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Build A Sentence
Student will produce meaningful sentences.
Materials
▶ “Who” word cards
▶ “Action” word cards
▶ “What” word cards
▶ Function word and punctuation cards
▶ Paper
▶ Pencils Activity Students make sentences using selected words.
1. Place the “who,” “action,” and “what” word cards face up in separate stacks. Place the function word and punctuation cards face up in rows. Provide each student with paper.
2. Working in pairs, students select a card from each stack and place them in sentence order (i.e., “who,” “action,” and “what”).
3. Read the words on the cards (e.g., “Sally swims beach”). Identify and insert function words and punctuation cards needed to make a meaningful sentence (e.g., at, the, “.”).
4. Read the sentence (i.e., “Sally swims at the beach.”) and record on paper. If the sentence is silly, put a next to it.
5. Continue until at least five sentences are recorded.
6. Teacher evaluation

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Sentence-Picture Match
Student will identify key parts of the text.
Materials
▶ Pocket chart
▶ Picture cards Use picture cards from core curriculum reading program or print media.
▶ Sentence strips Write sentences that describe the pictures. Activity Students match sentences which describe pictures on a pocket chart.
1. Place picture cards vertically down the left side of the pocket chart. Place sentence strips face down in a stack.
2. Taking turns, students select a sentence strip and read it. 3. Determine which picture on the pocket chart corresponds to the sentence and place the sentence strip next to that picture.
4. Continue until all sentences and pictures are matched.
5. Peer evaluation

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Action Word Ring Sort
The student will identify the meaning of verbs. Materials
▶ Picture cards Laminate and hole punch one corner of the picture cards.
▶ Action word cards Laminate and hole punch one corner of the action word cards.
▶ Student sheet
▶ Book rings
▶ Crayons or markers
▶ Pencil Activity Students identify verbs related to a picture and sort on book rings.
1. Place the picture cards, book rings, and crayons at the center. Place the action word cards face up in rows. Provide the student with a student sheet.
2. The student selects a picture card (e.g., frog) and places it on a book ring.
3. Reads all the word cards, selects two or more that describe the picture (e.g., sleeps, croaks, jumps), and places each word on the book ring.
4. Continues until all picture cards have action word cards describing them.
5. Selects one picture card and corresponding action cards and records words on student sheet.
6. Teacher evaluation

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Synonym Spider
Student will identify synonyms. Materials
▶ Synonym Spider and word legs Copy on card stock, laminate, and cut.
▶ Student sheet
▶ Glue
▶ Scissors
▶ Pencils Activity Students match synonyms by placing pairs on a spider shape.
1. Place the Synonym Spider, spider word legs, glue, and scissors at the center. Provide each student with a student sheet.
2. Taking turns, student one selects a spider word leg, reads the word (e.g., “small”), and places it on the right side of the spider.
3. Student two selects the synonym, reads it (i.e., “little”), and places it across from the match on the left side of the spider.
4. Reverse roles and continue until all synonyms are matched. Read each pair of synonyms aloud.
5. Use student sheet to make a spider and record the synonyms on the spider legs.
6. Teacher evaluation

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Tap Stack
Student will gain speed and accuracy in letter recognition. Materials
▶ Letter cards Choose six target letters, copy on card stock six times, and cut into cards.
▶ Time record student sheet
▶ Timer (e.g., digital)
▶ Pencils Activity Students identify letters while playing a card game.
1. Place the letter cards face down in a stack. Place the timer at the center. Provide the students with one time record.
2. Working in pairs, student one selects the top card from the stack as the target letter and places it face up on the table. Student two divides the remaining letter cards into two stacks and each student gets one stack.
3. Student one starts the timer and says “begin.” Each student turns over one card, says the letter as quickly as possible, and taps his card if it matches the target letter.
4. If a match is made, places the card below the target letter. If a match is not made, places the card to the side.
5. Play until each student uses all his cards. Student one stops timer and records time on student sheet.
6. Reverse roles and repeat the activity attempting to increase speed and accuracy.
7. Continue until student sheet is complete.
8. Teacher evaluation

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Letter-Sound Match
The student will match initial, final, and medial phonemes to graphemes.

Materials

▶ Picture cards

Note: The pictures used are: ant, map, pin, bib, bug, dog, cry, leg, fly, sun

▶ Student sheet

▶ Scissors

▶ Glue

Activity

Students sort pictures by matching phonemes to graphemes and write missing letters.

1. Provide the student with a student sheet and picture card Activity Master. Place scissors and

glue at the center.

2. The student cuts out the pictures. Selects a picture, names it, and says each sound (e.g., “bug,

/b//u//g/”).

3. Looks for the letters that correspond to two of the sounds.

4. Glues the picture in the fourth column next to the two letters. Looks at the blank space in the

row, determines the missing sound, and writes the corresponding letter (i.e., “/b//u//g/, the

missing letter is g”).

5. Continues until all blanks are filled.

6. Teacher evaluation

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Partner Reading

Students will gain speed and accuracy in reading connected text.
Materials
Passage, book, or text
Choose books or passages within students’ instructional-independent reading level range.

▶ Sticky notes

Divide the text into passages using sticky notes to indicate the length of text to be read.

Activity

Students practice reading fluently by reading text with a partner.

1. Rank students by reading ability from highest performing to lowest performing. Split the class

in half and pair the top ranked high-performing student with the top ranked lowperforming

student. Continue pairing in that order.

2. Provide each student with a copy of the text.

3. Taking turns, student one (the higher-performing student) reads the assigned length of text

aloud. Student two (the lower-performing student) reads along silently, providing assistance

when needed.

4. Student two rereads the same text while student one assists.

5. Continue until the entire text has been read.

6. Reread the text several times attempting to increase speed and accuracy.

7. Peer evaluation

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Picture the Word

The student will blend onsets and rimes to make words.

Materials

▶ Onset and rime work boards

▶ Student sheet

▶ Small plastic letters

▶ Pencil

Activity

Students select onsets to complete words using pictures as clues.

1. Place the onset and rime work boards face up in a stack at the center. Place the plastic letters

beside the boards. Provide the student with a student sheet.

2. The student selects the top work board from the stack, names the picture, and reads the rime

(e.g., “jug, /ug/”). Says the initial sound of the word and its corresponding letter (i.e., “/j/, j”).

3. Looks for and places the matching plastic letter in the onset position on the work board.

4. Records word on student sheet.

5. Continue until all boards and student sheet are complete.

6. Teacher evaluation

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PHONEME MATCHING One Card Out
Students will match initial phonemes in words.

Materials

► Initial sound picture cards

Make two copies for a total of 12 cards.

► cards

► Pocket Chart

Activity

Students determine which words have the same initial sound and place a card over the

picture that does not.

1. Place initial sound picture cards with the same numbers in separate rows on the pocket chart.

Place the cards face up in a stack.

2. Taking turns, students name the pictures in a given row and say each initial sound (e.g., “house

/h/, helicopter /h/, zebra /z/”).

3. Place the card over the picture that does not have the same initial sound as the other two

cards (i.e., zebra).

4. Continue until one picture on each row is covered by a card.

5. Peer evaluation

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MATCHING RHYME TIME
Students will recognize rhyming words.

Materials

Rhyme and time picture cards

1. Separate and place the rhyme and time picture cards face down in two stacks on a flat surface.

2. Working in pairs, student one selects the top card from each stack and names the pictures

(e.g., “fox, box”).

3. If a match is made, says "rhyme time" and keeps the pair. If a match is not made, returns the cards randomly to the appropriate stack and student two takes a turn.

4. Continue until all matches are made.

5. Peer evaluation

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Rhyme matching game
Rhyme helps break words down into more minor sounds and accurately identify that sounds. It's a fun and exciting lesson when young children match rhyming objects. But it's also the first step for young children to notice that words have individual sounds or phonemes. Rhymes help children with phonemic awareness, which is the knowledge that phonics is the minor unit of sounds that make up words.
(1) Phonemic Awareness Activities at Home - YouTube

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Family stories
A family story is a significant activity for a child because it affects him significantly. Especially before bedtime, the child is in a relaxing period and listens well to stories. From here, he will acquire information, language, and a lot of words.

(1) Comprehension Activities to teach at home! How to teach comprehension in first grade - YouTube

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Comprehension Activities to teach at home! How to teach comprehension in first grade

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Children learn through play, so try to integrate

Phonics activities at home that involve play.

• Playdough letters.

(1) Blending Activities | Phonics - YouTube

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Choose the right books. Help your child choose books he can comfortably read about 90 percent of the words in a few sample pages.

• Read to your child every day.
(1) Fluency Practice Activities - YouTube

Reading fluency is not reading quickly. However, read carefully and use the appropriate expression. Use echo reading, theater reading, and reading aloud. Repeated reading of the text and more training enhances the student's self-confidence. The teacher uses small groups' theatrical representation of the story. Each child embodies a character and uses the appropriate expression for it. It makes the child more interested in reading.

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Talk to your child every day.
• Involve your child.
use big words and go for a walk.
All these steps will develop your child and help him gain a lot of words and experiences. Talking with a child and reading books and stories is an excellent way to acquire a lot of words through the questions the child asks about the topic.

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SIGHT WORD ACTIVITIES | How to teach sight words at home for Kindergarten, First and Second Grade