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Let's talk about phonemic awareness!

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The students will practice phonemic awareness with Play-doh! Roll the Play-doh into balls and then squish a ball for each sound. An example of this using the word "cat" would be squishing a ball for each sound. /c/ /a/ /t/.

For modification, separate colors could be used to indicate the specific sounds clearly.

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To practice this skill at home, I would encourage you to become sound detectives! While you are spending time together, give them a word that incorporates the activity are doing and ask them to tell you the beginning sound (or ending sound) of the word. For instance, if you were playing with blocks, you would ask the child what the first sound of block is to which they should respond with /b/.

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At-home phonemic awareness practice for ESL students. 

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At-home phonemic awareness practice for ESL students. 

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For this activity, ask your student to clap the syllables in a word. While this is a great activity for hearing and identifying the sounds in a word, it also gets the students moving!

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Let's talk about phonics!

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For this activity, we will play "Mystery Box Phonics!" I will place a few different items in the box and when it is the students turn, they will reach in and grab an item. Their job is to name the item that they pull out and then give either the beginning or ending sound!

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Play hopscotch but this time, instead of numbers, place different letters in the box. When the student lands on the box, have them give you the sound and see if they can think of a word that begins with that sound! This can be modified to meet the needs of the individual student. For more advanced students, use diagraphs like /sh/ to make a word.

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For this phonics activity, label your home with English and Spanish words and speak with your child about the item. For example, label a door with "puerta" and "door" and then ask your child to give you the beginning sound for each word.

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Let's talk about fluency!

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To practice fluency, we will read nursery rhymes! "Mary had a little lamb", "The itsy-bitsy spider", and "One, Two buckle my shoe" are a few of the nursery rhymes that will help us learn how to match the pace and tone that should be read with the text. Reading it together will also help students build confidence because they are not put on the spot to read or recite something they may be unsure of.

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For this activity, we ask that you read to your child before bed and then have them read to you. The catch is that you will read the same book a few nights in a row to help them build their confidence and so that they become familiar with the reading and it becomes smoother.

For ESL students, first read the story in the child's native language and then try it in English. This can help the child comprehend what the story is about as well as working on fluency because the child isn't having to worry so much about decoding but can focus on how it is supposed to sound.

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For this activity, have your student record themselves reading and then play it back to them. Each time that they hear it back, they can work on their accuracy and the speed at which they are reading. Each playback can also build their confidence when they get faster and have fewer mistakes!

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Let's talk about vocabulary!

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For this activity, we will talk about the word and it's meaning and the we will play a game! We will have a matching game where the students pair the word with a picture that matches it! For example, if the word is "frozen," the students would match that card with a picture of an ice cube. This is helpful for students with different learning styles and needs because it gives them a visual representation of the word they are learning, immediate context for ESL students that may not fully understand the English language, and it is a hands-on activity for them to be engaged in.

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Have a scavenger hunt with your student! Use the current vocabulary words that they are learning in class and have them search for the item in your home!

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Play the "Name it!" game! This is an easy game where you can ask your students to identify items that match their vocabulary words! You can also ask them to use descriptive words to tell you about things. For example, read "Brown Bear, Brown Bear, What do you see?" and ask them to describe the different characters in the book. "The big, brown bear has sharp, pointy claws."

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To practice comprehension in the classroom, the teacher will read a book to the students and then ask them to retell the story in multiple ways. This may be a group retell where the students pair up and then retell the story in a group setting, or it could be in a journal entry where the student draws a picture of their favorite part of the story. This presents the lesson in multiple ways to ensure that the needs and abilities of every learner is represented and it gives them a chance to put meaning to what they heard in the story.

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Have a story conversation! Show the student the front cover of the book and ask them what they think will happen in the book. Once the book is over, ask them questions of things that happened throughout the story. "Who were the characters?" "Where did the story take place?" "What happened in the beginning, middle, and end?" These questions allow students to provide context to what they have learned and have comprehended. Also, have them pick the book and once they pick it, ask them to tell you why they picked it and what happens in the book that makes it their favorite book!

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Let them be the teacher! Read the story to the student and then let them ask YOU the questions. This gives the perfect opportunity for the students to look back on their active memories to ask you questions about what happened in the story. You can even get the answer wrong and let them correct you! For example, if you are reading "Pete the Cat: I love my white shoes," and they ask you what happened when Pete walked through blueberries, you can tell them that Pete was MAD. They can correct you and say "goodness, no! Pete wasn't upset!"

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https://www.edmentum.com/articles/the-five-pillars-of-reading/

https://www.teachhub.com/teaching-strategies/2017/01/5-effective-teaching-strategies-for-reading/

https://pmc.ncbi.nlm.nih.gov/articles/PMC8160734/?

https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf

https://www.colorincolorado.org/literacy-instruction-ells

https://www.readnaturally.com/research/5-components-of-reading

https://www.ortonacademy.org/