At Home Reading Activities From AR

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.

R5671

.1

0620


2/15

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.

Rs671.1

0620


3/15

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


4/15

+

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

R5671

.130620


5/15


6/15

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


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


8/15

:

'

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


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


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


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


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


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


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


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.

@

2013Fenaissanc

earning,

nc. All

rights esrved.

RsS71 .130620

Documents

At Home Reading Activities From AR