutoutpictures l common bjectsroma magazine
(for
example,
pple,
ook,
up,
dog,
etc.).Using
note
cards,
write
down
he
alphabet, ne
etter o
a
note
card.
Place he note
cards
on
a flat surfaceand
encourage.your
hild o
put
he
picture
f he tem
under
ls
correct
eginning ound:
or
example,
he
apple
under , bookunderB,
cup
under
C,
dogunder
D. etc.
Linkan nitial ound o thecorrespondingrinted
letter.
Say
amiliar ursery hymeswith
your
child
{or
example,
Humpty
Dumpty" r'tack
and
Jill").
el l
your
child
hal
you
are
going
o
say
he nursery hyme
"Jack
and Jill"
with
a
"Silly
Same
StartingSound."
Say,
"Back
band
Bill
bentbupba bill,bo betchba bailbof
bater.Backbell bownband brokebis brownband Bill
bame bumbling
afterJ'
ay
t again
with
a
different
beginning
ound.Ask
your
child
o
oin
n
and
hen
see
f he or
she
can
say
he
rhyme
with
a
different
beginning
ound.
Produce
roups
of
words
hat
begin
with he
same
initial
ound
alliteration).
H5671 .1 0620
8/10/2019 At Home Reading Activities From AR
14/15
Activ{ty
Use a
lamiliar
picture
book.
Find
a
picture
of
something
hat has more han
one
syllable,
uch
as
monkey.
aythe
word. Repeattheword,
his ime
"
clapping
or
each syllable:mon-keyAsk
your
child o
clap
he word out too. Then
ask
your
child o
pick
out
anotherpicture, ay ts name,andclapout t$
syllables.
Variations
an
nclude
hoppingortapping
insteadof
clapping.
With
modeling
and support,
dentify,
lend,
and
segment yllables
n
spoken
words.
Help
your
childcreatehis or her own name
card,
using
materials rom
around
he house
beads,
feathers,
uttons, tc.).
Write
your
cfrild's ameon
his
or her
artwork.
Makename
cards
tcr hings
your
child
finds mportant,
uchas
he
door
o his
or
her
room,
his
or her own books,or
his
or
her chair at
the
abl.
Ask
your
child
o
go
on
a
namehunt, rying o
ind
where
you
have
placed
hesename
cards.
Rcognize wn
name n
print.
Using
play
dough
or
another
ype of modeling
lay,
help
your
child create
he letters
n
his
or her name.
Encourage im or her o irace over he letters,
Lightly
write
your
childt
name n
pencil
on
an
index
card.
Usingwhite
glue,
race over
he
eters
and
et
he
glue
dry
compltoly.
Give
he
card
o
your
child
and
allow
ime
icr
him or her o trace over he
bumpy
letlers
o
gel
a
teel
or how he etter s icrmd.
Write ne's wnname.
While unning
rrand$ ith
your
fiild,
oinl
oul
rrarious ords n signs,or
example,
n
gas
stations,
on
Stop igns,
n
chain
tores). n
anotherrip,
play
ol
$py;"
nd
sncoururg
our
hild
o ind
he
signs
lor
example,
l
spya big,
purple
etter
G.Can
you
ind
it?')
Radand
6llth maning
f familiar
$ignsand
symbol$
n orfrom
the environment.
Using ndexcards,drawa simplepictureand ts name
(for
example,
raw
an appl
with he word
appre
benath;
draw
a
tree with he word tree
beneath).
Carefully
ut
he
cards apart,separating
he word
from he
picture.
Lay
all
of the
cards
on
a
flat
surface,
face up,
and
encourage
our
child
o match
each
picture
with
ts word.
Associatewordswithpictorial epresentations.
Findvariousobjecb
in
your
homewhich
can be
sorted
nto categories,or example, ariouscoins.
Use
an empty
egg
carton
o help
your
child
place
he
same
kindsof
objects
ogether n
a section.
Have
your
child
sort
other tems
by size
or
coloror shape.
Determine ategorical
elationships.
R5671.130620
8/10/2019 At Home Reading Activities From AR
15/15
Flenaissance
Learningrm
I
P.O. Box 8036
|
Wsconsin Rapids, Wl 54495-8036
I
(800)
338-4204
|
www.renlearn.com
All logos,
designs nd
brsndnam6s lor
STAR
Eady Lileracy
EnErprisand STARFeading
Enterprise re rademarks
l Reneissance
earning,
nc.,and
ts
subsidiaries
egistered,
ommon aw or
pending
egistrallonn he
United
Slalesand
othgr
@unlries.
@
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earning,
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