Sight words. Alphabet knowledge. Reading at home. Building Language and Literacy at Home. Phonemic Awareness

Save this PDF as:
Size: px
Start display at page:

Download "Sight words. Alphabet knowledge. Reading at home. Building Language and Literacy at Home. Phonemic Awareness"

Transcription

1 + Alphabet knowledge Sight words Phonemic Awareness Reading at home Building Language and Literacy at Home Preschool and Kindergarten Family Night November 3 rd, 2014

2 + Children s own names and highly salient environmental print are often the sources of initial letter learning. - Vukelich & Christie, Building a Foundation for Preschool Literacy, 2004 n In preschool and kindergarten, we focus a lot on alphabet knowledge and phonemic awareness to develop children s understanding of language and how we can hear, read, and write it. n Alphabet knowledge is naming, writing, and saying the sounds of letters. Our starting points are environmental print (language in the environment, like signs and ads) and the children s names (the most meaningful letters to a child J). n Phonemic awareness is hearing, identifying, and orally playing with the sounds in words. Our starting points are nursery rhymes and songs as well as activities to work on beginning (and later middle and ending) sounds in words.

3 + How can you help your child with their alphabet knowledge and phonemic awareness? n You already do! J Every time you sing a song or make a rhyme, make up some funny words (like the banana-fana song), listen as your child reads signs in the car, or point out letters to your child, you are helping! n Some other fun activities are in your bag and handout. Here are a few more n Clothespin names n Play doh letters n Letter matching

4 + Kindergarten Reading Readiness Alphabet Recognition What is Alphabet Recognition? One of the most vital skills needed for Kindergarten students is alphabet recognition. This means that students are able to recognize letters by sight. Children who can recognize letters quickly have an easier time learning about the sounds associated with letters. Working on letter names and letter sounds prior to entering Kindergarten will allow for your child to have a jump-start in their education. How can I help develop alphabet recognition at home? There are many different ways to help your child learn the letter names and sounds at home. A few ideas are provided for your convenience. Make an Alphabet Caterpillarwrite each letter of the alphabet on a paper circle (small paper plates work great). Mix the circles up and have your child put the letters in order on the floor to create a caterpillar. Add pipe cleaner antennae and legs for fun. Alphabet Concentration-write all the letters of the alphabet on index cards (upper and lowercase). Flip them over on the table and have your child look for matches. Hide-and-Seek-Hide letters throughout your house and have your child find them and read them. Squirt and Spell-Squirt shaving cream onto a cookie sheet and have your child write letters in the shaving cream. Letter Hop-With chalk, draw lilypads on the ground. Write letters in the middle of the lilypads. While you say a letter, have your child jump to the lilypad with the letter in it. Continue the game until your child has jumped on all the letters. Letter Races-Write letters on index cards and place them upside down in a stack. Have your child go through and read the all the letters quickly while you time them. Keep track of the times and challenge your child to beat their previous time. BINGO-Make a 4x4 grid and put a different letter in each box. Call out letter names while your child tries to get 4 letters in a row. Phonemic Awareness What is phonemic awareness? Phonemic awareness is the ability to manipulate spoken sounds in words. Phonemic awareness includes: rhyming, blending, substituting sounds, segmenting sounds, identifying beginning, middle, and ending sounds, adding sounds, and deleting sounds. Phonemic awareness is the most powerful predictor of success in learning to read and spell. The development of phonemic awareness prepares children for the next phase of beginning reading. How can I help develop phonemic awareness at home? Rhyming: Read nursery rhymes to your child and talk about the rhyming words. Ask your child to find objects that rhyme with a word you say. Rhyme words with your child s name. Blending: Play a listening game with your child. You can tell your child that you are going to say a word broken into parts and that you would like him/her to put the sounds together to make the word. Begin with simple one syllable words and gradually increase if your child is ready. Make sure you pause between the sounds. Example: /c/ /at/ Once your child is comfortable blending 2 sounds, they can break down the word into smaller parts. Example: /c/ /a/ /t/ Segmenting: Play I SPY with your child and have him/her find the object that starts or ends with the sound you have chosen.. Collect familiar objects around your house and place them in a brown paper bag. Next, have your child pull an object out of the bag and have them tell you the first or last sound of the object. Websites: Kelly Bachewicz

5 + Word learning takes place in many small steps. You don't learn a word all at once. It takes repeated encounters with a word to bring it to a point where you own it. - William Nagy, Seattle Pacific University, 2005 n At the end of preschool and especially throughout kindergarten, we focus a lot on sight words, also known as popcorn words because they pop up everywhere! n These are words that usually don t follow regular phonics rules, so children need to memorize them (such as the, as, have). n While alphabet knowledge and phonemic awareness give children the building blocks for decoding language, sight words give children fluency. Knowing these words helps them read faster so they don t have to stop and figure them all out. This takes A LOT of practice!

6 + How can you help your child with their sight words? n Practice, practice, practice! Children need hundreds of encounters with sight words to remember them! n Some fun activities are in your bag and handout. Here are a few more n Find them as you read n Scavenger hunt n Play doh words

7 + ABC order: Write your words in alphabetical order. Word Sort: Sort your words by vowel sounds, patterns, syllables, etc. Repetition: Write your words 3 times each Sentences: Write a sentence for each spelling word. Word Art: Draw a picture and write your words in the picture. Story time: Write a short story using all your words. Creative Letters: Write your words by cutting out letters in an old newspaper or magazine and glue them on a paper. Pyramid: Write your words adding or subtracting one letter at a time. The result will be a pyramid shape of words. Good Clean Words: Write your words in shaving cream on a counter or some other surface that can be cleaned safely. Handwriting: Write each word 3 times in your best handwriting. Cheer your words: Pretend you are a cheerleader and call out your words! Sound Words: Use a tape recorder and record your words and their spelling. Then listen to your tape, checking to see that you spelled all the words correctly. Choo-Choo Words: Write the entire list end-to-end as one long word, using different colors of crayon or ink for different words. Flashwriting: In a darkened room, use a flashlight to draw letters in the air. Timer: Get a timer. Set it for 3 minutes. See how many times you can write your words before the timer goes off. Scramble: Have a parent scramble you spelling words. You unscramble them. Chalk: Write your words outside using sidewalk chalk. Letters: Write each word as many times as there are letters in the word. Out loud: Spell your words out loud 2 times to a brother or sister, mom or dad. Trace Around: Print your spelling words neatly. Take a colored pen and draw an outline around the word, closely following the shapes of the letters. Close your eyes and remember the shape. Colorful Words: Use two different color pens to write your spelling words. Use one color to write the consonants and the other for the vowels. Military spelling: Do jumping jacks, as you clap say a letter to spell your words. Finger Tracing: Use your finger to spell out each of your words one letter at a time on your Mom or Dad s back. Then it s YOUR turn to feel and spell. Try to guess the word. Practice Test: Have an adult give you a practice test. Scratch n' Sniff: Write letters with glue on paper, and then sprinkle with Jell-O. Makes a super scratch n' Sniff when tracing over the letters. Computer Words: Have your child type their spelling words ten times each on the computer. Use different colors and fonts and print it out! Words-in-words: Write your word and then write at least 2 words made from each. Snap and Spell: Snap on each letter, clap when you say the word at the end. Create an activity: Can you think of a fun way to do your spelling activities? Try it out.

8 + Children whose parents read to them at home recognize letters of the alphabet and write their names sooner. - C.W. Nord, J. Lennon, B. Liu & K. Chandler, Home Literacy Activities and Signs of Emerging Literacy, 1999 Children who are read to regularly by parents become early readers and show a natural interest in books. -van Ijzendoorn Bus and A.D. Pellagrini, Joint Book Reading makes for Success in Learning to Read: A Meta Analysis in Intergenerational Transmission of Literacy, 1995 n Alphabet knowledge, phonemic awareness, and sight word knowledge all come together when you read at home regularly!

9 + How can you help your child while you read at home? n Read often n Talk to them about what you re reading n Read a variety of texts n Read their favorites over and over J n Some fun activities are in your bag and handout. Use the bookmark to help as you talk to your child about books you are reading together!

10 + Questions to ask your child while reading nonfiction (information) text =================== What is the main idea of the text? What did you learn from reading the text? Are there any words that you do not know what they mean? What are some new words that you learned? Do you have any questions after reading this? Were there any important features (charts, diagrams, pictures) that were important? Where could you find more information about this topic? Did you like this text? Why or why not? Questions to ask your child while reading fiction text ================= Who is the main character? What was the setting? What was the problem in the story and how was it solved? What do you predict will happen next in the story? Why do you think the author chose that title for this story? Do you like the title of the story? Why or why not? Can you think of a different title for the story? Which character from the story would you choose to be your friend? Why? What part of the story was the most exciting? Why? Did you like the end? Why or why not?

11 + Parents are a child s first and most important teacher, and have already taught their children many things prior to entering school. - Ran and Ramey,1999 We hope we were able to add to the amazing things we know you already do with your children at home. Thank you so much for sharing your children with us each day!

12 + All quotes used in this presentation can be found at

Write silly sentences using a spelling word in each sentence. Please underline your spelling words! Write neatly!

Write silly sentences using a spelling word in each sentence. Please underline your spelling words! Write neatly! First write each word in pencil. Then trace over each word three times. Each time you trace, you must use a DIFFERENT color crayon. Trace neatly and you will see a rainbow! Write silly sentences using

More information

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students

More information

Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks Unit 2 Title: Grade Level: Kindergarten Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to produce the primary letter sounds of consonants and some vowels;

More information

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.

More information

Homework Activities for Kindergarten

Homework Activities for Kindergarten Homework Activities for Kindergarten Listed below are several learning activities for your child to complete at home to reinforce skills being taught in school. The sight words are on the last page. Reading

More information

Helping your child with Reading

Helping your child with Reading Helping your child with Reading Some ways that you can support. Getting Started Sharing books - We teach phonics to help our children learn to read and write and in order to do this successfully they need

More information

Center/Station Activities for Word Study

Center/Station Activities for Word Study Center/Station Activities for Word Study Word/Picture Sort Connection: All of the activities below should be introduced, modeled and rehearsed with the students before they try them independently. The

More information

miss off will fill hill kiss pass stiff jazz

miss off will fill hill kiss pass stiff jazz Unit #9 Skills: ss, ll, ff, zz Introduce Sounds 1. Display the flash card for each of the following sounds (one at a time): ss, ll, ff, zz 2. Say each sound aloud. Call attention to how each sound is made

More information

Storytime Crosswalk Connections: How the Six Skills and Five Practices Meet at the Library!

Storytime Crosswalk Connections: How the Six Skills and Five Practices Meet at the Library! Storytime Crosswalk Connections: How the Six Skills and Five Practices Meet at the Library! Cheilon Preston Chillicothe and Ross County Public Library Adapted from the chart The Five Practices And The

More information

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:

More information

OCPS Curriculum, Instruction, Assessment Alignment

OCPS Curriculum, Instruction, Assessment Alignment OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of

More information

WORDS THEIR WAY. Thursday- FREE CHOICE: See the attached page with Free Choice options and assist your child in completing this activity.

WORDS THEIR WAY. Thursday- FREE CHOICE: See the attached page with Free Choice options and assist your child in completing this activity. WORDS THEIR WAY Dear Parents, Your child will be bringing home a collection of spelling words weekly that have been introduced in class. Each night of the week, your child is expected to do a different

More information

Cheshire Public Schools Spelling Program. Practice Strategies

Cheshire Public Schools Spelling Program. Practice Strategies Cheshire Public Schools Spelling Program Practice Strategies This booklet suggests more than twenty different ideas for practicing spelling words. We suggest that students write, spell, and pronounce the

More information

AR State PIRC/ Center for Effective Parenting

AR State PIRC/ Center for Effective Parenting Helping Young Children Learn to Read What Parents Can Do Reading is one of the basic building blocks for your child s learning and school success. It is a skill on which most other learning is built. Children

More information

There are many reasons why reading can be hard. This handout describes

There are many reasons why reading can be hard. This handout describes Understand the problems a child may be having with reading, and target what you can do to help! Look inside for practical, research-based information for parents and teachers about: Phonological and Phonemic

More information

Reading Readiness Online

Reading Readiness Online 4433 Bissonnet Bellaire, Texas 77401 713.664.7676 f: 713.664.4744 Reading Readiness Online Lesson 1: Introduction Prerequisite Reading Skills What is Reading? Reading is a process in which symbols on paper

More information

INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS

INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS By Dr. Kay MacPhee President/Founder Ooka Island, Inc. 1 Integrating the Common Core Standards into Interactive, Online

More information

Week 4 Lesson Plan. Pre-K. Animals in the Wild. Macmillan /McGraw-Hill. Extend. the Unit

Week 4 Lesson Plan. Pre-K. Animals in the Wild. Macmillan /McGraw-Hill. Extend. the Unit Lesson Plan Extend Unit the Unit Pre-K Animals in the Wild Alphabet Time.....................2-3 Book Time.........................-5 Retelling Puppets................... 6 Content Area......................7-8

More information

DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1

DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1 DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.

More information

coat road own grow yellow show snow coach throw toast toe

coat road own grow yellow show snow coach throw toast toe Skills: oa, ow, -oe Introduce Concept 1. Display the flash cards for each of the following sounds: oa, ow, oe 2. Say each sound aloud. Note that each vowel team makes the long o sound. The second vowel

More information

Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities

Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Early Reading First (ERF) is a federal grant program that is part of the President s Early Childhood Initiative, Good

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Literacy Work Stations Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Kyrene Reading Instruction Focus: Improve student achievement through implementation of curriculum and adopted

More information

Week 4 Lesson Plan. Pre-K. Our Neighborhood. Macmillan /McGraw-Hill. Extend. the Unit

Week 4 Lesson Plan. Pre-K. Our Neighborhood. Macmillan /McGraw-Hill. Extend. the Unit Lesson Plan Extend Unit the Unit Pre-K Our Neighborhood Alphabet Time.....................2-3 Book Time.........................-5 Retelling Puppets..................6-7 Content Area......................8-9

More information

An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children

An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children SUMMARY In her discussion of user-friendly and developmentally appropriate literacy strategies

More information

The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions

The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Phonemic Awareness What is a phoneme? A phoneme is the smallest unit of sound in a word. For example, the word

More information

Lowercase Letters Capital Letters Picture Cards

Lowercase Letters Capital Letters Picture Cards Lowercase Letters Capital Letters Picture Cards Notes: You may want to cut out the flashcards and mount them on heavier paper for durability and ease of use. Rather than drilling through the cards (boring

More information

Year 1 Parents Literacy Workshop. Please write on a post-it note any specific difficulties you have reading with your child.

Year 1 Parents Literacy Workshop. Please write on a post-it note any specific difficulties you have reading with your child. Year 1 Parents Literacy Workshop Please write on a post-it note any specific difficulties you have reading with your child. What are your memories of learning how to read and write? If parents engage with

More information

Welcome to the Reading Workshop. Learning, Loving and Laughing Together

Welcome to the Reading Workshop. Learning, Loving and Laughing Together Welcome to the Reading Workshop Aims for the workshop to encourage reading to be a regular and enjoyable activity to explore the best ways to read with your child to try an activity with your child(ren)

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting

More information

California. www.heinemann.com Phone: 800.225.5800

California. www.heinemann.com Phone: 800.225.5800 California Preschool Learning Foundations, Vol. 1 (Foundations in Language and Literacy) and The Continuum of Literacy Learning, Grades PreK 8: A Guide to Teaching by Gay Su Pinnell and Irene C. Fountas

More information

There are 5 Big Ideas in Beginning Reading:

There are 5 Big Ideas in Beginning Reading: There are 5 Big Ideas in Beginning Reading: Phonemic Awareness: the ability to hear and manipulate sounds in spoken words Alphabetic Principle: the ability to associate sounds with letters and use these

More information

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4 Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My

More information

Phonics and Word Work

Phonics and Word Work Phonics and Word Work Introduction Foundational Skills This guide explores how explicit and systematic phonics and word work instruction is included in the ReadyGEN program. It looks at the resources that

More information

Language and Literacy for Young Learners Online

Language and Literacy for Young Learners Online Language and Literacy for Young Learners Online 4433 Bissonnet Bellaire, Texas 77401 713.664.7676 f: 713.664.4744 www.neuhaus.org Introduction Important Foundational Skills 1. Oral Language 2. Phonological

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

Phonemic awareness Alphabet immersion Aa-Zz shapes & sounds Capital letters Long vowels Language development

Phonemic awareness Alphabet immersion Aa-Zz shapes & sounds Capital letters Long vowels Language development Now you can make phonics fast and fun with this FREE sample lesson. It s packed full of teaching ideas and contains everything you need to teach the letter c. What s more, there are FREE songs online too!

More information

Fantastic Phonics Teaching Guide

Fantastic Phonics Teaching Guide Fantastic Phonics Teaching Guide Book 21 - I want a Pie Momentum Multimedia 2004 New Words: pie, die, lie, tie, sign, fly, said, pulled, too, was, splat, buzz Extra Words: cry, dry, fry, try, high, sign,

More information

Principles of Instruction. Teaching Letter-Sound Associations by Rebecca Felton, PhD. Introduction

Principles of Instruction. Teaching Letter-Sound Associations by Rebecca Felton, PhD. Introduction Teaching Letter-Sound Associations by Rebecca Felton, PhD. Introduction In order to become proficient readers, students must learn to recognize and name the letters of the English alphabet. Students must

More information

Phonics. High Frequency Words P.008. Objective The student will read high frequency words.

Phonics. High Frequency Words P.008. Objective The student will read high frequency words. P.008 Jumping Words Objective The student will read high frequency words. Materials High frequency words (P.HFW.005 - P.HFW.064) Choose target words. Checkerboard and checkers (Activity Master P.008.AM1a

More information

Reading Aloud with Children of All Ages

Reading Aloud with Children of All Ages with Children of All Ages Derry Koralek THE SINGLE MOST IMPORTANT ACTIVITY for building knowledge for their eventual success in reading is reading aloud to children, stressed Becoming a Nation of Readers,

More information

Home Reading Program Infant through Preschool

Home Reading Program Infant through Preschool Home Reading Program Infant through Preschool Alphabet Flashcards Upper and Lower-Case Letters Why teach the alphabet or sing the ABC Song? Music helps the infant ear to develop like nothing else does!

More information

Choral Reading Type: Strategy Literacy Skill: Reading Domain:

Choral Reading Type: Strategy Literacy Skill: Reading Domain: Choral Reading Strategy Literacy Skill: Reading Fluency Grade Level Uses: K-20 Special Population: N/A; Need to modify the reading for ELL and Special Needs with accommodations Cognitive Process: Comprehension

More information

English (Literacy) Reading Target Ideas. P Scale 4

English (Literacy) Reading Target Ideas. P Scale 4 P Scale 4 Pupils listen and respond to familiar rhymes and stories Begin to remember one or two repeated words e.g. names of people or objects, or key words in a repetitive phrase, in a familiar text when

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

On Your Marks: Under-5s Day 2 Jesus heals Bartimaeus Mark 10: 46-52

On Your Marks: Under-5s Day 2 Jesus heals Bartimaeus Mark 10: 46-52 On Your Marks: Under-5s Day 2 Jesus heals Bartimaeus Mark 10: 46-52 Simple Story An enlarged copy of the 'Bart' picture on A4 card; three extra faces (available as a web download: Day 2 resource sheets

More information

Family Fun Night! STEP-BY-STEP SUGGESTIONS FOR PLANNING FAMILY FUN NIGHT

Family Fun Night! STEP-BY-STEP SUGGESTIONS FOR PLANNING FAMILY FUN NIGHT Family Fun Night! Each literacy-based Family Fun Night will be held for 1 ½ hours. Whole Group gathering time includes songs, finger plays and a read aloud. 4 center based activities based on literacy

More information

NFL Quarterback Bernie Kosar told

NFL Quarterback Bernie Kosar told RESEARCH PAPER VOLUME 1 Why It Is Important to Teach Phonemic Awareness and Alphabet Recognition by Dr. Cathy Collins Block Professor of Education Texas Christian University NFL Quarterback Bernie Kosar

More information

A a B b C c D d. E e. F f G g H h. I i. J j K k L l. M m. N n O o P p. Q q. R r S s T t. U u. V v W w X x. Y y. Z z. abcd efg hijk lmnop qrs tuv wx yz

A a B b C c D d. E e. F f G g H h. I i. J j K k L l. M m. N n O o P p. Q q. R r S s T t. U u. V v W w X x. Y y. Z z. abcd efg hijk lmnop qrs tuv wx yz A a B b C c D d E e F f G g H h I i J j K k L l M m N n O o P p Q q R r S s T t U u V v W w X x Y y Z z abcd efg hijk lmnop qrs tuv wx yz 25 Ways to Use Magnetic Letters at Home 1. LETTER PLAY Encourage

More information

How to Take Running Records

How to Take Running Records Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted

More information

FRENCH IMMERSION GRADE ONE

FRENCH IMMERSION GRADE ONE FRENCH IMMERSION GRADE ONE Welcome to the French Immersion Experience! The curriculum for the French Immersion Program is based on the guidelines of the Milton Public School Curriculum, the Curriculum

More information

Pre-Writing and Writing Activities for Preschoolers. Presentation courtesy of WCESC Preschool

Pre-Writing and Writing Activities for Preschoolers. Presentation courtesy of WCESC Preschool Pre-Writing and Writing Activities for Preschoolers Presentation courtesy of WCESC Preschool Pre-Writing Skill Development Help your child move from: tracing straight lines to tracing zigzag lines to tracing

More information

CCSS English/Language Arts "I Can" Standards Reading: Foundational Skills Kindergarten

CCSS English/Language Arts I Can Standards Reading: Foundational Skills Kindergarten CCSS.ELA-Literacy.RF.K.1 I can show that I know how books should be read. CCSS.ELA-Literacy.RF.K.1.A I can read the words in a book in the right order. CCSS.ELA-Literacy.RF.K.1.B I can understand that

More information

Pre-K. Animals Around Us. Differentiated Resources. English Language Learners... 2 Three-Year-Olds...3-4 Small Groups...5-6

Pre-K. Animals Around Us. Differentiated Resources. English Language Learners... 2 Three-Year-Olds...3-4 Small Groups...5-6 Pre-K Differentiated Resources Animals Around Us English Language Learners.......... 2 Three-Year-Olds...................3-4 Small Groups......................5-6 Visit www.macmillanmh.com for online games

More information

Kindergarten Common Core State Standards: English Language Arts

Kindergarten Common Core State Standards: English Language Arts Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from

More information

Fun Learning Activities for Mentors and Tutors

Fun Learning Activities for Mentors and Tutors Fun Learning Activities for Mentors and Tutors Mentors can best support children s academic development by having fun learning activities prepared to engage in if the child needs a change in academic/tutoring

More information

Nancy Fetzer s Word Masters to Movie Scripts Free Download

Nancy Fetzer s Word Masters to Movie Scripts Free Download Nancy Fetzer s Word Masters to Movie Scripts Free Download Nancy Fetzer s Literacy Connections Phone (951) 698-9556 FAX (951) 698-7616 www.nancyfetzer.com Language Development Across the Curriculum Word

More information

Frequently Asked Pre-Kindergarten Literacy Questions

Frequently Asked Pre-Kindergarten Literacy Questions Frequently Asked Pre-Kindergarten Literacy Questions Pre-Kindergarten literacy coaches collaborate with teachers to enhance their early literacy practices in the classrooms. Teachers often pose questions

More information

Retelling. In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense?

Retelling. In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense? Retelling Gr 1-3 In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense? Retelling Gr 1-3 Page 1 Grade: Prior Knowledge: What prior knowledge

More information

Assessment Directions for Preschool Teachers & Parents:

Assessment Directions for Preschool Teachers & Parents: Assessment Directions for Preschool Teachers & Parents: Literacy Resources, Inc. created this Phonemic Awareness Assessment, aligned to the Illinois Early Learning and Development Standards to assess a

More information

Sing, Spell, Read & Write

Sing, Spell, Read & Write Sing, Spell, Read & Write Correlated to Head Start DOMAIN: LANGUAGE DEVELOPMENT Element: Listening & Understanding Demonstrates increasing ability to attend to and understand conversations, stories, songs,

More information

Backseat A-B-See A CLEL Silver Bell Award Book for READ

Backseat A-B-See A CLEL Silver Bell Award Book for READ Backseat A-B-See by Maria Van Lieshout ISBN-13: 978-1452106649 Chronicle, 2012 From the backseat, what do you see? Backseat A-B-See showcases a different road sign for each letter of the alphabet as a

More information

Write ten silly sentences using a spelling word in each sentence. Please underline your spelling words! Write neatly!

Write ten silly sentences using a spelling word in each sentence. Please underline your spelling words! Write neatly! Rainbow write eight of your spelling words. Write each word first in pencil. Then trace over each word three times. Each time you trace, you must use a DIFFERENT color. Write ten silly sentences using

More information

Previous Letterland at Tweetsie Railroad Motivation and reward Letterland at Tweetsie Curriculum Guides

Previous Letterland at Tweetsie Railroad Motivation and reward Letterland at Tweetsie Curriculum Guides Previous Letterland at Tweetsie Railroad Each May since 2007, children from all over North Carolina (and Texas and Georgia) have come to Letterland at Tweetsie Railroad, where we have transformed our theme

More information

California Treasures High-Frequency Words Scope and Sequence K-3

California Treasures High-Frequency Words Scope and Sequence K-3 California Treasures High-Frequency Words Scope and Sequence K-3 Words were selected using the following established frequency lists: (1) Dolch 220 (2) Fry 100 (3) American Heritage Top 150 Words in English

More information

PUSD High Frequency Word List

PUSD High Frequency Word List PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.

More information

Geometry: Introduce the Geometric Cabinet complete with shapes, cards & names.

Geometry: Introduce the Geometric Cabinet complete with shapes, cards & names. August: 2014 ~ 2015 Reading/Language: Introduce Spalding Phonetics. Reading/writing/spelling/speaking phonics program. Begin with single letter phonemes. Identify letter & learn sounds associated with

More information

Comprehension. Sentence Structure and Meaning C.001. Objective The student will identify key parts of the text.

Comprehension. Sentence Structure and Meaning C.001. Objective The student will identify key parts of the text. C.001 Sentence Structure and Meaning Sentence-Picture Match Objective The student will identify key parts of the text. Materials Pocket chart Picture cards Use picture cards from core reading program or

More information

My Game. Or I say, I m in the window. Or else, I m out the door. I m on top of the table, Or I m under the floor.

My Game. Or I say, I m in the window. Or else, I m out the door. I m on top of the table, Or I m under the floor. My Game I have a little pretend game I play When Daddy calls to me. I say, I m right here, Daddy! I m under the sea! Or I say, I m in the window. Or else, I m out the door. I m on top of the table, Or

More information

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1 Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class

More information

20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America.

20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America. R4 Advanced Technology for, Renaissance, Renaissance Learning, Renaissance Place, STAR Early Literacy, STAR Math, and STAR Reading, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered,

More information

Concepts of print are found to be effective when looking at comprehension strategies. These may include strategies such as:

Concepts of print are found to be effective when looking at comprehension strategies. These may include strategies such as: Appendix 1: Literacy Strategies Word Attack & Comprehension Strategies Word Attack Strategies These strategies, to which children should refer, can be displayed on a classroom wall and made into a bookmark

More information

Newsletter. This Week We Are. Reminders and Notes. August 22-26, 2016 Contact: Ms. Sobh jsobh@cremedelacreme.com or (678) 389-4403

Newsletter. This Week We Are. Reminders and Notes. August 22-26, 2016 Contact: Ms. Sobh jsobh@cremedelacreme.com or (678) 389-4403 Newsletter August 22-26, 2016 Contact: Ms. Sobh jsobh@cremedelacreme.com or (678) 389-4403 This Week We Are Everyday Mathematics: 1-6 Reading, ordering, comparing whole numbers; one more and one less 1-7

More information

Ohio Early Learning and Development Standards Domain: Language and Literacy Development

Ohio Early Learning and Development Standards Domain: Language and Literacy Development Ohio Early Learning and Development Standards Domain: Language and Literacy Development Strand: Listening and Speaking Topic: Receptive Language and Comprehension Infants Young Toddlers (Birth - 8 months)

More information

U.S. Department of Education Rod Paige Secretary. Office of Intergovernmental and Interagency Affairs Laurie M. Rich Assistant Secretary

U.S. Department of Education Rod Paige Secretary. Office of Intergovernmental and Interagency Affairs Laurie M. Rich Assistant Secretary U.S. Department of Education Rod Paige Secretary Office of Intergovernmental and Interagency Affairs Laurie M. Rich Assistant Secretary John McGrath Senior Director, Community Services and Partnerships

More information

Phonics. P.041 High Frequency Words. Objective The student will read high frequency words.

Phonics. P.041 High Frequency Words. Objective The student will read high frequency words. 2005 The Florida Center for Reading Research (Revised, 2008) Objective The student will read high frequency words. Phonics P.041 High Frequency Words Sandpaper Words Materials Tactile word patterns (Activity

More information

Parent Education Activities

Parent Education Activities PART III: PARENT EDUCATION Parent education sessions need to be planned and should follow a similar sequence each time. The suggested sequence is listed here and is explained later in this article. Also,

More information

Pre-A Lesson Plan. Students: Date: Lesson # Working with Letters. Letter Activity: Letter formation: Working with Names (Circle 1) Name puzzles.

Pre-A Lesson Plan. Students: Date: Lesson # Working with Letters. Letter Activity: Letter formation: Working with Names (Circle 1) Name puzzles. Pre-A Lesson Plan Students: Date: Lesson # Activity Options * Working with Letters Observations/Notes Letter Activity: Letter formation: # Working with Names (Circle 1) Name puzzles. Make names out of

More information

K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White

K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White Session Objectives Review expectations in Common Core Writing Gain ideas for teaching opinion writing Collaborate and articulate

More information

What is oral reading fluency?

What is oral reading fluency? What is oral reading fluency? Oral reading fluency is the ability to read, speak, or write easily, smoothly, and expressively. A fluent reader is one who reads and understands what he or she is reading

More information

CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten

CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1.A Follow words from left to right,

More information

AGENDA. Phonological and Phonemic Awareness. (Local Information, Your Name, Date)

AGENDA. Phonological and Phonemic Awareness. (Local Information, Your Name, Date) AGENDA Phonological and Phonemic Awareness (Local Information, Your Name, Date) Participant Objectives In this workshop participants will: Gain understanding of phonological and phonemic awareness Acquire

More information

Letters and Sounds, Phase 1, Aspect 2 General Sound Discrimination Instrumental Sounds Tuning into Sounds

Letters and Sounds, Phase 1, Aspect 2 General Sound Discrimination Instrumental Sounds Tuning into Sounds Tuning into Sounds Main Purpose: To experience and develop awareness of sounds made with instruments and noise makers. Organise an area so that the children sit facing a screen. Ensure there one set of

More information

Make a Plan of Your Classroom

Make a Plan of Your Classroom Level D/5 Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Identify Sequence of Events How-To Phonemic Awareness Count the number of sounds in words Phonics Initial, medial, and final

More information

My Family FREE SAMPLE. This unit focuses on sequencing. These extension

My Family FREE SAMPLE. This unit focuses on sequencing. These extension Unit 5 This unit focuses on sequencing. These extension Unit Objectives activities give the children practice with sequencing beginning, middle, and end. As the learn to name family members and rooms children

More information

Family Child Care Home. Instructional Unit: LETTERS

Family Child Care Home. Instructional Unit: LETTERS Family Child Care Home Instructional Unit: LETTERS Family Child Care Home Instructional Unit: LETTERS AUTHOR Dr. Janice Wood Crawford Early Literacy Faculty Fellow The Instructional Units presented here

More information

Right into Reading. Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program

Right into Reading. Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program Right into Reading Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program What is Right into Reading? Right into Reading is a phonics-based reading and comprehension

More information

Reading/Fluency Standards Based Annual Goals

Reading/Fluency Standards Based Annual Goals Reading/Fluency First grade (1.5.1) The student will establish letter-naming fluency at a rate of 40-plus letters per minute by the First grade (1.5.3) When given a first grade passage, the student will

More information

Hooray for the Hundreds Chart!!

Hooray for the Hundreds Chart!! Hooray for the Hundreds Chart!! The hundreds chart consists of a grid of numbers from 1 to 100, with each row containing a group of 10 numbers. As a result, children using this chart can count across rows

More information

Welcome Parents! The following presentation aims to provide information and resources you can use to help support your child s s reading development o

Welcome Parents! The following presentation aims to provide information and resources you can use to help support your child s s reading development o Parental Involvement in Reading Development P-3 Vidhya Nageswaran Welcome Parents! The following presentation aims to provide information and resources you can use to help support your child s s reading

More information

Alphabetic Knowledge / Exploring with Letters

Alphabetic Knowledge / Exploring with Letters Alphabetic Knowledge / Exploring with Letters Reading Goal 67: demonstrate awareness of the alphabetic principle Reads books with repetitive sounds and/or pronounces words deliberately and slowly when

More information

Days. Day 1. Reflection Teacher Responsibilities. Lesson Plans

Days. Day 1. Reflection Teacher Responsibilities. Lesson Plans Days Day 1 Lesson Plans Call the students to the carpet by the number of letters in their names. If your name has less than 5 letters, come to the carpet. If your name has more than 5 letters, come to

More information

Phonological Awareness and Phonics

Phonological Awareness and Phonics Kindergarten and First Grade Student Center Activities Phonological Awareness and Phonics Produced by the Florida Center for Reading Research Copyright Florida Department of Education 2005 Revised June,

More information

Debbie Hepplewhite s suggestions for effective and supportive phonics provision and practice

Debbie Hepplewhite s suggestions for effective and supportive phonics provision and practice Debbie Hepplewhite s suggestions for effective and supportive phonics provision and practice Are the following suggestions features of your phonics provision and practice? You may find this information

More information

Weeks 1-3 There are 30 worksheets in total for 3 weeks. These are the lesson plans for week 1. Time: These are the lesson plans for week 1.

Weeks 1-3 There are 30 worksheets in total for 3 weeks. These are the lesson plans for week 1. Time: These are the lesson plans for week 1. Grade R Term 2 English Home Language Lesson Plan Weeks 1-3 There are 30 worksheets in total for 3 weeks. These are the lesson plans for week 1. Name of topics: Home Time: These are the lesson plans for

More information

Strategies Packet for Parents and Students

Strategies Packet for Parents and Students For Improving Reading, Writing, and Mathematics Skills Parent Strategies and Activities For Improving Their Child s Reading and Writing Skills The following suggestions are intended to help increase your

More information

Suitable for: Beginners with absolutely no previous experience. Beginners who appear particularly shy or nervous.

Suitable for: Beginners with absolutely no previous experience. Beginners who appear particularly shy or nervous. Lesson plan 1: CHORD STRUMMING FOR THE BEGINNER Suitable for: Beginners with absolutely no previous experience. Beginners who appear particularly shy or nervous. Prerequisites: None General Objective:

More information

MASTER Wh Questions: Week 1 of 1. Unit Overview:

MASTER Wh Questions: Week 1 of 1. Unit Overview: The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. MASTER Wh Questions: Week 1 of 1 Unit Overview:

More information

King Solomon Asks to Be Wise

King Solomon Asks to Be Wise Teacher s Guide: Ages 2-3 Kings & Kingdoms Part 2: Judges through Esther Unit 9, Lesson 43 King Solomon Asks to Be Wise Lesson Aim: To know God helps us make good choices. THE WORSHIP Who God is: The King

More information

Mendham Township School District Reading Curriculum Kindergarten

Mendham Township School District Reading Curriculum Kindergarten Mendham Township School District Reading Curriculum Kindergarten Kindergarten Unit 1: We Are Readers Exploring the Exciting World of Books Reading Level Benchmark: Emergent Story Books & Shared Reading

More information