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Big 5 ideas in beginning reading. http://reading.uoregon.edu/big_ideas/

International Literacy Association (2018). Reading fluently does not mean reading fast. Literacy leadership brief. https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-reading-fluently-does-not-mean-reading-fast.pdf

Moats, L., Tolman, C. the development of phonological skills. https://www.readingrockets.org/article/development-phonological-skills

Phonics and decoding. https://www.reading rockets.org/teaching/reading-basic/phonics

Phonological and phonemic awareness. https://www.readingrockets.org/teaching/reading-basic/phonemic

Pinterest. https://www.pinterest.co.uk

Shanahan, T. The national reading panel report: Practical advice for teachers. University of Illinois. https://ericfiles.eric.gov/fulltext/ED489535

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Vocabulary can be called words and their meaning, and it plays a critical role in reading and comprehension. Vocabulary consists of four parts listening, speaking, reading, and writing. It is the key to comprehension. If the students cannot understand the meaning of the words read or spoken to them, they would not understand what is going on around them.

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Digital Bulletin Board: Phonemic Awareness, Phonics, Vocabulary, Fluency and Comprehension

Colette Jones

College Of Education Grand Canton University

Digital Bulletin Board: Phonemic Awareness, Phonics, Vocabulary, Fluency and Comprehension

Dr. Debra Chisenhall

March 15th, 2023

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Activity One (1)  Read, Build, Write Sight Words Mat. The kindergarten student will read the word, then use magnetic letters to build the word, next they will use the marker provided to write the word, 

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Activity One (1)  Read, Build, Write Sight Words Mat. The kindergarten student will read the word, then use magnetic letters to build the word, next they will use the marker provided to write the word, 

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Editable Sight Word Games - Word Work with Auto-fill

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Phonemic Awareness mostly speaks to sound and sounding out letters from a word. It is the ability to point out individual sounds in words. The breaking down in sounds within words is called phonemes and awareness is being aware of the sound, hence Phonemic Awareness. Words are made up of sounds and phonemic awareness is the hearing of those sounds not the letters. For young children, it is difficult for them to discriminate the sounds in words as opposed to adults, and it might hinder them when reading because they would not be able to match sounds to the letters. Spoken words contain sounds, for example, the word bat is made of sounds and those sounds have three parts called phonemes and the phonemes are b/a/t and as the child sounds it out, they would be able to get a sense of the word.

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Activity (1)                                                                   This is Bob the bee.            

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Activity (1)                                                                   This is Bob the bee.            

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Which words start with the same sounds? The students will circle the picture with the same sounds.

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  Listen to each word. Which two words start with the same sound? 

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  Listen to each word. Which two words start with the same sound? 

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Activity Two (2) Consonant, Vowel, Consonant (CVC) Word Building Set. This activity is for kindergarteners or first graders. This will help the students to spell short vowel words. The student will tap the sound, build the word with magnetic letters, draw a picture, and finally write the word.  

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Activity Two (2) Consonant, Vowel, Consonant (CVC) Word Building Set. This activity is for kindergarteners or first graders. This will help the students to spell short vowel words. The student will tap the sound, build the word with magnetic letters, draw a picture, and finally write the word.  

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Engage in read-aloud and provide simple definitions for words.

This helps the child to learn unfamiliar words and their meaning so that they can apply it to everyday language.

The best way to increase their vocabulary.

Website: https://www.readbrightly.com/esay-ways-build-your-childs-vocablary-at-home/

Playing word games like The Question Game. For example, if a person picks something from a designated category, the child can ask questions to figure out the word, thus building their vocabulary of the word, like its meaning or so.

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After printing colorful letters, the parent can staple them to sanitary cups and arrange them in a line. Have the child place picture cards that matches the sound of the letters. The parents will say the letter sound first, then the child will match the picture card.

This activity helps the child discriminate letter sounds and learn letters at the same time.

Website: https://www.abcmouse.com/learning/games

This website has a ton of games, puzzles, and other learning activities to help students with letter sounds.

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First, fluency is not synonymous with reading fast, it is how accurate the student can read. Fluency also refers to the rate, expression, and smoothness with which a person reads. Although pacing is a part of it, we prefer to focus on the quality of reading over the speed. Fluent readers read as though they are talking. They attend to punctuation, use phrasing rather than reading word for word, use different voices to represent characters in dialogue, and change their tone and pace to reflect the mood of what they are reading.

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Phonics is learning letter songs associated with letters. It is a way of teaching students about the relationship between sounds (phonemes) and print(letters) which leads to the student being informed in reading, writing, and spelling.

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Activity One (1) Using Word Cards to Make Sentences. This activity is to build literacy skills in first graders. The students will use the picture support card to build the sentence using the word cards. The teacher will read the sentence first, then the students will read on their own. The exceptional students will not get the use of the picture support card to work with, they will build the sentence on their own and read the sentence. 

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Activity One (1) Using Word Cards to Make Sentences. This activity is to build literacy skills in first graders. The students will use the picture support card to build the sentence using the word cards. The teacher will read the sentence first, then the students will read on their own. The exceptional students will not get the use of the picture support card to work with, they will build the sentence on their own and read the sentence. 

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Activity One (1) Find the word in the sentence: Listen to the sentence. The student will find the word in the sentence. 

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Activity One (1) Find the word in the sentence: Listen to the sentence. The student will find the word in the sentence. 

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Who ate my cookie?

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Choose the two words that are the same: Listen to each word. The student will circle the two words that are the same.

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Use the colorful Lego at home to write simple two, three or four letters word with a marker, The write letters on the single Lego. Let the child sound out the words on the Lego and then place the letters on top of the Lego with the word.

This is a fantastic opportunity for your child to improve on word recognition.

It also helps them to apply what they are learning about letters and sounds to the reading of words.

Website: https//www.scholastic.com/parents/books-and-reading-resources/developing-reading-skills/teach-phonics-home-html

One of the things this website is encouraging is for parents to encourage their child to read. As the children read, listen to them, and encourage them to sound out words.

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Reading sentences: The students will read these sentences. It will help the students with manipulating speech sounds to produce words. Pictures can be used in the place of the bold letters for ELLs.

The big pig saw a twig.

A bug was on the rug.

A nut was in the hut

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Echo Game.  Choose a book at your child's reading level and read a sentence aloud using the appropriate expression and pauses. Next have your child mimic you reading the same sentence and using the same expression and pauses. Then repeat the game every few paragraphs until you finish the book.

This activity helps to support reading skills without putting pressure on your child.

It also helps them with learning to read quickly and confidently.

Website: https://www.dsrf.org/resources/learn-at-home-activities-for-fluency

When introducing new reading material, use the Me, We, You strategy:

Me- You read the text to your child. Talk about new vocabulary that comes up. Be expressive!

We- Read the text together. This stage helps with accuracy because your child has support with unknown words before they are expected to read them on their own. You may need to stay at this stage for some time before asking your child to read independently.

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Comprehension speaks to the ability to understand and interpret written and spoken words. The students must be able to decode what is written and spoken so that they can make connections between what is being written or said to them and what they already know. They also must be able to think deeply about what is written and what is being conveyed to them in words.

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Answer the Riddle. This is an activity for kindergarteners.

I have four wheels

I have four wheels

You can drive me

What Am I?

a car      a house

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Complete the sentence. This is an activity for kindergarteners.

We  ....... to play. (big,want,red)

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You and your child can explore the world together. Take a walk around the neighborhood or a trip to the grocery store. You can explore fruits and vegetables together and talk about how the fruits get to the grocery store or talk about what is happening in the neighborhood. Let them make connections.

This helps them to build comprehension skills through listening.

It also strengthens language and oral language skills.

Website: https://www,readabilitytutor.com/how-parents-can-help--with-reading-comprehension-at-home

Parents can start a Family Book Club. Everyone chooses a new book to read and then schedule a family meeting where everyone will be asked to share their thoughts on the book. This would be a great way to determine if your child understood the text.