Thumbs Up, Thumbs Down: Give me a thumbs up when you hear a word with a short vowel sound: pet, Pete, cup, cap, cape ...
Robot Talk: The parent will produce individual sounds in a mystery word, pausing between each sound in a robotic manner. It is your child’s job to blend the sounds together to produce the whole word. Ex. Guess my mystery word: /c/ /l/ /i/ /p/ The child would reply, “clip.”
Guess My Sound: Say a word with 3 sounds. Ask: What sound do you hear at the (beginning, middle, or end) of the word _____? (ex: dog, kite, peach)
Using letter tiles, magnet letters, or letters written on index cards, have students sort capital letters and lowercase letters.
Using a magazine, advertisement or even junk mail, mark capital letters that begin new sentences with a highlighter or crayon. Circle ending punctuation marks.
Using any book or text, have your child “frame” a sentence using two fingers. Place one finger at the beginning of the sentence and one at the end of the sentence.
Read Decodable Texts: Decodable text is a type of text used in beginning reading instruction. Decodable texts are carefully sequenced to progressively incorporate words that are consistent with the letter–sound relationships. Click here for links, compiled by The Reading League, for a list of decodable text sources for students in grades K-2, 3-8, teens, and all ages.
Let’s Cut Up! Write two syllable words on index cards. Ask your child to cut the word where the two syllables divide. The word rabbit would be cut into two parts: rab bit.
Sight Words and Nerf™ Blasters: Write irregularly spelled words on index cards, a dry erase board, or even your sidewalk … Call out a word for your child to find. Your child can read and blast the word.
Help your child understand the meaning of unknown words and phrases by asking him/her clarifying questions:
• What strategies have you used to help you figure out what this word means?
• Have you read the sentences around the word to help you determine what the word means?
• There are two words you know in this word. Can you use them to help you understand what the word means?
Create a word bubble by drawing a large circle in the middle of a piece of paper. Write a word inside the bubble that has several synonyms (words that have similar meanings such as “run/jog” or “look/gaze”). Have your child think of as many possible words that are similar in meaning to the word written on the inside of the bubble. Write those words around the outside of the bubble. Add new words to your bubble as you read future stories and acquire more words! (e.g., big = large, gigantic, enormous, massive, huge).
Step 1: Families can read a text and share their feelings about the text by forming an opinion statement using the sentence starter: I liked (state the title of the book) because … OR I didn’t like (state the title of the book) because…
Step 2: Draw a picture that represents what you liked or disliked. Write a sentence using the previous sentence starter.
Step 3: On the back of your paper, leave a message for the audience as a way to close the writing. Ex. I think you should give this book a try. This book is a winner!
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