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A story sequencing activity can help students develop reading comprehension. In this activity, the teacher provides a series of cards with either pictures or words from the story. It can be a chapter, selected text, or even an original few sentences. Then, students place the cards in the correct sequence. Although using words/phrases may be good for phonics instruction, using pictures may be better for students with learning exceptionalities. This type of strategy has been proven to be effective with students with special needs (Almutairi, 2018)

After a reading the story to the students, the teacher should ask them to retell the story back to the teacher. In doing this, it requires the student to recall aspects of the story, then connect it with spoken language. Sometime they haven’t thought about the concept they were asked about, so a re-read or time to re-read may be admitted. Ultimately, it is a seminar style activity that can boost the students’ understanding about texts they have read.

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Many classroom use games to promote learning. they can drive engagement among students (Mee, et .al, 2022). Teachers may use a digital learning platform such as Quizlet or Blooket to drill vocabulary. In these games choosing the correct word from a bank of vocabulary words provides the player (student) in-game resource by which they may win the game. Leaderboards are often supported and these games can promote the mastery of a set of vocabulary words. Students with ADHD benefit from the focus that these digital games require and students with autism benefit from codified rule structures.

However, digital gaming may not be the forte of the teacher or parent. In fact, it may be their desire to remove a digital element from the classroom. In this case, a sorting activity may be desired. The teacher can place several receptacles bearing vocabulary categories. The students must then sort their word cards into these categories.

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First, students may participate in a “word tour” around their classroom or other parts of the school as developmentally and logistically appropriate. In these spaces tell the students to be on the lookout for words that have certain sounds. The selected sound should be centered around sounds already known and sounds being initially introduced. This may be differentiated by allowing the students to manipulate certain objects in order to gain a closer understanding when visual representation may not be sufficient for divergent students.

Second, allow students to construct words from cards bearing letters. Provide them with lists and/or pictures with words that they must recreate with thief words. If a student has a verbal, aural, or cognitive exceptionality, they will benefit from having access to physical tokens and manipulatives for understanding. They may even have discovered a useful tool for communication if their verbal skills a re impaired.

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One classroom activity is using rhythmic chants to identify numbers of syllables in their own names. A similar activity is performed in music class and can be used as an interdisciplinary opportunity. Educators can expand on this by using strange rhythmic nonsense phrases or by using body percussion. This activity can be altered for students with exceptionalities by tapping the rhythm into the teachers hand or by tapping a sensory tools to the rhythm.

Another activity is using pictures to test students’ knowledge of phonemes already learned and new ones. Although this activity may seen rote, it is a endearing classic for a reason: this method provides explicit instruction of phonemic awareness. This is also an inclusive activity, as students with exceptionalities need these simplistic activities to bring up their overall literacy.

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Since reading with one’s student at home is a great way to raise all of the skills involved in literacy, one should also use it for comprehension. After reading a story with your student, do a review of the story and talk about five component: characters, setting, events, ending, favorite thing. These may be explicitly named if developmentally appropriate, but this activity revolves around asking the student questions. If they don’t know or remember, go on a journey back through the book to find the answer. Cap off the activity by then asking the student what their favorite part of the story is. This is a good way to discover what aspects of story they enjoy. You can use this to find stories for them that engage their interest, pushing them toward greater literacy.

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One of the best ways to promote fluency is to be a model of fluent reading. Teachers can simply read to their students. Reading to ones’ students, especially in the early years, is vital to building fluency as their can be no guarantee that they are being read to at home. Even in the later grades when texts gain more complexity, fluency reading can be modeled to promote the newer concepts. Students of all stripes benefit from this. Accommodations to the learning environment can be made, based on the needs. Students with exceptionalities should have flexible seating option and access to sensory tools.

Another strategy similar to the first, is to have the students echo back portions of a text back to you. As the teacher reads the text they may gain a better sense of the size of text that is successfully repeated. this allows them to easily scaffold the assignment for gifted student or students with learning exceptionalities.

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One simple activity for home can be the mere use of a party game: Pictionary. Several versions of this game may be attempted. First, you may choose to search for a copy of the Pictionary Jr. game on the used market. Additionally, you may decide to create a pool of words based on the students sight words and simple use the basic rules for the game. Games of Pictionary can provide many fun family experiences whilst expanding the student’s (and sometimes parents/guardians) vocabulary. The game is highly accessible and can be catered to meet any learning exceptionality.

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With your child, arrange pictures or flash cards into a deck. The pictures should be of words developmentally appropriate for them. When you show them a picture, begin slowly saying each sound of each letter of the word pictorialized. The child should try to guess the word before you’ve finished sounding out all of the letters. This activity is great for young students who are just learning their letters and is a great way to support the learning already occurring in the classroom. The visual component makes this a great tool for autistic students and can be used to capture the attention of an ADHD student.

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You can uses objects in your dwelling and frequented locations to aid your student’s phonics. Instruct your student to find everything they can find that starts with a letter. In order to succeed at this they will have to constantly be saying the letter and comparing it to the items they encounter on their search. This is an especially useful tool for students who have ADHD who may possibly possess hyperactivity. The activity will also aid in developing their spatial awareness, as you guide them to look above and under things.

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There are many video and blog resources regarding phonemic awareness, but sometimes it may be overwhelming to have to utilize unfamiliar resources in the abstract. Hand2mind.com is a website that sells educational tools, toys, and curriculum for a myriad of subjects. They have cards, blocks, and kits to help you create engaging activities for your child. Using manipulatives, such as the ones offered here, can help engage students with ADHD. Some of these products provide sensory objects that other neurodivergent students can use to ground their learning.

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As mentioned in the classroom activities, parents and guardians should read to their students. Not only does this promote fluency but it helps build strong relationships. Reading to a child at home can be used to supplement reading at school using similar texts. One thing that may be helpful depending on the students developmental maturity, is to play a film or show that the student knows by heart. Then, play it with the english subtitles on. Such an activity allows students to make connection in reading to familiar stimuli. This kind of additional attention especially benefit students with special needs and can greatly inmorve their fluency (Förster, Kawohl, & Souvignier, 2018)

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Although Vocabulary.com possesses highly effective vocabulary gamification tools for educators, parents and guardians can benefit from its use as well. The website boast an impressive collection of vocabulary lists. These lists are organized by theme and genre. But a potentially high value resource is vocabulary list that are tied to library books. This can be used to engage students by recruiting their interests with developmentally appropriate books.

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Phonics.com provides some of the most comprehensive phonics resources around. First, their blog provides educators and parents with valuable insight into phonics instruction. Second, they provide free phonics lessons and games. Finally, their lesson may be accompanied with printable workbooks for analogue instruction and for homeschoolers. Having the option between a technological components and analogue components provides may cater to students with varying exceptionalities. For example, students with autism may benefit greatly from having clear visuals to associate with the learning.

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Lit2Go provides an amazing collection of classic literature tales. these stories and books are organized by readability, making it easy to find a story that is perfect for the student’s age or developmental stage. Many are accompanied by an audio component. Even further, these can be used in conjunction with he at-home activity. Or they can be used with the comprehension activities that accompany some of the stories.

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Even though ReadingRockets.com is an immensely useful source for all things pertaining to reading, their guide on fluency is highly effective. This referential guide provides a list of common “tells” that a student may show that gives clues to their struggle with fluency. Each list of these is centered around a different observers: teacher or parent/guardian. Next, a myriad of simple solutions is listed for use at-home or in the classroom. Finally, a list of additional external and blog resource on the subject is provided for further research.