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Activity:

Write a word on the board: (CAT)

Erase the first letter (-AT)

Have students come up with new first letters to form new words (BAT, MAT)

Have students blend to form new sounds for words (THAT, SPLAT)

Accommodations:

Make sound for desired first letter

Write the letter and have students say what it is

At home:

1.) Have parents rhyme with students, map, nap, cap

This can be done anywhere, anytime. Students hear the word and can form connections

2.) Parents can work on syllables in a word. They can name everyone in the house and the child can clap with their parent for each syllable. This ensures that each part of the word is said and heard.

Resources:

https://www.readingrockets.org/literacy-home/reading-101-guide-parents/your-kindergartener/phonological-and-phonemic-awareness

https://www.readinga-z.com/phonological-awareness/

Links: https://www.youtube.com/shorts/_jSuRai6qv8

https://www.youtube.com/shorts/NMm88ZPAknU

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Activity:

Have items mixed up in a bin and have students separate them based on the sounds of the first letter. Have a card with that letter on it.

B-ball, bat, biscuit

D- dog, donut

Accommodations:

Say the items names so the students can hear the sounds

Write out the names so students can see them

At home:

1.) Read with children. Point to the parts of the word so students can see what letter is making the sound.

2.) Say a letter and have the child find things that start with that letter. C- cat, car.

Resources:

https://www.phonics.org/for-parents/

https://www.hookedonphonics.com/?srsltid=AfmBOopspTnLp-of3i92PkGQBhfpiHoV8Xky1dljywlBTan1cBF54yr3

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Activity:

Have students read aloud from a book.

Accommodations:

Use a book that some are familiar with as this will help them.

Pick a book with simple language

At home:

1.) Find common words while out shopping and have the child read it to you.

2.) Ask the child to read you the shopping list

Resources:

https://parentpowered.com/blog/science-of-reading/fluency-in-reading/

https://littlemindsatwork.org/8-fluency-free-downloads/

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Basics: Phonological and Phonemic Awareness. Reading Rockets. (n.d.-a). https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness

Fundamentals of Literacy Instruction and Assessment (2nd ed.) by Hougen, M. C., & Smart, S. M. (2020)
Paul H. Brookes Publishing Co.

7. Vocabulary Instruction. K. Explicit Instructions Effective and Explicit Instruction. (n.d.) Archer, Anita & Hughes, Charles.

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Activity:

Word Wall

Print out words with images and put them on a designated wall.

Read the words with the students, spell them, have students repeat it and define them.

Use them throughout the week so students hear them being used appropriately.

Accommodations:

Use larger fonts

Go over the words several times

At home:

1.) Have parents read books with vocabulary words in it.

2.) Have parents search for vocabulary words in grocery stores and whenever they are out.

Resources:

https://www.readingrockets.org/literacy-home/reading-101-guide-parents/reading-basics/vocabulary

https://www.naeyc.org/our-work/families/literacy/learn-new-words

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Activity:

Read a story with the students such as The Rainbow Fish.

Give students cut outs of different and important moments in the plot.

Have students work together in small groups to place them in chronological order.

Accommodations:

Give those who require less, fewer events.

For those who are struggling the opportunity to hear the story again.

At home:

1.) Have parents read with their children. Have them ask questions about what happened in the story.

2.) Have parents ask about different characters.

Resources:

https://www.improvingliteracy.org/literacy-resources-for-parents-and-families

https://reachoutandread.org/what-we-do/family-resources/

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1.) https://www.readingrockets.org/topics/curriculum-and-instruction/articles/9-components-effective-research-supported-reading

2.) https://fcrr.org/reading-success/components

3.) https://www.youtube.com/watch?v=q9mkv8f6Hxo

4.) https://www.colorincolorado.org/article/reading-comprehension-strategies-english-language-learners

5.) https://pmc.ncbi.nlm.nih.gov/articles/PMC9848395/

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Adams, M., Treiman, R., & Pressley, M. (1998). Reading, writing and literacy. In I. E. Siegal and K. A. Renniger (Eds.), Handbook of child psychology: Child psychology in practice (5th ed., Vol. 4, pp. 275-355). New York: Wiley.

Bear, D. Invernizzi, M., Templeton, S., & Johnston, F. (1996). Words their way: Word study for phonics, vocabulary, and spelling. Upper Saddle River, NJ: Merrill.

Beck, I. L., & McKeown, M. G. (1991). Conditions of vocabulary acquisition. In P. D. Pearson (Ed.), The Handbook of Reading Research (Vol. 2, pp. 789-814). New York: Longman Press.

Beck, I. L., McKeown, M. G., & Omanson, R. C. (1984). The fertility of some types of vocabulary instruction. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L. Getting at the meaning: How to help students unpack difficult text. American Educator, 22, 66-71, 85.

Beck, I. L., McCaslin, E. C., & McKeown, M. G. (1980). The rationale and design of a program to teach vocabulary to fourth-grade students. Pittsburgh, PA: University of Pittsburgh Learning Research and Development Center.

Berninger, V., Vaughan, K., Abbott, R., Brooks, A., Abbott, S., Reed, E., Rogan, L., & Graham, S. (1998). Early intervention for spelling problems: Teaching spelling units of varying size within a multiple connections framework. Journal of Educational Psychology, 90, 587-605.

Berninger, V., Vaughan, K., Abbott, R., Abbott, S., Brooks, A., Rogan, L., Reed, E., & Graham, S. (1997). Treatment of handwriting fluency problems in beginning writing: Transfer from handwriting to composition. Journal of Educational Psychology, 89, 652-666.

Durkin, D. (1993). Teaching them to read (6th ed.). Boston: Allyn & Bacon.

Ehri, L., & Soffer, A. (1999). Graphophonemic awareness: Development in elementary students. Scientific Studies of Reading, 3, 1-30.

Fletcher, J. M., & Lyon, G. R. (1998). Reading: A research-based approach. In W. Evers (Ed.), What's gone wrong in America's classrooms (pp. 49-90). Stanford, CA: Hoover Institution Press.

Graham, S., Berninger, V., Abbott, R., Abbott, S., & Whitaker, D. (1997). The role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology, 89, 170-182.

Learning First Alliance (1998). Every child reading: An action plan. Washington, DC: Author.

Moats, L. C. (1995). The missing foundation in teacher education. American Educator, 19(2), 9, 43-51.

National Reading Panel. (2000). Fluency. Chap. 3 in Report of the National Reading Panel: Teaching children to read: Reports of the subgroups (pp. 3-1-3-43). Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health.

National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health.

National Reading Panel. (2000). Text comprehension. Part 2 of Chap. 4 in Report of the National Reading Panel: Teaching children to read: Reports of the subgroups (pp. 4-39-4-118). Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health.

National Reading Panel. (2000). Vocabulary instruction. Part 1 of Chap. 4 in Report of the National Reading Panel: Teaching children to read: Reports of the subgroups (pp. 4-15-4-38). Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health.

Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford Press.

Scarborough, H., Ehri, L., Olson, R., & Fowler, A. (1998). The fate of phonemic awareness beyond the early school years. Scientific Studies of Reading, 2, 115-142.

Snow, C., Burns, S., & Griffin, P. (1998). Preventing reading difficulties in young children (pp. 80-83). Washington, DC: National Academy Press.

Treiman, R. (1993). Beginning to spell. New York: Oxford University Press.

In addition to their mention in Every Child Reading: An Action Plan, these components are commonly delineated in documents such as research reviews, state standards on instruction, the Reading Excellence Act funding criteria, curriculum guidelines, and teacher instructional manuals.

Of course, as the National Reading Panel notes, "phonics teaching is a means to an end... . In implementing systematic phonics instruction, educators must keep the end in mind and ensure that children understand the purpose of learning letter sounds and that they are able to apply these skills accurately and fluently in their daily reading and writing activities" (Washington, DC: National Institute of Child Health and Human Development, National Institute of Health, 2000, p. 10). The panel's report also states that, notwithstanding the fact that explicit, systematic, synthetic phonics is the most effective approach, there remain unanswered questions on how to make this instruction as effective as possible. For example, the panel notes that more research is needed on questions such as how long single instruction sessions should last, how many letter-sound relations should be taught, and how many months or years a phonics program should continue. Moreover, some children will learn and appropriately apply phonics skills quickly and effortlessly, while others must be taught slowly, step by step. The individual variation in any group remains a continual challenge to teacher judgment, resourcefulness, and program management skill.

In the standardization of the Texas Primary Reading Inventory, these subtests combined predict the likelihood of success or failure with about 90 percent accuracy.

The readability of text, as reflected in sentence complexity and frequency of vocabulary, can now be assessed with software. Readability formulas tend to have more validity for children who have attained a reading level above 2nd grade than they do for those who are just beginning to read, and readability does not reflect the extent to which a text is decodable on the basis of what a child has been taught.

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9 Components of Effective, Research-Supported Reading Instruction

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We know from research that an effective reading program must address several aspects of reading. Among others, these aspects include the alphabetic code, fluency, comprehension, and motivation.