# data[].attributes.attachment_link.readable_text
Now that you've made the important decision to integrate decodable readers into your classroom, it's time to incorporate them into your lesson plans. Teachers all know that engaging lessons increase student participation and will help them get the most out of a lesson.

If you're worried that using decodable readers means rote reading, think again! There are lots of fun activities you can do with your decodable readers.

If you need a refresher on decodable texts, look at Benefits of Decodable Books and . Decodable Books: 9 Myths and Misconceptions

Express Readers already has some fun activities built in to use while you're teaching with decodable readers. Express Theater provides short, decodable plays that are perfect for practicing fluency and expression. Express Readers reading comprehension activities practice many skills in engaging activities and can all be found in the consumables.

Need even more ideas for teaching with decodables? Read on.

"I Point, You Read" allows pairs of students to work together on a decodable text. One student points to the words while the other one reads, and then they switch roles.

Most young kids love working with peers. By reading with a partner, students can help one another build confidence and independence while practicing decoding words.

Remember to always set up clear guidelines and demonstrate the activity to help students work with their partners effectively, as well as with kindness and patience. Reading aloud can cause anxiety in some students, and pointing to words at the same speed a partner reads can be tricky and might take some practice. By setting the activity up as a low-stress practice with respect for one another, students can begin to read outside of the teacher-led environment while not being alone just yet.

2. Autographs and Partner Reading

Students will feel like celebrities when giving out their autographs! Have the children pair up and earn an autograph from a friend by reading them a decodable book. Having a special paper or book to collect signatures on makes this activity even more exciting for students.

Another variation of the autograph game is allowing students to read to a stuffed animal (or even a class pet). They can then get the animal's "autograph" by drawing a paw print, tracing the paw, or using a special paw print stamp.

3. Sight Words as a Group Activity

Not all words are decodable yet. Some of them even have irregular spellings. These words are called "sticky words" because they're easy to get stuck on. By identifying and mapping these words, students can begin to remember the structures that make these words, allowing for automaticity.

In the Express Readers program, we preview and map sticky words before beginning the book. We use a Sound Splat Board to map each sticky word in the decodable book. Once we have mapped those words, we go on a Sticky Word Hunt. We "splat sticky words with honey" (using a yellow crayon or highlighter) to show which words are easy to get stuck on.

4. Couple Cards and Memory Match

One big piece in comprehending any text is vocabulary acquisition. By identifying new vocabulary in books, especially those words containing phonics structures being learned, students can add to the background knowledge that will help them comprehend more complex text.

Couple Cards is a game played that involves having a word card and the matching picture, and students can create this game to help with vocabulary acquisition. Have each student find 3-6 decodable words in the text that are new to them or that they would like to illustrate. Pass out index cards and have them write the words on one card and an illustration on the other.

Students can use their cards to play games with a friend. To play Couple Cards, they give their mixed-up cards to a partner who tries to match the pairs correctly.

Students can also play Memory Match with Couple Cards. Students combine their cards with those of a partner and spread the cards out face down. On each turn, a child turns over two cards, and if the word and the illustration match, they've made a pair and get to keep them. At the end of the game, the winner is the player with the most pairs.

Pro Tip: Use card stock or thick index cards to ensure the words and pictures can't be seen from the other side of the card.

Young readers love to make up silly stories or sentences. Incorporate their growing imaginations by using creative writing prompts related to your decodable readers. Give the students 1-3 words that follow the phonics structure you're studying and ask them to write a sentence or two incorporating those words and then illustrate it.

A great prompt for creative writing is "What would you have done?" Ask students to decide their own problem-solving solutions for events in the book they've read. As they work, remind them of any previous phonics structures they've learned.

If a word contains a pattern they haven't learned yet, simply encourage them to do the best they can. You haven't taught that yet, so it's ok that they don't know it.

6. Phonemic Awareness Games

Teaching phonemic awareness (the ability to hear separate sounds in words) shouldn't stop once students begin learning phonics (the ability to represent those sounds with letters). Activities that involve blending oral sounds or stretching out words to hear the sounds are working on phonemic awareness.

When you begin teaching a phonics pattern in small groups, give each student a few counters, small blocks, mini erasers, or some other fun materials. Have them say the word slowly like a turtle or sloth would say it. For each sound they hear, they push one object.

Pro Tip: Use Pop-Its, pushing one "button" for each sound in the spoken word.

There are many ways that students can hunt for words with the phonics pattern they're learning. Highlighting words in a poem or consumable book is fun because young students love using highlighters.

Sticky notes are also a hit, and students can put them over words they find in the classroom books. Students can also record the words they find in a list or a grid that lets them illustrate the words as well.

8. Word Ladders or Switch

Give students a word to write or build. Say a new word that only changes 1-2 sound spellings at a time or have students change one letter at a time to create new words.

If you don't have time to create your own list, they're already created for you in the Quick Keys of the Express Readers program. See the example given below for an idea of how it can work.

Create Engaging, Science-Backed Reading Lessons

The science is clear that structured, explicit phonics instruction is the best way to teach young students to read, and decodable books are an essential tool in that instruction. If you're looking for the best decodable readers for young students, check out our online shop . You will find books with engaging characters that your students will love to read.

The days of boring decodables are in the past! You can have fun, engaging lessons while using what science has taught us about how children learn to read.

Do you have any more fun ideas for using decodables in the classroom? Drop them in the comments below.

# data[].attributes.attachment_link.title
8 Fun Ways to Teach Using Decodable Readers

# data[].attributes.attachment_link.description
Discover how to make learning enjoyable and effective with decodable books. Learn how these tools can help children build essential reading skills while having fun. Get started today!

# data[].attributes.attachment_link.readable_text
Last updated by Chelsea Swiecinski on *

Are you looking for ways to make your phonics lessons more engaging? Try these easy ways to gamify your phonics activities and get your students up and moving! Here are five fun games to play with any phonics posters that will reinforce reading skills and make learning fun!

Don't have posters? Make your own! Write the target skill or phonics spelling pattern on a sheet of paper. These no-prep games are easy to add to your phonics lessons and they're also perfect to do during recess.

Human Word Walls

Start by deciding which phonics patterns to focus on for this game. Choose a few students to hold the phonics posters and have them spread out around the room. The rest of the students will choose a phonics pattern and write a word in that pattern on a sticky note.

When the teacher says Go!, students put their sticky notes on the correct poster. Make this game a little sillier by having students stick the sticky notes on the students holding the posters instead of the actual poster (as long as students are comfortable with this, of course!).

Gallery Walk

Another easy way to gamify your phonics activities is to place phonics posters around the room. Partners walk to each poster. Each partner generates a word in that pattern and the other partner uses it in a sentence.

Alternatively, you could have both students generate as many words in the pattern as possible and write them on a small white board. Students can generate the words as a team, or independently to see who can come up with the most words!

Task cards also lend themselves well to gallery walks. I'm a big fan of gallery walks because they make any activity more fun and can easily be done independently during centers.

Relay Races

Divide the class into groups of relay teams. Place posters out in a row leaving space between each one. Have students form a line in their relay teams, as they would in a typical relay race.

When the teacher says Go!, the first student on each team races to the poster and says a word in the phonics pattern on the poster. For example, if the first poster is an R-controlled vowels poster, students will say an R-controlled word (like argue, car, dirt, corn, or hurt).

Then, the students run back to their team to tag the next person to go to the next poster. The first team to gather all of the posters and correctly say a word in that phonics pattern is the winning team!

Musical Posters

This next phonics game is a twist on the classic game of musical chairs. Make enough copies of posters to have one for each student. An alternative to using posters is to write phonics patterns on sheets of paper. Place the posters or papers in a circle on the floor, or tape them to the back of chairs and place the chairs in a circle.

Play some fun music for students. When the music starts, students walk around the outside of the circle of posters. When the music stops, students land on a poster and shout a word in the phonics pattern they landed on.

Soak the Sound!

This game is a fun one to do outside with small groups during summer school or for intervention groups. Laminate phonics posters and hang them around the playground with masking tape. You say the sound and students use a water gun to squirt the poster with the correct pattern!

Add some of these phonics games to your weekly phonics routine to get your learners up and moving, and having fun learning!

For complete phonics units with Powerpoints, worksheets, centers, decodables and more, check out our complete line of phonics teaching resources. You'll find everything you need to help your students become stronger readers!

# data[].attributes.attachment_link.title
5 Ways to Gamify Your Phonics Activities That Get Students Moving!

# data[].attributes.attachment_link.description
Are you looking for ways to make your phonics lessons more engaging? Try these easy ways to gamify your phonics activities and get your students up and moving! Here are five fun games to play with any phonics posters that will reinforce reading skills and make learning fun! Don't have posters?

# data[].attributes.headline
multimodal k-5 activities word recognition

# data[].attributes.subject
multimodal k-5 activities word recognition

# data[].attributes.wish_content.attachment_props.alternative_text
multimodal k-5 activities word recognition

# data[].attributes.attachment_link.readable_text
Introduction

This article examines the content and instructional plans of phonics and word recognition to be used with children with reading disabilities. Information is provided about the content of effective word-recognition instruction. Guidelines are included based on this information as well as on 4 other aspects of reading instruction (i.e., oral language development, print awareness, reading aloud, and independent wide reading) that are central to any accessible and effective classroom program. These guidelines will assist educators in selecting programs that enable all children to be successful in learning to read.

The goals of reading instruction are many, but certainly include that children will read with confidence, that they will understand what they read, and that they will find reading a source of knowledge and pleasure. To achieve these goals with all children, an effective classroom program of beginning reading instruction must provide children with a wide variety of experiences that relate to a number of important aspects of reading.

Some of these experiences focus on meaning. For example, children take part in oral language activities that concentrate on concept and vocabulary development; children hear good stories and informational texts read aloud; they read and discuss with other children what they read, often under the guidance of their teachers.

Other experiences focus on word recognition of printed words as children engage in print awareness, letter recognition, writing, and spelling activities. Children take part in phonics lessons and word-recognition strategy instruction. They learn that the sounds in spoken words relate to the patterns of letters in written words in predictable and often generalizable ways. As they read books and other print materials, children learn to combine their knowledge of print and sounds with their knowledge of language to read with meaning and enjoyment. It is evident that no one aspect of a beginning program should monopolize instructional time.

Word-recognition Instruction

Many publishers - both large and small - have developed programs of phonics and word-recognition instruction. Some of the phonics and word-recognition instruction are integrated in large basal reading programs and others are in supplemental programs narrowly focused to address one aspect of instruction. Many teachers teach phonics and word recognition by using the district's commercially published basal reading program, typically a program of instruction that includes grade-level materials for teaching reading with a teacher's guide and student reading materials as well as ancillary materials that support the primary components. These programs often contain phonics and word-recognition activities embedded in a sequence of instruction that includes shared reading from children's literature, guided reading in predictable stories, and writing activities.

These commercially published basal reading programs are particularly important because they are typically adopted by a school or district and become the cornerstone of instruction for most classrooms. Recent reviews of the major commercial programs (Smith et al., in press; Stein, Johnson, & Gutlohn, 1998) have revealed that word- recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. Stein et al. found that few programs included an explicit phonics approach, and student reading selections often did not correspond to the words children were learning during word-recognition instruction making most of the selections inaccessible to the readers.

In addition to the basal programs, teachers often supplement their regular instruction with published phonics programs. These programs are commonly used with students identified as having reading disabilities. Many parents seek out such programs to use at home if they are concerned that their children are experiencing difficulty learning to read in school. There are literally hundreds of supplementary programs on the market, and new programs appear regularly. These programs take many forms. Many appear in traditional print form that feature board and card games, flash cards, word lists, story books, and workbooks. Some combine traditional instructional materials with audiotapes, electronic games, videotapes, and computer discs. Still other programs provide essentially all instruction by computer.

This article is designed to be used to examine the content and instructional plans of phonics and word-recognition instruction to be used with children with reading disabilities. The purpose of the article, however, is not to explore the many meanings, interpretations, and merits of phonics and word-recognition instruction. Rather, the purpose of the article is to help those who intend to use commercially published programs of instruction to make good choices that will benefit both teachers and students with reading disabilities. Such an examination can provide information about the content of a program's word-recognition instruction and its suitability for providing access to the general curriculum for students with reading disabilities.

The content of phonics and word-recognition instruction

Although the relation of systematic phonics and word-recognition instruction to reading achievement is a much debated topic, any enlightened discussion by advocates of such instruction emphasizes that it must be only a part of a total program of instruction (Snow, Bums, & Griffin, 1998). The main goal of such instruction is to help children figure out the alphabetic system of written English and become comfortable with that system as they become readers (Lyon, 1998). The authors of Becoming a Nation of Readers (Anderson, Hiebert, Scott, & Wilkinson, 1985), written almost a decade ago, nicely described the goal, purpose, and limitations of phonics instruction:

The goal of phonics is not that children be able to state the "rules" governing letter-sound relationships. Rather, the purpose is to get across the alphabetic principle, the principle that there are systematic relationships between letters and sounds.

Phonics ought to be conceived as a technique for getting children off to a fast start in mapping the relationships between letters and sounds. It follows that phonics instruction should aim to teach only the most important and regular of letter-to-sound relationships, because this is the sort of instruction that will most directly lay bare the alphabetic principle. Once the basic relationships have been taught, the best way to get children to refine and extend their knowledge of letter-sound correspondences is through repeated opportunities to read. (p. 38)

Phonics then is the system of instruction used to teach children the connection between letters and sounds (Snow et al., 1998). We do want to warn the reader, however, that this term is entirely abused and has many different meanings to different people. A generally agreed on definition may not be possible.

The alphabetic principle

An important part of helping children with reading disabilities figure out the system underlying the printed word is leading them to understand the alphabetic principle (Adams, 1990; Ehri & McCormick, 1998; Liberman, Shankweiler, & Liberman, 1991). This means, to understand that in written English, words are composed of patterns of letters that represent the sounds of spoken English words. Some children seem to figure out the alphabetic principle almost effortlessly, with little or no instruction. However, most children, and children with learning disabilities (LD) in particular, benefit from organized instruction that centers on sounds, letters, and the relations between sounds and letters (Perfetti & Zhang, 1995). They also benefit from word -recognition instruction that offers practice with, for example, word families that share similar letter patterns. Additionally, children with reading disabilities benefit from opportunities to apply what they are learning to the reading and rereading of stories and other texts. Such texts contain a high proportion of words that reflect the letters, sounds, and spelling patterns the children are learning.

Elements of phonics and word-recognition instruction

To help children map the relations between letters and sounds, effective phonics and word-recognition strategy instruction should provide them with opportunities to become comfortable with a number of aspects of reading, including alphabetic knowledge, phonemic awareness, sound-symbol relations, word-identification strategies, spelling and writing connections, related reading practice, and reading fluency.

Each of these elements of phonics and word-recognition instruction is discussed in this section. Each discussion is followed by a set of guidelines for program evaluators to consider as they examine programs. We relied on the following sources for determining what is most important to phonics and word-recognition instruction:

Alphabetic knowledge

Children must become expert users of the letters they will see and use to write their own words and messages (Lyon, 1998). Children's knowledge of letters is a strong predictor of their success in learning to read (Adams, 1990). That is, children who begin first grade able to quickly and accurately identify, say, and write the letters of the alphabet have an advantage in learning to read. Children whose knowledge of letters is not well developed when they start school need a lot of sensibly organized practice that will help them learn how to identify, name, and write letters.

Guidelines for alphabetic knowledge instruction

A beginning reading program should include the following elements:

1. A variety of alphabetic knowledge activities in which children learn to identify and name both upper case and lower case letters.

2. Games, songs, and other activities that help children learn to name letters quickly.

3. Writing activities that encourage children to practice writing the letters they are learning.

4. A sensible sequence of letter introduction that can be adjusted to the needs of the children.

Phonemic awareness

Children's ability to think about individual words as sequences of sounds is important to their understanding of the alphabetic principle (Liberman & Shankweiler, 1985; Snow et al., 1998). Toward that understanding, children learn to identify rhyming words and to create their own rhymes. They also learn that sentences are made up of separate words, words are composed of syllables, and words are made up of sounds that can be separated from each other and manipulated in other ways. Finally, they learn that sounds that are separated (or segmented) from words can be put back together again to form words.

Some children have a great deal of difficulty learning to separate, or segment, the sounds in spoken words, and to then reconstitute the sounds (i.e., to blend the segmented sounds back together to make a word; O'Connor, Notari-Syverson, & Vadasy, 1996). However, it is this very aspect of phonemic awareness that enables children to apply their knowledge of sound-letter relations to the sounding out of printed words (Smith, Simmons, & Karneenui, 1998).

It is important to make some clear distinctions: Phonemes are the separable individual sounds in words. They are the smallest units of sound. The onset is the initial single phoneme or initial consonant cluster in a word and the rime is the remaining set of phonemes in a word. Rimes are larger than phonemes, but smaller than syllables.

For example, take bat and bright, both one-syllable words:

In contrast:

Most sequencing of phonemic awareness instruction begins with rhyming words and then moves to helping children learn how to divide (or segment) sentences into words, words into syllables, words into onset and rime, and finally, one-syllable words into phonemes.

Not all programs include the same content. For example, some programs introduce onsets and rimes before requiring students to identify and manipulate each of the separable sounds of one- syllable words. Some programs do not include onset and rime activities. In many programs, segmentation is introduced by having children identify and segment the initial sound of a one- syllable word. After practicing with initial sounds, the children then learn to identify and segment final sounds, and finally work with medial sounds. Still other programs have children learn to segment and then blend each individual sound of spoken one-syllable words.

Phonemic awareness activities usually involve oral tasks in the absence of print. In some programs, however, the instruction directs the children to use auditory (clapping) and visual cues (Elkonin boxes, blocks) to help them understand that the sounds in words can be separate entities. At the more advanced levels of instruction (segmenting and blending), the relations of sounds to written letters often become part of the instructional sequence, so that the children hear and see the relations between sounds and letters.

Guidelines for phonemic awareness instruction

A beginning reading program should include the following elements:

1. Activities that follow a sequence of instruction that progresses from easier to more difficult tasks and from larger to smaller units, for example:

Rhyming words.

Dividing sentences into words.

Dividing words into syllables.

Segmenting and blending onsets and rimes.

Identifying beginning, medial, and ending sounds in spoken words.

Segmenting and blending individual sounds (phonemes) in spoken words.

2. Auditory (e.g., clapping), visual (e.g., tiles, chips), or both cues to help children identify separate sounds in words.

3. Activities to teach the relationship of letters to sounds in more advanced tasks (segmenting and blending phonemes).

4. For children who are having difficulty, a sequence of instruction that:

1. Starts with continuous sounds (for example, m, s, i, f) that are easier to hear and blend.

2. Advises teachers to stretch out and connect (or "sing") the sounds (e.g., "ssssaaaammm," rather than separating them, for example, "S ... a ... m").

Sound-letter relations

Children's early reading development is dependent on their acquisition of the sound-letter relations that underlie written English. Many children with reading disabilities benefit from explicit and systematic teaching of these sound-letter relations; this is typically described as or labeled phonics. Children with reading disabilities benefit from a sequence of phonics instruction that permits them to apply the relations they learn to the reading of words and simple stories (Carnine, Silbert, & Kameenui, 1997; Chard, Simmons, & Kameenui, 1998).

Phonics instruction is usually categorized as explicit or implicit. In explicit phonics instruction, the sounds associated with the letters are identified in isolation and then blended together to form words. The teacher directly tells students the sound represented by an individual letter. For example, "The letter l makes the sound / llll/." When children have learned several correspondences, including one or two vowels, they can read words by blending sounds of the letters together. For example, students who have learned the sound-letter correspondences / I / / a/ / m/ and / p/ can utilize a blending strategy to read " lamp."

In contrast, implicit phonics instruction includes helping students identify the sounds associated with individual letters in the context of whole words, rather than in isolation. Typically, students are asked to infer the sound of a letter from a word or set of words that contain that letter. For example, in teaching the sound for m, the teacher is directed to:

Write man on the board and underline the letter m.

Have the students say man and listen for the beginning sound. Elicit from the students that the letter m makes the sound / m/.

In implicit phonics, children are often encouraged to utilize context and picture cues to identify any unfamiliar words they encounter in text selections. Most supplementary programs employ explicit instruction.

Rate and sequence of introduction

There is no set rule about how quickly or how slowly to introduce sound-letter relations. Obviously, it is important to gauge the rate of introduction by the performance of the group of children with whom the program is being used. Furthermore, there is no agreed on order in which to introduce sound-letter relations. The advice most often given is to avoid programs that teach all possible sound-letter relations before providing real reading practice. Rather, the sound-letter relations should be selected so that the children can read words as soon as possible. That is, the initial sound-letter relations presented in a program should have high utility. For example, m, a, t, and th are of high utility, whereas gh as in through, ey as in they, and a as in want are of less high utility. It should be noted that programs that present all of the consonants before any of the vowels are taught do not allow children to read words, even after they have learned several sound-letter relations.

An effective program may start with two or more single consonants and one or two short vowels. The children can read words that are spelled with these letters. Then, more single consonants and more short vowels are added, along with perhaps a long vowel. As each new sound-letter relation is introduced, the children read words spelled with those letters. For example, if the relationships for a, f, n, s, and t, are presented first, the children can work with the words fan, an, at, ant, fast, and fat among others. Then if the relations for m, th, c, and i are added, the children can work with such words as if, cat, sat, man, and that. The children can create sentences such as, " A fast ant sat on a fat cat."

Consonant blends or clusters (e.g., br, tr) may be added; digraphs (e.g., th, sh, ch) are often introduced to permit children to read words such as this, she, and chair. Stop sounds at the beginning or middle of words may be harder for children to blend than are continuous sounds. Consonant blends or clusters may be harder for some children to learn than single consonants. For some children, being presented with consonant blends or clusters and individual sounds in the same lesson can lead to difficulty.

The number of possible variations is enormous. The point is that the order of introduction should be logical and consistent with the rate at which the children can learn. Furthermore, the sound-letter relations chosen should permit the children to work with words almost immediately.

Guidelines for examining sound-letter relations instruction

Plan of instruction. A beginning reading program should include:

1. Common sound-letter relations taught directly and explicitly.

2. Advanced phonemic awareness activities combined with the presentation of sound-letter relations.

3. Opportunities for children to practice sound-letter relations in every lesson.

4. Practice opportunities that include new sound-letter relations as well as cumulative review of previously taught relations.

5. Opportunities early and often for children to apply their expanding knowledge of sound-letter relations to the reading of regularly spelled words that are familiar in meaning.

6. A suggestion that the teacher or students point to the letters as they sound out the words.

Rate of instruction. A beginning reading program should:

1. Recognize that children learn sound-letter relations at different rates.

2. Introduce sound-letter relations at a reasonable pace (e.g., in a range of two to four per week, depending on student performance).

3. Encourage teachers to informally assess children's application of sound-letter relations and to use this information to make instructional decisions.

Sequence of instruction. A beginning reading program should:

1. Introduce consonants and vowels in a sequence that permits the children to read words.

2. Choose consonants and vowels that can be combined to make words for the children to read.

3. Teach a number of high-utility sound-letter relations first and add lower utility relations later.

4. Introduce consonant blends or clusters in separate lessons.

5. Provide blending instruction with words that contain the sound-letter relations that the children are learning.

Word-recognition strategies

Effective word-recognition strategies permit children to quickly and automatically translate the letters or spelling patterns of written words into speech sounds so that they can identify words and gain rapid access to their meanings (Vandervelden & Siegel, 1997). Children must learn to identify words quickly and effortlessly so that they can focus on the meaning of what they are reading (Stanovich, 1986). As children learn to read more and more complex stories, effective word-identification strategies will permit them to figure out the pronunciations of words they have never seen before in print. Students' semantic and syntactic knowledge, in turn, can help to confirm the accuracy of their attempts at word identification.

It is important that children learn to use their sound and spelling knowledge as a primary strategy for word recognition (Bay Area Reading Task Force, 1997; Beck, 1998). Children should also have opportunities to work with larger units (e.g., word families, spelling patterns, and onsets and rimes). More advanced word- identification strategies focus on structural analysis - the identification of root words, prefixes, and suffixes - and on how to read multisyllabic words.Children need to recognize some common words before they have the sound-letter knowledge to sound them out (e.g., the, this). Additionally, some words are "irregular," meaning they are difficult to read using a sounding out strategy. The program should introduce some irregular and other sight words in a reasonable sequence. These words should be continuously reviewed in the lessons and in the written materials the children read. Presenting some words as sight words should not overshadow the importance of teaching children to learn how to use word-identification strategies to figure out words.

Guidelines for addressing word-identification strategies

A beginning reading program should include

1. Opportunities to practice word recognition, including words with newly introduced sound-letter relations or word parts mixed with previously learned words.

2. Opportunities for children to learn to use word order (syntax) and word meaning (semantics) to confirm the words identified through word-recognition strategies (Adams, 1998).

3. A limited set of sight words (some of which are regularly spelled) in the beginning stages of reading instruction.

4. Phonetically irregular words in a reasonable order and review the words cumulatively.

5. Phonetically irregular words in the written materials the students read.

6. Opportunities for children not only to decode words but also to access the words' meanings.

7. Strategies for identifying words with more than one syllable.

Spelling and writing

Children with reading disabilities must have opportunities to write and relate their writing to spelling and reading. Initially, children's phonetic approximations of words or invented spellings should be encouraged to stimulate writing (Ehri, 1998; Snow et al., 1998). As children learn to read and write words, they become aware of how these words are spelled. Increasing children's awareness of spelling patterns hastens their progress in both reading and writing. In the first grade, spelling instruction can be coordinated with the program of reading instruction. As children progress, well-organized, systematic lessons in spelling are critical.

Guidelines for effective spelling and writing activities

A beginning reading program should include

1. Spelling activities that are related to the words that children are reading and writing.

2. Guides to move children from their own temporary spellings to more standard spellings.

3. Spelling instruction with explicit instruction in sound-letter relations and word-identification strategies.

4. Lessons that help children attend to spelling patterns.

5. Purpose-filled writing activities that permit children to respond to what is read to them and to what they read, express themselves creatively, and communicate with others.

Related reading practice

Most children benefit from opportunities to practice accurate and fluent reading in stories. The term decodable text is used to describe stories and other materials that use the sound-letter relations the children are learning as well as a limited number of high-frequency sight words. Decodable text may also contain a limited number of "special words" that make the text more interesting. Decodable stories can provide children with reading disabilities with the opportunity to practice what they are learning about letters and sounds. For example, if the children know these sound-letter relations - m / m/, s / s/, t / t/, p / p/, e / e/, and a / a/ and the special words the, elephant, said, no, and thank you - they can read a story such as:

Pat and the Elephant

Pat met the elephant.

The elephant met Pat.

Pat sat.

The elephant sat.

The elephant sat on the mats.

The elephant sat and sat.

Pat sat and sat.

Pat said, "Elephant, pat the pets."

The pets said, "No, thank you, Elephant."

In addition to decodable books, many predictable and patterned books provide children with engaging language and print experiences. These books may be most beneficial when children are developing print awareness. Typically these books are not based on the sound-letter relations, spelling patterns, and sight words the children are learning. For example:

Two Cats Play

Two cats play on the grass.

Two cats play with yarn.

Two cats play with a ball.

Two cats play all day.

Two cats too tired to play.

Many children benefit from practice with stories that contain a high proportion of decodable or familiar words. For some children, this sort of systematic approach is critical.

Stories should "fit" the child's reading level. As children with reading disabilities become more proficient, a wider range of books become readable to them. The decodability or predictability of the books is no longer a constraint. There is little research that directly address the level of decodability of texts that best facilitates children's reading fluency. Different sources have recommended different levels of decodability. For example, Anderson et al. (1985) and Juel (1994) both recommended approximately 90% of the words in a story should be decodable. As children learn to read words, sentences, and stories fluently, accurately, and automatically, they no longer have to struggle to identify words and are free to pay closer attention to word meanings.

Guidelines for decodable text for related reading practice

A beginning reading program should include

1. Stories that have a significant proportion of decodable words.

2. A sequence of stories, such that the sound-letter relations the children have learned are cumulatively reviewed in the words of the stories.

3. Stories that are comprehensible.

4. Words in the stories that are in the children's spoken vocabularies.

Reading fluency

To become fluent and accurate readers, children with reading disabilities must read texts that are appropriate to their current level of reading ability. This can be accomplished by engaging students in activities in which they read and reread stories and informational texts (Samuels, 1979). Periodically, timing children's reading is also effective in increasing accuracy and fluency (Hasbrouck & Tindal, 1992).

Guidelines for instruction that promotes fluency

A beginning reading program should include

1. Opportunities to read and reread familiar stories by using partner reading and peer tutoring.

2. Practice in reading new or difficult words, prior to reading texts.

3. Opportunities for occasional timing of students' reading with strategies to record their progress in their accuracy and rate of reading.

4. Opportunities to hear texts read appropriately by adults, tapes, and peers.

5. Ideas for developing a home-school connection that supports children's reading and rereading of texts to parents, grandparents, and siblings.

Oral language development, print awareness, story reading, and independent reading

As previously mentioned, the point of reading instruction is not that children learn to say words, but rather that they understand the meanings of the words, sentences, stories, and other texts they read. Four aspects of beginning reading instruction contribute directly to all children's ability to understand what they read:

1. Oral language development: Children must have opportunities to expand their use and appreciation of oral language.

2. Print awareness: Children must have opportunities to expand their use and appreciation of printed language.

3. Reading aloud: Children must have opportunities to hear good stories and informational books read aloud daily.

4. Independent reading: Children must have opportunities to read daily from a broad range of print materials.

Each of these elements of beginning reading programs is discussed in this section.

Oral language and listening opportunities

A weak foundation in oral language may impede children's progress in reading (Snow et al., 1998). To comprehend written language, children must have some familiarity with the vocabulary and sentence structures they encounter in their stories and school texts. Constructive oral language experiences in the classroom are important for all children, but they are especially so for children with reading disabilities and for those who have had fewer opportunities to develop the kind of language needed for reading. For these reasons, kindergarten instruction needs to capitalize on every opportunity to engage children in thoughtful discussions, explanations, and demonstrations. Listening is another aspect of oral language development. Children need to listen carefully to follow directions. Listening comprehension is an important contributor to reading comprehension (Menyuk, 1988). Consequently, kindergarten instruction should provide opportunities for children to listen as well as to speak. These opportunities can come in giving and following directions, class discussions, storybook reading, and games. Children's comprehension of written language depends in large part on their effective use and understanding of oral language (Snow et al., 1998). Language experiences are a central component of good reading instruction. Children learn a great deal about the world, about themselves, and about each other from spoken language.

Ideas for instruction that promote oral language

Kindergarten and first-grade language instruction that focuses on listening, speaking, and understanding includes:

1. Discussions that focus on a variety of topics, including problem solving.

2. Activities that help children understand the world, in and out of the classroom.

3. Songs, chants, and poems that are fun to sing and say.

4. Concept development and vocabulary-building lessons.

5. Games and other activities that involve talking, listening, and, in particular, following directions.

Developing print awareness

Children's appreciation and understanding of the purposes and functions of written language are essential to their motivation for learning to read (Lyon, 1998). Children with reading disabilities must become aware that printed language is all around them on signs, billboards, and labels, and in books, magazines, and newspapers, and that print serves many different purposes (Gunn, Simmons, & Kameenui, 1998; Sulzby & Teale, 1991). These experiences and what the adults around them say about the print can help children learn how print functions.

When children are read to regularly and when they play with letters and word games, they begin to learn how the system of print works. Specifically, they begin to understand that we read print from left to right, that we read from the top of the page to the bottom, that capital letters begin sentences, that periods end sentences, and more. Awareness of these concepts of print provides the backdrop against which reading and writing are acquired.

Ideas for instruction that promote print awareness

Reading and writing instruction that focuses on the use and appreciation of written language includes:

1. Activities that help children to understand that print represents spoken language.

2. Activities that highlight the meanings, uses, and production of print found in classroom signs, labels, notes, posters, calendars, and directions.

3. Activities that teach print conventions, such as directionality.

4. Activities in which children practice how to handle a book - how to turn pages, how to find the tops and bottoms of pages, and how to tell the front and back covers.

5. Lessons in word awareness that help children become conscious of individual words (e.g., their boundaries, their appearance, and their length).

6. Activities in which children practice with predictable and patterned language stories.

Story reading

Good stories and informational books should be read aloud daily. What should be read? Obviously, read-aloud books must interest children, hold their attention, and expand their imagination. At the same time, children should hear books that stretch their knowledge of the world, expand their vocabulary, and provide them experiences with a variety of sentence patterns. The best read-aloud books are not the books with simple vocabulary and sentence structures that are written for children to read on their own, but rather books that are characterized by less common vocabulary, more complex sentences, and concepts that stretch children's knowledge of the world.

A program of reading aloud should include a variety of genres-narratives, nursery rhymes and other poems, and informational books. Good story reading includes good discussions about the story. Such discussions help clarify the author's intent and the relation of the story to the children.

Although everyone agrees that children love good stories and develop favorites that they want to hear again and again, their interest in acquiring information about the world around them should not be neglected. For example, informational books about animals, trees, planets, stars, and how machines work will introduce children to a lot of fascinating knowledge about the world in which they live.

What is the best way to organize for reading aloud? There are lots of ways and various times during the school day to read books to children (i.e., books can be read to the entire class or to groups of children, and volunteers can read to individual children or small groups of children).

Ideas for reading aloud to children

Lots of good advice is available on how to read to young children, but some common sense observations are important to keep in mind:

1. With very young children who have not had a lot of story reading experiences, start with very short periods of story reading; gradually make the story period longer, 15 min or more.

2. Make sure that the children are paying attention.

3. Make sure all of the children can hear what is being read.

4. Make sure all of the children can see the pictures that are shown.

5. Make the delivery interesting - dramatize exciting parts of stories, change your voice when speaking the lines of different characters (i.e., act surprised, exaggerate, laugh, be sad).

6. Read interactively; that is, engage the children in the story by having them respond to questions, repeat phrases, and predict what is going to happen next.

7. Discuss the story with the children after reading it; have children retell parts of the story.

8. Do not hesitate to reread favorite stories, but remember to keep adding stories that will extend the children's vocabulary and their knowledge of the world.

9. When reading books aloud, do not hesitate to change the wording in a sentence or phrase that children may not understand to a phrase or sentence they will understand. Then return to the book and read the phrase or sentence that was in the book.

10. Explain and sometimes act out the meanings of important words in the story that children may not know. Point to the details of illustrations that will help children understand the meanings of complex sentences and new words.

11. Talk about the story at other times of the day; try to find everyday situations in which some of the words and phrases from the story can be used.

12. Do not forget to read informational books as well as stories.

Independent wide reading

Children must be provided with opportunities to read widely. In addition to contributing to reading fluency, wide reading improves vocabulary through experience with a variety of language experiences. Wide reading allows children to advance their reading repertoire by exploring many different kinds of genres. Providing children with a great many books, both narrative and informational, is a primary objective. Sometimes children will want to pick their own books. At other times, children will want teacher- or peer-recommended books to read.

Classroom and campus libraries must offer children a variety of reading materials: some that are easy to read and others that are more challenging. Additionally, many children need access to books that can travel home for reading with family members.

Guidelines for independent wide reading

Classrooms that ensure wide reading provide the following:

1. Daily time for self-selected and teacher- recommended reading.

2. Access to books children want to read in their classrooms and school libraries.

3. Access to books that can be taken home to be read independently or to family members.

Conclusion

Recent reauthorization of the Individuals with Disabilities Education Act (1997) has placed greater emphasis on the inclusion of children with LD in the general education curriculum. This emphasis on curricular inclusion demands that the methods and materials used for instruction be accessible to a full range of students. To date, analyses of commercially published reading programs present in the literature have revealed that the design of materials is typically based on instructional principles that make them inaccessible to children with LD (e.g., Smith et al., in press; Stein et al., 1998). It is not realistic to expect that school districts will undertake time-consuming and labor-intensive analyses before purchasing commercially published reading programs. However, the quality of programs used to teach beginning reading to children with and without reading disabilities is critical. Hopefully, these guidelines will assist educators in selecting and implementing reading programs that enable all children to be successful in learning to read.

# data[].attributes.attachment_link.title
Phonics and Word Recognition Instruction in Early Reading Programs: Guidelines for Children with Reading Disabilities

# data[].attributes.attachment_link.description
Many teachers will be using supplemental phonics and word-recognition materials to enhance reading instruction for their students. In this article, the authors provide guidelines for determining the accessibility of these phonics and word recognition programs.

# data[].attributes.attachment_link.title
Improve Comprehension: A Word Game Using Root Words and Affixes | Read Write Think

# data[].attributes.attachment_link.description
Immediately before this session, write the following word parts on the board in a haphazard way: trans, port, able, un, beat, able, re, consider, ation, de, grad, ation. They should be out of order, at different angles, and, if possible, in different colors. On another part of the board, make a char…

# data[].attributes.attachment_link.readable_text
The store will not work correctly when cookies are disabled.

JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

200+ Award-Winning Textbooks & Activity Books!

Reading, Writing, Math, Science, Social Studies

Search by Grade & Subject

Learning the Building Blocks of Better Spelling and Vocabulary

Grades: 5-12+

Language Arts

Grades: 5-12+

Language Arts

Word Roots Level 1 7 5 5 1

Description and Features

Empowers students to acquire an unlimited vocabulary, preparing them for testing and higher education!

Description and Features

This 249-page book teaches students the meaning and spelling of Latin roots, prefixes, and suffixes that are the elements used to form words in English. Learning these word elements dramatically improves spelling and the ability to decode unfamiliar words.

The activities focus on using these words in context to help students incorporate each word into their vocabulary and retain the correct spelling. There are periodic reviews to make sure students retain what is taught in the lessons. Word Roots will add hundreds of words to your students' vocabulary and greater depth to their thinking and writing.

Each lesson has the meanings of prefixes, roots, and suffixes used to form the vocabulary words. The activities following the lessons include:
A. Spelling and Defining Words
Match each given word to its correct definition.
B. Completing the Sentence
Complete the sentence by choosing the correct word.
C. Defining the Word Parts
Define the word parts.
D. Writing Sentences
Write sentences using the words in the lesson.
E. (optional) Creative Writing

This book includes a pretest/posttest, lesson reviews, answers, and a dictionary of the prefixes, roots, suffixes, and vocabulary words derived from Latin word elements.

Level 1 contains the following word parts and vocabulary:
* 41 Prefixes
* 86 Roots
* 57 Suffixes
* 295 Vocabulary Words

Awards

Practical Homeschooling Magazine - Reader Awards, 2014 - 3rd Place, Vocabulary

Word Roots prepares students for top performance on assessment tests, including

Otis-Lennon School Ability Test® (OLSAT®)
Wechsler Intelligence Scale for Children® (WISC®)
Cognitive Abilities Test™ (CogAT®)
Gifted and Talented Education (GATE) / Talented and Gifted (TAG)
Stanford Achievement Test™ (SAT/10)
California Achievement Test (CAT)
Florida State Assessment (FSA)
Iowa Tests of Basic Skills® (ITBS®)
California Standardized Test and Reporting (STAR)
Indiana Statewide Testing for Educational Progress (ISTEP)
State of Texas Assessments of Academic Readiness (STAAR)
Terra Nova (CTBS) and Terra Nova, 3rd Edition (CAT/6)
NYC English Language Arts Test (ELA)
Wide Range Achievement Test (WRAT)
High Impact Player Assessment (HIP)
Arizona's Instrument to Measure Standards (AIMS)
Connecticut Mastery Test (CMT)
Georgia Criterion-Referenced Competency Tests (CRCT)
Illinois Standards Achievement Test (ISAT)
Louisiana Educational Assessment Program (LEAP)
Minnesota Comprehensive Assessment (MCA-II)
North Carolina End of Grade Tests
and many more!

I don't recommend
this product

# data[].attributes.attachment_link.keywords[]
empowers students to acquire an unlimited vocabulary

# data[].attributes.attachment_link.keywords[]
preparing them for testing and higher education! 03701bbp

# data[].attributes.attachment_link.description
Word Roots teaches students the meanings of Latin prefixes, roots, and suffixes commonly used in English. Learning word elements dramatically improves spelling and the ability to decode unfamiliar words. Word Roots will add hundreds of words to your stude

# data[].attributes.attachment_link.readable_text
MORPHOLOGY & ETYMOLOGY: Are you looking for a prefix set that will challenge your high-flyers and support students who need more help? This digital and printable prefix set helps the teacher explain the morphology & etymology as you introduce each suffix. Student pages are differentiated to challenge those who are ready, and support those who need it with scaffolding.

Do you use UFLI Foundations? If so, you'll find that all of the prefixes used in UFLI's lessons are included in this set (among MANY others).
❤️ Here's what's included in this huge set:

Explanations on how to use the prefixes (You don't need to know it all before you start!)

Explanations/mini posters: What are prefixes? What are base words and root words? What are suffixes?

Morphology (what the suffixes mean)

Etymology (origins)

Interactive pages (digital or paper) for teachers to use when introducing the suffixes (in PowerPoint and Google Slides)

Anchor charts/mini-posters that can be displayed on a screen -or- projected and traced for a poster-sized chart

Large list of prefixes, their meanings, and page numbers

Student practice pages (with scaffolding options)

Answer key for each student page

The first 11 prefixes use simple base words.

The last 9 prefixes get more complex and introduce root words and etymology.

❤️ Prefixes included: ❤️ You will receive a ZIPPED file that includes 6 files:

a PDF called "READ HERE FIRST" to help explain the organization of materials

a PDF with instructional pages, anchor charts, helpful tips, and student pages to print out

a PowerPoint file for an interactive presentation that can be used to introduce the prefixes

a PDF link to the Google Slides presentation (same information as the PowerPoint)

(a bonus PDF file that matches up the prefix lessons to UFLI Foundations lessons)

a list of updates that were made on 2/17/24

Please check out the preview for a detailed look at the product.
Your feedback is appreciated! By leaving feedback you earn money toward other TPT purchases.
Are you interested in other products?

New products are 50% off for the first 48 hours.

Sign up here for notices: NEWSLETTER SIGN-UP
❤️ IF YOU LIKE THIS, YOU MIGHT LIKE THE SUFFIX SET TOO! ❤️ CHECK OUT MY ORTHOGRAPHIC MAPPING PAGES:
MONEY-SAVING BUNDLE: Includes 11 mapping products

464 Heart Word Mapping Set Every thing you need to orthographically map 464 high-frequency words

Bundle of Print & Go Heart-Word Mapping Pages:

1. full or half-sized pages

2. super reader graphics or plain (great for older readers)

3. editable

4. 1500+ pages

5. UFLI Foundations words are added as a separate bonus section

# data[].attributes.attachment_link.title
Morphology & Etymology - PREFIXES - Base Words, Root Words, Rules, & Vocabulary

# data[].attributes.attachment_link.description
MORPHOLOGY & ETYMOLOGY: Are you looking for a prefix set that will challenge your high-flyers and support students who need more help? This digital and printable prefix set helps the teacher explain the morphology & etymology as you introduce each suffix. Student pages are differentiated t...

# data[].attributes.attachment_link.title
Morphology Wall - Orton Gillingham Morphology

# data[].attributes.attachment_link.description
Morphology Activities - Morphology Wall - The Science of Reading suggests that Morphology is so beneficial in teaching students how to be more fluent readers and to have better comprehension. Morphology activities increase students' vocabulary. Morphology is the study of how parts of words, called...

# data[].attributes.attachment_link.readable_text
In this post, I explain how multisensory instruction help promote orthographic mapping and help students learn to read. I share multisensory word mapping ideas and resources as well as a FREE CVC Word Mapping activity for kindergarten, first and second grade students.
As primary teachers we are responsible for providing every student with the instruction they need to become skilled readers. Studies show that the gap between proficient and less proficient readers widens over the elementary years and reading problems become increasingly difficult after third grade (Fuchs & Otaibu, 2006). This fact makes our job incredibly important.

So how do we do this? How do we ensure all students receive effective reading instruction and what does it look like in the classroom?

The Science of Reading has found that for reading instruction to be effective, students need intensive, explicit and systematic instruction. They need to practice activities that are engaging and cumulative. Additionally, research has found that multisensory phonics activities significantly increase the decoding skills of readers.

I know that can feel like a lot to consider when planning your instruction, so let me help you break it down! I've written before about explicit and systematic instruction and shared great cumulative practice phonics activities. Today I'm going to explain why multisensory activities are so important and helpful to students. I'll share multisensory word mapping activities, resources and a FREEBIE to get you started!

How Does Multisensory Instruction Help Students?

Multisensory instruction combines listening, speaking, reading, and tactile or kinesthetic activities. Links are made between what students see, hear, and feel/touch. When students work with a pencil and paper they only tap into their visual pathway. Multisensory activities allow students to tap into multiple pathways which activates more circuitry, and in turn, enhances learning and memory.

Phonics activities lend themselves well to multisensory teaching techniques. Manipulatives, gestures, speaking, and auditory cues can all be used to focus a student's attention on the sequence of letters in printed words.

Manipulatives you use in multisensory activities provide a scaffolding that beginning and struggling readers may need to be successful, but they are not intended to be used forever. As students become more proficient you should reduce the multisensory scaffolds until the student is using only the visual for reading. When students have errors you can bring back multisensory techniques to help them work through the challenges and then go back to having them practice without the scaffold.

Finally, multisensory techniques are motivating and engaging to most children. They fully engage the brain and make learning more memorable. With all the phonics instruction and practice you do each day, it is important to find ways to keep kids excited about learning. Multisensory activities are a great way to do just that!

Multisensory Word Mapping Activities

Word mapping activities are a great multisensory way to promote the process of orthographic mapping and give students practice with the phonics skills you teach. They offer a physical way to represent the relationship between the phonemes and graphemes. Students physically connect or match the letters with the sounds they represent and help promote the process of orthographic mapping. Ultimately word mapping activities build word recognition and decoding skills that improve fluency in both reading and writing.

Here are some highly-engaging ways students can practice Word Mapping:

Silicone Bubble Poppers: These things are all the trend these days so your students will no doubt LOVE using them to help map out their words. Students simply push down a popper for each phoneme they hear in the given word. They then write out the grapheme for each of the phonemes they "popped".

Mini-Erasers: Using seasonal mini-erasers are an easy way to make word mapping a little more festive! Students can touch each eraser to represent each sound. Then they write out the graphemes that represent each eraser.

Playdoh Balls: First, give students their own laminated sound box sheet and some play-doh. Next, have them create little balls of play-doh for each phoneme they hear in the given word. Then they squish the ball with their finger as they repeat each sound aloud. Finally, they can write the graphemes to match each sound.

Sound Beads: Sound beads are a simple low-prep way for students to practice students phonemic awareness. They simply move a pony bead along the pipe cleaner for each sound they hear in the word. Students can connect the beads to blend the sounds together and say the word, and drag them apart to segment it.

If you are eager for more, take a peek at this post where I share more multisensory phonemic awareness routines and activities.

My Word Mapping Resources

We know that word mapping activities are a great multisensory way to help students build their word recognition and decoding skills. The only downside is that they can take a lot of time to create!

With everything else on your plate I realize you may not have time to prep mapping activities for EVERY phonics pattern you want your students to learn. So to help save your valuable prep time, I have gone ahead and created my own word mapping resources!

This science of reading-aligned word mapping resource will help your kindergarten, first and second grade students strengthen their phoneme-grapheme associations, promote orthographic mapping and permanently store words in their sight word memory.

This resource comes with mapping boards and word image cards so your students can enjoy the multi-sensory scaffolds in small group instruction and/or independent practice.

You also get digital slides where students first see a picture of the word to build meaning and then hear an audio recording of the word. Then they map the phonemes they hear, and finally spell the word using graphemes.

The phoneme tapping and mapping worksheets provide practice with short vowels, blends, digraphs, long vowels, CVCe, R-controlled, and diphthong words. You'll get 42 printables with self-checking answer keys that are perfect for independent student practice, literary centers, homework, or left as a meaningful activity for a substitute.

Did you know that irregular high-frequency words can be committed to memory after 1-4 exposures, but for struggling readers, it can take up to 20 exposures? That means our students need A LOT of practice with their high-frequency words!

These Science of Reading-aligned Heart Words Multisensory Word Mapping Activities give your students the repeated exposure they need to commit words to memory.

The activities in this resource were designed to be used after you have explicitly and systematically introduced heart words to your students. Each activity is self-checking and provides immediate feedback to ensure students practice spelling their heart words the correct way!

With this bundle, you'll getFOUR NO PREP, multisensory heart word center activities.

In this digital center, students first hear an audio clip of the word. Then they read a sentence and map the word by moving a chip for each sound they hear. Next, they graph the word by spelling the word with graphemes (letters). Finally, they identify the "tricky" part of the word that they must learn by heart.

2. Heart Words Word Mapping Task Cards

Students first read a sentence to hear the high-frequency word used in context. Next, they map the word by placing counters/cubes in the sound boxes. They then graph the word by spelling the word with graphemes and finally, write the word three times

Here students identify the sound represented by each picture and blend the sounds together to identify the mystery heart word. You'll get 56 game mats that include 220 words- enough to last year all year long!

In this activity, students map the word by popping a dot for each phoneme they hear. Then they graph the word by spelling out the word. You can use the pop-it printables that are included or purchase your own. Either way, this activity is highly engaging for students!!

Ready to give multisensory Word Mapping activities a try in your classroom? To get you started I'm sharing FREE CVC Word Mapping activities! This sample makes a perfect literacy center or independent activity! Grab it here:

I hope the information, ideas, and resources I've shared today will motivate you to bring multisensory word mapping activities into your classroom!
-shop this post-
- PIN for LATER -

# data[].attributes.attachment_link.title
Multisensory Word Mapping Activities - Mrs. Winter's Bliss - Resources For Kindergarten, 1st & 2nd Grade

# data[].attributes.attachment_link.description
Learn how multisensory instruction can help k-2 students learn to read. Get multisensory word mapping ideas & a FREE CVC Word Mapping activity.

# data[].attributes.attachment_link.readable_text
One of the most important challenges that educators face is how to teach early or struggling students literacy skills. While students meet academic milestones at different paces, incorporating certain strategies in your classroom can help you prepare as many students as possible for reading readiness. And recent developments in reading curriculum suggest that multisensory learning is one of the most effective methods for doing so.

Multisensory activities are based in whole brain learning, which is the belief that the best way to teach concepts is by involving multiple areas in the brain. By adding auditory or visual components to reading assignments, like illustrations or online activities, you can help students develop stronger literacy skills. Multisensory reading strategies also tie into more established educational methods, particularly Gardner's theory of multiple intelligences, which is explained further below.

Interested in using multisensory learning to help students in your classroom develop stronger reading skills? Discover the science behind whole brain learning and how you can incorporate multisensory activities into your school curriculum.

Which Reading Skills Should Students Learn in Early Elementary?

Before students even enter elementary school, they're already learning skills that will lead to reading readiness later on. These foundational reading skills like print or letter recognition will prepare them to develop literacy as early as kindergarten or first grade. The earlier that essential reading strategies for elementary studies are introduced into their curriculum, the stronger their long-term reading skills will become later on.[1]

Reading and pre-reading skills that are connected with early literacy development include:[2]

Phonological and phonemic awareness

Vocabulary

Reading comprehension

Print recognition

Alphabetical recognition and decoding

Alphabetical decoding in particular is a key skill for developing reading fluency in early elementary.[3] This skill refers to the knowledge and application of letter-sound relationships, which helps students learn to recognize and sound out different words. Without the ability to translate letters into sounds, students cannot develop more advanced skills later on.

Multisensory Learning: What It Is and Why It Works

To understand why multisensory learning is one of the most effective student engagement strategies, it's important to understand how our minds work. The human brain has evolved to learn and grow in a multisensory environment.[4] According to the whole brain learning theory, all brain functions are interconnected for this reason.[5] We remember how to do things best when the directions we're given engage multiple senses.

The definition of multisensory learning, then, is using the neuroscience behind how we learn to teach lessons that engage two or more senses. Most educators add audio or visual multimedia into their assignments, but multisensory learning can also include tactile, smell, and taste-related materials.[6] As long as the activity engages multiple areas of the brain, it can help students develop stronger memories around how to do it.

You could, for example, have students form alphabet letters out of clay or hand out chocolate Easter eggs while learning springtime vocabulary words.[7] As long as the sensory materials are in some way related to the subject being taught, they can help students learn important concepts. Many students rely on some senses more than others so varying your multisensory activities can help you make sure you reach all children in your classroom.

Literacy in particular is an inherently multisensory skill that benefits from differentiated reading instruction. This is because reading involves both recognizing written words and translating them into their corresponding letter sounds.[8] For struggling students or those with reading disabilities, particularly dyslexia, multisensory learning can help them learn to use all of their senses while reading a book and rely on their strengths.[9] Whether using it for classroom instruction or remedial assignments, multisensory learning can help all students develop or strengthen their literacy skills.

Educational Research Proves Multisensory Instruction Strengthens Reading Skill

The benefits of multisensory learning have been verified by contemporary research in cognitive science. A 2018 study using fMRI technology, which measures brain activity by detecting changes in blood flow, found that children with the strongest literacy skills had more interactivity between different regions in their brain.[10] This suggests that reading is a whole-brain skill and that future developments in literacy instruction should use a multisensory approach.

One emergent literacy skill that multisensory learning can help teach is connecting print letters with the oral alphabet. Educational researchers have found that multisensory activities can teach students to associate letters or words with sounds faster.[11] As mentioned earlier, this is one of the foundational reading skills that, if you can nurture in young students, can promote strong emergent literacy. Using multimedia activities to engage students is a great way to help students reach their reading potential.

For older grades, multisensory activities can also help teach more complex reading skills like critical thinking or advanced reading comprehension.[12] You could, for example, take turns reading pages from a novel or textbook aloud as a class to engage their auditory and visual senses. Even little activities that involve multiple senses can teach students to use their entire brain while reading or writing.

What this research points to most of all is that there isn't a "one size fits all" method of teaching literacy. Different students respond to different activities, and the best way to reach all of your students is through multisensory learning. Pay attention to what is or isn't working for your students, and try to find an activity that clicks for struggling readers.[13] With practice and the right strategy, any student's reading skills can improve.

How Multisensory Learning Connects with the Multiple Intelligences Theory

The strategies behind multisensory learning are supported by decades of research, particularly Gardner's theory of multiple intelligences. This theory, which was developed by Harvard professor Dr. Howard Gardner, states that the traditional notions of learning and intelligence are too limited. Gardner proposes that people can have proficiencies in different kinds of intelligences, and that teaching students in a way that matches their intellectual strengths can help them grasp tough subjects.

Children as young as four- or five-years-old have already developed strengths and weaknesses corresponding to Gardner's intelligences.[14] These eight intelligences as defined by Dr. Gardner include:[15]

Linguistic intelligence: the ability to understand, read, and write words

Logical-mathematical intelligence: the ability to think conceptually and solve abstract problems

Spatial intelligence: the ability to visualize in thought and analyze images

Musical intelligence: the ability to understand and manipulate pitch, rhythm, and timbre

Bodily-kinesthetic intelligence: the ability to control your body movements or objects in your grasp

Naturalistic intelligence: the ability to recognize and care for plants and animals

Interpersonal intelligence: the ability to understand and care for the needs of others

Intrapersonal intelligence: the ability to analyze your own thoughts, feelings, and beliefs

Building Multisensory Learning Skills in the Classroom

When teaching reading strategies and other academic skills, schools rely heavily on linguistic and logical-mathematical intelligences.[16] But reading strategies for struggling readers or young students can be more effective if you incorporate some of their strengths. Teachers who use several different types of intelligence strategies to teach academic skills often notice that their students understand concepts better and retain more knowledge down the road.[17]

To use multiple intelligences in the classroom, try linking your lesson plans to at least two different types of intelligences and sensory strategies. You could, for example, teach your students a song about the alphabet. Not only would this pair musical and linguistic intelligences, but it would also engage your students' auditory and visual senses while learning about letters. Making the most of multisensory learning and the multiple intelligences theory is a great way to help all of your students learn in a way that plays to their strengths.

How to Boost Student Engagement with Multisensory Reading Activities

Using multisensory activities to teach reading skills can help engage students in your lessons, particularly if you're teaching struggling or reluctant readers.[18] Depending on the student, you can try a variety of fun reading activities that involve multiple senses.

Try these five reading strategies to teach literacy skills with the best elements of whole brain learning:

When reading a book as a class, try putting on an audio recording or watching a clip of a storyteller performing it [19]

Have students build vocabulary words using letter magnets as a tactile activity [20]

Instead of always assigning students print books to take home, try giving audiobook or video assignments as well [21]

Have students make their own illustrations to accompany vocabulary words or simple sentences that they write

Teach students to sound out words while pointing at each letter to solidify a link between sounds and print letters [22]

Sources:
The Libra Foundation. Why is Early Literacy Important? Retrieved from raisingreaders.org: https://www.raisingreaders.org/understanding-early-literacy/why-is-early-literacy-important/.[1]

The American Institutes for Research. Learning to Read with Multimedia Materials. Retrieved from ctdinstitute.org: https://www.ctdinstitute.org/sites/default/files/file_attachments/CITEd%20-%20Learning%20to%20Read%20with%20Multimedia%20Materials%20FINAL.pdf.[2]

Blomert, L., and Froyen, D. Multi-sensory learning and learning to read. International Journal of Psychophysiology, 77(3), September 2010, pp. 195-204.[3]

Shams, L., and Seitz, A.R. Benefits of multisensory learning. Trends in Cognitive Sciences, 60, November 2008, pp. 411-17.[4]

Başar, E. The theory of the whole-brain-work. International Journal of Psychophysiology, 60, March 2006, pp. 133-38.[5]

Minnesota Literacy Council. Multisensory Activities to Teach Reading Skills. Retrieved from mnliteracy.org: https://mnliteracy.org/sites/default/files/multisensory_techniques_to_teach_reading_skills.pdf.[6]

Ibid.[7]

Blomert, L., and Froyen, D. Multi-sensory learning and learning to read. International Journal of Psychophysiology, 77(3), September 2010, pp. 195-204.[8]

International Dyslexia Association. Multisensory Structured Language Teaching Fact Sheet. Retrieved from dyslexiaida.org: https://dyslexiaida.org/multisensory-structured-language-teaching-fact-sheet/.[9]

Smith, G.J., Booth, J.R., and McNorgan, C. Longitudinal Task-Related Functional Connectivity Changes Predict Reading Development. Frontiers in Psychology, 60, September 2018.[10]

The American Institutes for Research. Learning to Read with Multimedia Materials. Retrieved from ctdinstitute.org: https://www.ctdinstitute.org/sites/default/files/file_attachments/CITEd%20-%20Learning%20to%20Read%20with%20Multimedia%20Materials%20FINAL.pdf.[11]

Ibid.[12]

Minnesota Literacy Council. Multisensory Activities to Teach Reading Skills. Retrieved from mnliteracy.org: https://mnliteracy.org/sites/default/files/multisensory_techniques_to_teach_reading_skills.pdf.[13]

Gardner, H., and Hatch, T. Educational Implications of the Theory of Multiple Intelligences. Educational Reader, 8(8), November 1989, pp. 4-10.[14]

Davis, K., Christodoulou, J., Seider, S., & Gardner, H. The theory of multiple intelligences. In R.J. Sternberg & S.B. Kaufman, Cambridge Handbook of Intelligence, 2011, pp. 485-503.[15]

Ibid.[16]

Ozdemir, P., Guneysu, S., and Tekkaya, C. Enhancing Learning through Multiple Intelligences. Journal of Biological Education, 2006, 40(2), pp. 74-78.[17]

The American Institutes for Research. Learning to Read with Multimedia Materials. Retrieved from ctdinstitute.org: https://www.ctdinstitute.org/sites/default/files/file_attachments/CITEd%20-%20Learning%20to%20Read%20with%20Multimedia%20Materials%20FINAL.pdf.[18]

Shams, L., and Seitz, A.R. Benefits of multisensory learning. Trends in Cognitive Sciences, 60, November 2008, pp. 411-17.[19]

Minnesota Literacy Council. Multisensory Activities to Teach Reading Skills. Retrieved from mnliteracy.org: https://mnliteracy.org/sites/default/files/multisensory_techniques_to_teach_reading_skills.pdf.[20]

Shams, L., and Seitz, A.R. Benefits of multisensory learning. Trends in Cognitive Sciences, 60, November 2008, pp. 411-17.[20]

Ibid.[21]

Center For Effective Reading Instructions and International Dyslexia Association. Phonics Instruction: the Value of a Multi-sensory Approach. Retrieved from readingrockets.org: http://www.readingrockets.org/article/phonics-instruction-value-multi-sensory-approach.[22]

# data[].attributes.attachment_link.title
Multisensory Strategies for Teaching How To Read - Waterford.org

# data[].attributes.attachment_link.description
Discover the science behind whole brain learning and how you can incorporate multisensory activities into your school curriculum.

# data[].attributes.attachment_link.title
Simple Activities for Phonics Practice - Simply Creative Teaching

# data[].attributes.attachment_link.description
Try these simple activities for phonics practice with your class! This no-prep phonics game is a great way to keep your students learning!

# data[].attributes.attachment_link.readable_text
Description
Where do words come from?-Teaching kids ages 9 to 12 vocabulary through word origins
The English language is made up of words from different places, events, and periods of time. Each of those words has an exciting story to tell us about where, when, how, and why they came about. Once Upon a Word is packed with easy-to-understand definitions and awesome word origin stories. With this dictionary for kids, you can understand the history and meaning of English words, improve your vocabulary and spelling, and learn to play with language.

Explore how weird words like gnome, fun words like zombie, and common words like caterpillar came to exist. Discover why some words sound funnier than others (like cackle, sizzle, and twang) and why some groups of words start with the same few letters (like hydrate, hydrogen, and fire hydrant). In this dictionary for kids, there's a whole world of English words to uncover!

This unique dictionary for kids includes:

Roots & branches-Learn about the building blocks that make up words, called roots, prefixes, and suffixes.

Kid-friendly definitions-Look up definitions designed for your reading level in this dictionary for kids.

Word tidbits-Find out where your favorite food words got their start, from bacon to marshmallow, spaghetti, yogurt, and beyond.

See how the English language evolved with this colorful dictionary for kids.

About the Author

JESS ZAFARRIS has been writing about etymology for more than 10 years at UselessEtymology.com and on Twitter @UselessEty. She has an MA in journalism and mass communications and a BA in English literature.

Praise For...

"This thorough and visually delightful book is a yellow-brick road paved with 'a-ha!' moments. It is written in an engaging style that will open the door wide for young minds to enter the magical world where language meets history. I expect it will inspire many of them to a lifetime of discovery in an overlooked field." -Douglas Harper, etymonline.com

" Once Upon a Word makes learning new words fun and efficient. Jess Zafarris has written a book that is accessible to kids and educational enough for adults. Every parent and educator should keep a copy for engaged minds on hand." -Jordan Rosenfeld, author of How to Write a Page Turner

"As kids flip through this book, they'll feel like they're decoding secret messages from the past. This book teaches an important lesson: by understanding language we can better understand each other and the world around us. I love that." -Aubre Andrus, award-winning children's book author

# data[].attributes.attachment_link.title
Once Upon a Word: A Word-Origin Dictionary for Kids-Building Vocabulary Through Etymology, Definitions & Stories (Paperback)

# data[].attributes.attachment_link.description
Where do words come from?-Teaching kids ages 9 to 12 vocabulary through word origins The English language is made up of words from different places, events, and periods of time. Each of those words has an exciting story to tell us about where, when, how, and why they came about.

# data[].attributes.attachment_link.title
Name Puzzles For Early Literacy Skills Preschool and Kindergarten

# data[].attributes.attachment_link.title
How To Use Beginning Sound Clip Cards Featuring CVC Words in 2024 | Letter sound activities, Phonemic awareness activities, Clip cards

# data[].attributes.attachment_link.description
Jun 2, 2024 - Learn how to use these CVC beginning sound clip cards as a fun, hands-on way to work on letter sounds, beginning sounds, and initial phonemic awareness skills. Find many ideas to use these printable activities in your early literacy centers and task boxes.

# data[].attributes.attachment_link.readable_text
Do you often find yourself searching your brain for ways of how to teach your students sight words? Well, you've come to the right place! Keep reading to learn multi-sensory approaches to teaching sight words! Certainly, you will love all of the new ways to expand your student's learning experience and grab your freebie!

Your fingertips have over 3,000 nerve endings in each finger. So having multiple ways to engage those nerve endings while learning sight words can be a very effective strategy. These multi-sensory activities will be a great way to keep your students learning as well as super engaged in learning their sight words.

This article contains Amazon affiliate links. These links cost you nothing to click and earn Simply Kinder a small commission and we only share things we love.
These activities work well with these Simply Kinder resources:
Multi-Sensory Approaches to Teaching Sight Words in the classroom:

These activities can be done as standalone activities or using any other "traditional" practice activities to add a multi-sensory component. They can be done:

whole group at their desks with everyone working on the same word

small group with targeted words

centers with any number of activities

from words you write on a white board

from a targeted word list like from our Editable Word List Printables

from notecards

from a dry erase board where you write the word you want your students to write

Sight Word Sand Writing (Craft Sand)

Writing sight words in sand can be a super fun activity for students. Students will use their fingers to write the word, activating all those nerve endings. You can even get fancy and order craft sand in fancy colors. Combine that with a color tray (ours is from Target Dollar Spot) and it's even more fun! A simple shake of the bin and the tray resets itself to be ready for the next word (sometimes that's the funniest part).

Sight Word Sensory Sand Stamping

This is another fun way to practice sight words - kinetic sand and alphabet dough stampers. We have the sand in the small photo iris boxes (the ones that go in the colorful bins and used our old Lakeshore alphabet stampers. This is a great one for storage and because you can stack them and pull them out when you need them.

Write it on Mesh Embroidery Sheets

We love these plastic mesh sheets and use them for all sorts of things in class. One of them is to provide a bumpy surface to write words on. Just put the paper over the mesh and write your words. The bumpy feeling will create a fun writing experience for your students. (Many teachers do this one activity with all words because it is durable, easy to keep, and multi-sensory).

Sight Word Sand Writing (Playground Sand)

Don't have craft sand? No worries. Grab some normal sand and put it in any tray you have in your classroom and the effect is just the same. It's a little harder to see but we are going for feeling the formation in the sand and your students will see it if they do it big enough.

Felt Tracing Sight Words

Next, another great tactile sight word activity is felt tracing! In small groups, you can provide your students with a piece of felt, then call out sight words and have them practice tracing their sight words on the felt with their fingers. Most importantly, even without writing the actual words down your students are learning so much through this hands-on experience.

Including lines for an extra sensory approach for forming letters!

Play Dough Stamper Sight Words

First off, kinder students love playdough! This tactile sight word activity will be a blast in your classroom! Students can press letter stampers into playdough to form their sight words! This easy activity can be used over and over again without needing to replenish supplies often, but, just keep that playdough sealed tight to reduce hardening!

Supplies include playdough and stamps!

Sensory Bag Sight Words

Sensory bags are great for sight word writing! You will need is large Ziploc bags and some cheap colored hair gel. If you cannot find colored gel, grab the clear gel and add some food coloring! (For extra mess-free security, add clear packing tape to the zipper to reduce potential leaks!) Your students can use their fingers to write out their sight words on top of the bags for a fun tactile experience! These bags make for a good reusable center and can last all year if taken care of properly!

Shaving Cream Sight Words

In addition, another low-cost activity is shaving cream sight words! Your students can spray some shaving cream onto a sheet pan and use a small paintbrush and write the sight words in it. This activity can be done with a finger (or a paintbrush if you don't want to get super messy). Certainly, we all know that students get WAY too excited over a messy activity, so this one is sure to be a hit in your classroom! (Shaving cream is also a great way to clean your tables so this activity works for great whole group if you are brave enough).

Leather Sight Words

We love this idea too because it's fun for kiddos to pick. We found this decorative leather and immediately thought about how it would create a great bumpy experience for our students while they write. You could easily keep a bin of different textured fabrics, laces, and leathers that have texture to write on.

Craft Bead Sight Words

Craft Beads are another great option for multi-sensory sight word practice. We found these "decorative filler" beads in the floral section at Michaels. You want super small beads, pearler beads are too big if that gives you a frame of reference. Again, fun on a color tray to create a great contrast for your students to see and feel the word.

Fabric Mesh Sight Words

We found this great full-page size fabric mesh at Michaels and thought it would also make a great surface to write on that is bumpy. These are also great because they can be stored easily and do not take up a bunch of space. They came in lots of different colors and textures as well.

Sandpaper Sight Words

Sandpaper is another fun way to write sight words. When you are looking at sandpaper to use, you want it to be super thick and bumpy so students feel the letters as they write them.

OTHER SIGHT WORD ACTIVITIES YOUR STUDENTS WILL LOVE

High Five Sight Words

The latest updates to our Endless Sight Word Bundle includes High Five Sight Words! These are fun to put around the room for students to say and high five. I have seen some teachers put them around the door and students have to touch them before they leave the room. We love to have students put them into their notebooks so they can slap the word while they read it - creating another sensory experience for them.

Sight Word Search

Who doesn't love a good old word search? Therefore, a sight word search is a perfect way to introduce these types of activities to your kinders! Most importantly, this use of visual learning will challenge your students to think deeper about how these letters are strung together to build sight words. Another update to our Endless Sight Word Bundle includes various kinds of word searches including the traditional one seen above. The great thing about our word searches is they only go left to right and up and down and they never intersect.

Sight Word Cut and Color

We also added these cut and color words that go great into notebooks so they can practice their fine motor skills!

Looking for a multi-sensory sight word centers bundle?

These sight word center ideas are certain to keep your students engaged in their learning day after day! If you're loving the ideas from this blog and looking to revamp your current sight word setup, I recommend you check out our Sight Word Centers Endless bundle! It comes with SO many activities, including readers, craft pages, cut and glue sentences, printables, centers, and so much more! This bundle will include activities for all Kindergarten sight words, including several mentioned about and many more! Check out the video below that highlights just a few items you can expect to see!

Most importantly, this sight word bundle has so many great multi-sensory activities that will keep your students engaged day after day!

Multi-Sensory approaches to teaching sight words go on and on!

These are just a few multi-sensory examples for teaching sight words in your classroom. Above all, having your students use their senses while learning is a great way to help expand on their learning. What additional ways are you working with your students to learn their sight words using their senses that we did not share? We would love it learn more ideas from you over in the Simply Kinder Teachers Facebook Group or tag #SimplyKinder on Instagram!

Free Sight Word Book!

Did you love all of the ideas shared above?! Well, GREAT NEWS, we have a sight word book set with many of the examples shared above, just for you! Just print and guide your students through these great multi-sensory sight word activities! Your students will love having these super fun new centers in the classroom!

You can grab your free Sight Word Book by entering your information and the Simply Kinder freebie fairy will fly that over to your inbox! Already a member? Great! Unlock your freebie here too!

This post was written by Lindsey. Lindsey is a certified teacher with several years of teaching experience and a great love for all things Kindergarten and First Grade.

At simply kinder we work together to bring you everything from developmentally appropriate resources, teaching tips, lesson plan ideas, and teacher laughs. Simply Kinder's goal is to make teaching kindergarten easier by providing a community for support for teachers in the classroom and beyond. Make sure to join the Simply Kinder Teacher Facebook group and sign up for emails here to always be in the know of all things kindergarten.

Simply Kinder where teaching kinder is better together.

# data[].attributes.attachment_link.title
Multi-Sensory Approaches to Teaching Sight Words

# data[].attributes.attachment_link.description
Do you often find yourself searching your brain for ways of how to teach your students sight words? Well, you've come to the right place! Keep reading to learn multi-sensory approaches to teaching sight words! Certainly, you will love all of the new ways to expand your student's learning experience and grab your freebie!

# data[].attributes.body
In pairs or small groups, students race to read decodable texts. They can earn points for correctly decoding words, identifying syllables, and understanding the meanings of affixed words.

# data[].attributes.attachment_link.description
Phonics & Stuff is dedicated to providing high-quality resources for learning and teaching phonics. Explore our games for learners or our sophisticated tools to create customized phonics lessons.

# data[].attributes.body
Students clap or tap out the syllables in various words. They can compete in teams to see who can correctly identify and count the syllables first.

# data[].attributes.attachment_link.readable_text
List of Free Decodables

The short vowels skill explainer has everything you need to teach this, including lesson plans, student practice activities, and videos of great classroom instruction.

Review of All Patterns Previously Taught

One-Syllable Magic 'e' (also known as Silent 'e') Words

Related Content

# data[].attributes.attachment_link.title
Reading Universe | Free Decodable Texts for Each Phonics Skill

# data[].attributes.attachment_link.description
Decodable texts are simple passages or books made for beginning readers that offer practice with specific phonics patterns.

# data[].attributes.attachment_link.title
Wordwall - Create better lessons quicker

# data[].attributes.attachment_link.description
Need a fresh teaching resource that fits your class and teaching style? Create a customized pack of interactive and printable activities in just one minute.

# data[].attributes.headline
interactive games for word recognition k-5

# data[].attributes.subject
interactive games for word recognition k-5

# data[].attributes.wish_content.attachment_props.alternative_text
interactive games for word recognition k-5

# data[].attributes.attachment_link.description
Out of Sight Words is a beautiful, quirky game that allows children to practice their knowledge of sight words! Kids have to read the sight word, and then find its corresponding image in the fun illustrations. Simply click on the word at the bottom of the screen and then find it in the picture!

# data[].attributes.attachment_link.title
Help Your Child Learn to Read | Free Trial

# data[].attributes.attachment_link.description
Start your free trial of the award-winning learn to read program for kids ages 2 to 13 - enjoy reading activities, phonics games, online books for kids, plus much more!

# data[].attributes.body
1. Challenge students to create as many words as possible using a given root word and a list of prefixes and suffixes. They can compete individually or in teams to see who can generate the most words.

# data[].attributes.attachment_link.readable_text
Looking for a way to improve reading fluency? What about sound automaticity at the syllable level? Backward Decoding is a highly effective way to help your students fluently decode multisyllabic words containing open syllables! Backward Decoding will strengthen and improve your students' sound/syllable automaticity AND act as a consistent year-long review of open and closed syllables. Backward Decoding is the perfect addition to any literacy block! In my experience, backward decoding will skyrocket your students' reading progress with repetitive and consistent use! Perfect for whole group and small group instruction, these digital slides include 100's of letter/sound animations and are incredibly versatile, EFFECTIVE and ENGAGING for students!
***Be sure to watch the video preview to see backward decoding in action in my classroom!
This resource CAN be used in both POWERPOINT AND Google Slides™

This set Includes over 90 animated multisyllabic word blending slides with open and closed syllables. All words contain open and closed syllables only.
Word Patterns Include:
You can snag the closed syllable set HERE

Haven't taught SCHWA yet, I got you covered HERE

All words included in this set are multisyllabic, meaning they contain two or more syllables.

All Backward Decoding Slides include animation (In Google Slides™ and PowerPoint)

Word lists progress from basic open syllable words to 3 & 4 syllable words

4 BONUS syllable chaining slides included!

You May Also Like Backward Decoding: >>>CHECK OUT my Structured Literacy Lessons HERE!<<< Be the first to know about my new discounts, freebies and product launches:
to receive updates on new products, sales, and freebies! I discount ALL new products up to 50% off for the first 24 hours. It really does pay to follow me!

*****************************************************************************
Customer Tip:
Don't forget that leaving feedback earns you points towards FREE TPT purchases.

I truly do value your feedback!

⭐️ What are TpT Credits?

You can gain TpT credits by going back and leaving feedback on any purchases that you have made. The credits build up and then you can use them towards future purchases! The credits REALLY do add up!
I love to see my resources in action! Find me @daydreamingaboutdata on TiKTOK, Instagram and Facebook!
If you have any questions, please feel free to email me at daydreamingaboutdata@gmail.com

I appreciate YOU!!

Sincerely,

Rebecca @ Daydreaming-About-Data

# data[].attributes.attachment_link.title
Open Syllables Backward Decoding | Closed Syllables Multisyllabic Word Reading

# data[].attributes.attachment_link.description
Looking for a way to improve reading fluency? What about sound automaticity at the syllable level? Backward Decoding is a highly effective way to help your students fluently decode multisyllabic words containing open syllables! Backward Decoding will strengthen and improve your students' sound/sylla...

# data[].attributes.attachment_link.description
Looking for decodable books for your beginning reader? Here you’ll find a list of over 25 titles to teach short a.

# data[].attributes.attachment_link.readable_text
You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

# data[].attributes.attachment_link.description
Familiarity with Greek and Latin roots, as well as prefixes and suffixes, can help students understand the meaning of new words. This adapted article includes many of the most common examples.

# data[].attributes.attachment_link.provider_name
Reading Doctor | Apps for teaching kids to read and spell

# data[].attributes.attachment_link.readable_text
(Click on an image below to read the book)
The goal of these decodable readers is to teach children to work out words for themselves when they are reading. Children should use their knowledge of English letter-sound relationships to say the sounds in the words from left to right to decode the words.
Note that words in these books are presented to your child before your child turns the page to see the picture! This is so that they can check to see if they read the word correctly rather than relying on the picture to guess the word!
Encourage your child to work the word out using their sounds instead of guessing. If your child cannot read the word, point to the letters and say the sounds for them. If your child gets stuck on one of the tricky 'sight' words, just say, "Good try!" and tell them the tricky word!
Have fun, and don't forget to talk about the pictures! Your child's language skills will benefit from lots of discussion!

Level 1A - CVC Words
(Click on an image to read the book)

Book 1

Ant nap.
CVC Words | Students should be given this book after completing Level 1A in ReadingDoctor® Online. It should not be attempted until the letter-sound patterns and tricky 'sight' words listed above have been taught to the student. s, a, t, p, i, n, e | a, the

Book 3

A fin is on the man.
CVC Words | Students should be given this book after completing Level 1A in ReadingDoctor® Online. It should not be attempted until the letter-sound patterns and tricky 'sight' words listed above have been taught to the student. b, m, w, f, g | a, the, is

Book 4

A yak is in the jet.
CVC Words | Students should be given this book after completing Level 1A in ReadingDoctor® Online. It should not be attempted until the letter-sound patterns and tricky 'sight' words listed above have been taught to the student. v, k, x, j, z | a, the, is

Level 1B - CCVC Words
(Click on an image to read the book)

Book 6

Stan will spin the spud.
CCVC Words | Consonant blends st, sp, sn, pl | a, the, has, have, he Students should be given this book after completing Level 1B in ReadingDoctor® Online. It should not be attempted until the letter-sound patterns and tricky 'sight' words listed above have been taught to the student.

Book 7

A crab is in the pram.
CCVC Words | Consonant blends tr, bl, pr , cr, cl | a, the, is, she, he

Book 8

This frog gran will drum.
CCVC Words | Consonant blends fl, gr, dr, fr, sk, sw, br | a, the, this, is, she, he, I, you, to, was, has, have Students should be given this book after completing Level 1B in ReadingDoctor® Online. It should not be attempted until the letter-sound patterns and tricky 'sight' words listed above have been taught to the student.

More books coming soon!

# data[].attributes.attachment_link.title
Free Decodable Readers - Reading Doctor | Apps for teaching kids to read and spell

# data[].attributes.attachment_link.description
(Click on an image below to read the book) The goal of these decodable readers is to teach children to work out words for themselves when they are reading. Children should use their knowledge of English letter-sound relationships to say the sounds in the words from left to right to decode the words.

# data[].attributes.attachment_link.title
Instantly access over 40,000 of the best books & videos for kids on Epic

# data[].attributes.body
Draw or use interactive tools to create "root word trees." Students start with a root word and add branches for prefixes and suffixes to create new words.

# data[].attributes.attachment_link.title
What Is Multimodal Learning? 35 Strategies and Examples to Empower Your Teaching

# data[].attributes.attachment_link.description
All Posts Category Teacher Activities Teaching Strategies Even the most confident educational leaders can find themselves asking the same questions, over and over. Are students listening? Are they engaged? Are they learning the way they should? All kids learn differently, and sometimes it can feel nearly impossible to find a curriculum or plan that works for an entire school.

# data[].attributes.attachment_link.title
Morphology Hearts | Teaching reading strategies, Reading intervention, Phonics assessments

# data[].attributes.attachment_link.description
English language arts and reading intervention books, plus free grammar, writing, spelling, vocabulary resources and assessments for grades 4-8 teachers.

# data[].attributes.attachment_link.readable_text
Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

# data[].attributes.attachment_link.description
The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

# data[].attributes.attachment_link.description
Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

# data[].attributes.attachment_link.description
Kindergarten and First Grade Student Center Activities Phonological Awareness | Phonics | Fluency | Vocabulary | Comprehension

# data[].attributes.attachment_link.readable_text
Here's how nearly one million teachers use Prodigy in the classroom at no cost!

Help students master math standards with a fun and engaging gameplay experience

Adjust and align Prodigy's in-game math content with your lesson plans

Track student development to decide where to best spend your time

No trial period, no hidden costs for educators. Our optional parent memberships ensure Prodigy stays free for all teachers.

Prodigy for Teachers

# data[].attributes.attachment_link.description
Here's how nearly one million teachers use Prodigy in the classroom at no cost! Help students master math standards with a fun and engaging gameplay experience Adjust and align Prodigy's in-game math content with your lesson plans Track student development to decide where to best spend your time No trial period, no hidden costs for educators.

# data[].attributes.attachment_link.title
ReadWorks | Award-Winning, EdTech Nonprofit Organization

# data[].attributes.attachment_link.description
ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

# data[].attributes.body
Small Group activity

# data[].attributes.attachment_link.title
Decode Words with Common Prefixes and Suffixes

# data[].attributes.attachment_link.title
SplashLearn: Fun Math & ELA Program for PreK-Grade 5

# data[].attributes.attachment_link.description
SplashLearn is an award-winning learning program loved by over 40 million kids for engaging Math and ELA practice. Aligned with Common Core and various state standards.

# data[].attributes.attachment_link.description
Play games with your PBS KIDS favorites like Curious George, Wild Kratts, Daniel Tiger and Peg + Cat!

# data[].attributes.attachment_link.title
Free Online Kindergarten Learning Games for Kids | SplashLearn

# data[].attributes.attachment_link.description
Browse our fun kindergarten games for kids. Learn counting, addition, subtraction, sorting, letters and sounds, sight words, tracing, and more! Start for free!

# data[].attributes.attachment_link.readable_text
This HUGE BUNDLE of decodable readers is designed to help your students learn how to decode and blend words whilst building reading fluency! Every reader is based upon a different letter-sound combination which will make these readers fit seamlessly into your reading and phonics programs. There are readers included for short vowels, digraphs, blends, long vowels, diphthongs and r-controlled vowels.

Even though this bundle is 'technically' complete, if I decide to make any more of these readers in future, I'll pop them in here for you for free too!
WHAT IS INCLUDED?
This BUNDLE includes readers for the following:
SHORT VOWELS
My Cat - (at)

Her Map - (ap)

The Man - (an)

Bad Lad - (ad)

I See Mag - (ag)

The Jam - (am)

At the Lab - (ab)

Ned is Fed - (ed)

The Hen - (en)

Get a Pet - (et)

Sid Hid - (id)

Pig's Wig - (ig)

It is a Fin - (in)

Dip Lip - (ip)

The Kit - (it)

Bob's Job - (ob)

This Dog - (og)

The Cop - (op)

Bot's Pot - (ot)

On a Rug - (ug)

No Sun - (un)

The Nut - (ut)

In the Tub - (ub)

The Ship - (sh beginning)

Fish Wish - (sh ending)

Chen's Chest - (ch beginning)

At Lunch - (ch ending)

The Thorn - (th beginning)

A Path - (th ending)

Hot Weather - (th hard)

Sick Rick - (ck)

Whisk It - (wh)

The Quiz - (qu)

A Wreck - (wr)

Knit It - (kn)

My Phone - (ph)

Its Wing - (ng)

In the Junk - (nk)

The Branch - (br)

In the Crib - (cr)

My Dress - (dr)

Gran's Grub - (gr)

Print It - (pr)

She Trips - (tr)

Fred the Frog - (fr)

Blend It - (bl)

My Clam - (cl)

Flint's Flag - (fl)

Glum Glen - (gl)

The Plums - (pl)

Sled Slip - (sl)

His Scrubs - (sc)

Skip and Skid - (sk)

Smocks - (sm)

Snap It Up - (sn)

Spot Spins - (sp)

The Sting - (st)

A Swan - (sw)
LONG VOWELS
At the Lake - (a_e)

A Snail - (ai)

The Bay - (ay)

Neal the Seal - (ea)

The Bee - (ee)

Her Baby - (-y)

A Joey - (ey)

Bike Ride - (i_e)

Up High - (igh)

Pat Lies - (ie)

I Spy - (-y)

In the Hole - (o_e)

On a Boat - (oa)

Mow It - (ow)

Cute Pet - (u_e)

New Nest - (ew)

It's a Goose - (oo)

The Glue - (ue)
DIPHTHONGS
Launch It - (au)

At Dawn - (aw)

The Oink - (oi)

Crew Drew - (ew)

At the Zoo - (oo)

The Book - (oo)

A Mouse - (ou)

My Cow - (ow)

The Crow - (ow)

Troy's Toy - (oy)
R-CONTROLLED VOWELS
A Farm - (ar)

The Fern - (er)

In the Dirt - (ir)

Bad Burn - (ur)

The Storm - (or)

Sore Leg - (ore)

At the Fair - (air)

Scare Him - (are)

His Fear - (ear)

Every reader in this packet comes in two levels (see preview) which makes differentiation easy.
Level One Readers
· Fewer words

· More patterned text

· Smaller range of sight words
Level Two Readers
· More words

· Less patterned text

· Larger range of sight words

Furthermore, all the readers include a pre-read page at the back (see preview for more details) which will allow your students to have a go at decoding the words PRIOR to reading which can help increase fluency. Also, each reader comes with a set of comprehension questions too!
HOW TO PREP:
The readers are designed to be printed double-sided. No cutting is required, just folding and stapling. Full printing instructions are included in the packet. Also, the readers are black and white so they are super ink-friendly. You can print them on colored paper or on standard paper.
WHY DECODABLE READERS?
The great thing about decodable readers is that they place the reading focus onto words that are currently being taught so that students learn to rely on their phonics skills to decode the text rather than on other clues such as 'guessing' and picture clues.
HOW CAN YOU USE THEM?
- Guided Reading

- EAL/EAS Students

- Interventions

- Home Reading Books

- Special Education
THEY WILL HELP TO DEVELOP:
- Decoding and Blending Skills

- Phonics Skills

- Sight Word Knowledge

- Vocabulary

- Fluency

- Comprehension

This packet includes both a USA and AUS/UK version
If you would like to purchase the readers separately, here are the links: Short Vowels Decodable Readers Digraphs Decodable Readers Blends Decodable Readers Long Vowels Decodable Readers Diphthongs Decodable Readers R-Controlled Vowels Decodable Readers ♥♥♥ Follow me to be the first to hear about FREEBIES and updates ♥♥♥ ♥♥♥ Earn TPT Credits when you leave feedback ♥♥♥
I welcome and appreciate any feedback, comments or suggestions.

You may also contact me on myteachingpal@outlook.com

# data[].attributes.attachment_link.title
Decodable Readers - Phonics Books - HUGE BUNDLE (Science of Reading)

# data[].attributes.attachment_link.description
Decodable Phonics ReadersThis HUGE BUNDLE of decodable readers is designed to help your students learn how to decode and blend words whilst building reading fluency! Every reader is based upon a different letter-sound combination which will make these readers fit seamlessly into your reading and pho...

# data[].attributes.attachment_link.title
Boom Learning | Empowering teachers and students

# data[].attributes.attachment_link.description
Boom Cards transform the classroom into an interactive, gamified learning experience with data to track progress and identify learning gaps.

# data[].attributes.attachment_link.readable_text
Did you know that sight words only make up 4% of all words in the English language? Even so, it is critical that young students learn to recognize sight words just by looking at them because these words typically cannot be decoded or sounded out (and they show up frequently in reading). Examples of sight words include, "said," "also," "circle," and "were."

Research shows that using multisensory techniques to teach sight words helps students learn and remember them better than simple recitation. Multisensory techniques involve a child using their eyes (visual), ears (auditory), and touch (kinesthetic) to practice sight words.

Check out these 5 fun multi-sensory sight word activities for young children:
1. Rainbow Writing
Supplies needed:

Colored markers or colored pencils

Index card

Black marker

Steps:

1. Write the sight word down in black marker on the unlined side of an index card in all lowercase letters.

2. Give your child one colored marker and ask them to say the word, trace the letters of the word saying each letter out loud, and then say the word again. For example: "was, w - a - s, was."

3. Repeat the step above two more times with different colored markers/pencils.

Supplies needed:

1 to 2 sets of lowercase foam letters

Index card

Black marker

Steps:

1. Write the sight word down in black marker on the unlined side of an index card in all lowercase letters and place in front of your child.

2. Hand your child the foam letters that make up the word.

3. Ask them to put the letters in the correct order to form the word on the index card.

4. Have them say the word out loud, then say each letter as they press down on the foam letters with their fingers, and then say the word one more time.

5. Practice doing this three times with each sight word.

Supplies needed:

Play-Doh or modeling clay

Index card

Black marker

Steps:

1. Write the sight word down in black marker on the unlined side of an index card in all lowercase letters and place in front of your child.

2. Count the letters of the word with your child and break the Play-Doh into the same number of pieces

3. Roll each clump of Play-Doh into a small ball with your child and help them roll each one into a long, skinny worm

4. Ask your child to form each letter of the sight word in order with the little Play-Doh worms

5. When the word is fully spelled out with Play-Doh letters, have your child say the word, then say each letter of the word as they press down on its corresponding Play-Doh letter, and then say the word one last time.

6. Practice this three separate times for each sight word.

Supplies needed:

Popsicle sticks

Wooden clothes pins

Index card

Black marker

Steps:

1. Write the sight word down in black marker on the flat side of a popsicle stick.

2. Write the letters of the sight word in black marker on the lower half of a wooden clothespin - one letter per clothespin.

3. Ask your child to say the sight word out loud and pinch and place each clothespin onto its corresponding letter on the popsicle stick while saying the letters out loud. Then, say the word one more time out loud.

4. Have your child repeat this process three times (they can also do it while removing the clothespins from the popsicle stick).

Supplies needed:
Steps:

1. Write the sight word down in black marker on the unlined side of an index card in all lowercase letters and place in front of your child.

2. Give your child the letter beads that correspond to the sight word

3. Ask your child to say the sight word out loud and slide each letter onto the pipe cleaner in order to spell the word, saying each letter as they go. Then have them say the word again out loud.

4. Practice doing this three times for each sight word.

# data[].attributes.attachment_link.title
5 Multisensory Ways to Teach Sight Words

# data[].attributes.attachment_link.description
Practicing sight words (or trick words) with kids? Try the "Rainbow Letters" method of tracing each letter of the word with a different color marker (try at least three different colors). As your...

# data[].attributes.attachment_link.title
Teaching Morphology in Grades 4-5 (with Free Resources)

# data[].attributes.attachment_link.description
Teaching morphology can be a great way to help students with understanding unknown words, decoding multisyllabic words, and spelling.

# data[].attributes.attachment_link.title
Lalilo by Renaissance | Practice and instruction on Foundational Literacy skills

# data[].attributes.attachment_link.description
Sign up and invite parents remotely for home access to phonics and reading lessons.

# data[].attributes.body
Word Bingo

# data[].attributes.attachment_link.readable_text
This post may contain affiliate links. As an Amazon affiliate, we earn from qualifying purchases. See our disclosure policy.

The ultimate list of totally FREE decodable readers, books, e-books and PDFs available online in 2023, all compiled in a simple list. Included are 15 direct links for easy access to hundreds of FREE decodable texts.

Free Decodable Resources

Current research supporting the Science of Reading (SOR) shows that decodable texts are needed to establish effective reading skills to reinforce the phonics skills taught. So we've been searching high and low to compile a list of totally free resources and want to share with you.

In recent years, many companies saw the need to release free resources to educators to help us do our jobs with research-based best practices in place. Many companies have continued (at least for now) sharing these resources, including decodable books, readers, passages, and e-books.

As educators, we spend so much of our own money purchasing items for our classrooms to use with our students. But some of those resources are just so expensive!

A motto our grandpa loved to share with us that we now greatly appreciate and value is: "If it's free, it's for me!"

SPELD SA

SPELD SA Decodable Readers are the top choice from the list below. And the best part is that they have released their sets of decodable readers online for free!

❤ Why We Love It

Each book can be used online in an HTML version OR downloaded as a free PDF that can be printed as an actual book. This resource is the most comprehensive and includes various formats, including special versions for ipads or tablets.

Worksheets and fluency charts accompany each book! There are ten total sets of readers with many books included in each set.

This is an excellent resource within the classroom or to share with parents for effective at-home learning! If you want to learn more about decodable readers, watch this webinar from SPELD SA to find out all you need to know.

Tips & Information

Remember that decodables are a valuable tool in your toolbox...but they're not the only tool. And if you're new to Science of Reading (SOR), you may be staring at your bookshelves filled with leveled readers and wondering what to do next.

If you're interested in learning about using decodable AND leveled readers appropriately, watch this informative webinar. Be assured, there is a place both types of texts within your classroom for your students!

The Free Resources

Below is the list of resources that include free decodable readers. We listed them in order of personal preference, but be sure to check them all out! Click the links for direct access to the free resources.

1. SPELD-SA (New Series)

2. SPELD-SA (Old Series)

3. Flyleaf (Available again for 2022-2023 school year)

4. Beyond Decodables

5. TN Dept. of Education

6. UFLI Decodable Passages

7. Teach My Kid To Read

8. Half-Pint Readers

9. Auburn University Free Decodable Books

10. Academic Success for All Learners

11. Core Knowledge

12. Success for All

13. Printable and Online Decodable Books

14. Sounds-Write (Requires you to create a free account to access)

15. Moon At Home Series (10 free books)

A big THANK YOU to all of the publishers and organizations listed above. You saw a great need to help teachers make the switch to practices that support the Science of Reading, and you stepped up to meet it.

We appreciate your hard work and dedication to ensuring literacy for ALL!

More Decoding Resources

We'd love to hear about your experience with decodable readers, especially those online! If you have any other suggestions, we'd love to hear from you. Please leave a comment below or tag us on Instagram @literacylearn.

# data[].attributes.attachment_link.title
Hundreds of Free Decodable Readers, Books, PDFs, & eBooks (2023)

# data[].attributes.attachment_link.description
The ultimate list of FREE decodable readers, books, e-books & PDFs available online in 2022, compiled in a list with direct links for access.

# data[].attributes.attachment_link.readable_text
If your child is learning to read, then you know that sight words are high-frequency words common in most text, words like the, and, they, or she. Knowing these words at a glance makes reading easier. Here you'll find sight word games, apps, multi-sensory activities, and reading ideas. I recommend trying multiple approaches to engage your child's different modalities of learning these words.

Also, it's important to note that schools generally use either the Dolch or the Fry Sight Word lists. The lists are slightly different so make sure you know which one to use.

GAMES

Games bring an element of fun and playfulness to learning. Since many of these games ask for sight word playing cards, make your own using index cards or download free printable cards here for the Dolch list and here for the Fry list.

Memory
Make your own card deck with two of each sight word. Shuffle. Place the cards face down in rows. When it's your turn, turn over two cards and try to get a matching pair. If you don't have a match, turn the cards back over. The winner is the player with the most pairs. (See example on Frogs, Snails and Puppy Dog Tails.)

Bingo
Download premade bingo cards grouped by levels of sight words here. Or, make your own bingo cards with the specific group of words your child is learning.

Go Fish
We played this game a lot when my youngest learned her words. Make a set of sight word pairs (or make four like the original game) for each word. You'll probably want at least 30 cards. Deal out five cards to each player. Play using the Go Fish rules - either looking for two or four cards to make a set.

APPS

Technology often motivates kids to learn, which is why sight word apps can be a helpful tool. Try these learning apps and see which one your child enjoys most.

MULTI-SENSORY

We have many senses other than our visual and auditory senses that can be engaged for optimum learning. These activities add in movement and touch.

Magnet Letters
Make your sight words on a magnetic surface using magnetic letters.

Beads
Practice your words by threading letter beads onto pipe cleaners to make each one.

READING

Flash Cards
You'll want a list of the words your child needs to learn so that you can make your own flash cards or buy them. Then tackle a few each day. When your child has learned a word, post it on a wall to celebrate. Soon you'll have a wall filled with words they can read!

Printable Leveled Booklets
These are short, printable books that you can download for free or for a small price that are text controlled. In other words, you can choose the appropriate reading level with what specific sight words your child needs to learn.
Have other tips for how to help kids learn sight words? Share in the comments below.

# data[].attributes.attachment_link.title
20 Sight Word Games, Activities, and Reading Ideas | Brightly

# data[].attributes.attachment_link.description
Knowing sight words at a glance makes reading easier. Here you'll find sight word games, apps, multi-sensory activities, and reading ideas.

# data[].attributes.attachment_link.readable_text
As many of you already know, I am a bit of a "word nerd." I have always been fascinated with etymology and love sharing this interest with students. Teaching morphemes (especially prefixes, roots, and suffixes) is one of the most impactful things we can do as educators. Not only does it empower students to decode unfamiliar words, but it also allows them to understand the subtle nuances of word meanings.

Here is one of my favorite tools that you can easily incorporate into your vocabulary instruction.

Etymology Word Builders

This is a hands-on activity and can easily be adapted for a wide range of learners. Students are given a variety of prefixes, roots, and/or base words, suffixes, and word meanings. They must find as many combinations of words as they can and then match the words to the correct definition. Answers can be recorded on a separate sheet of paper and discussed in class.

I also created a digital version that students can use in Google Slides.

You can download this printable and digital resource for FREE by entering your email below.

If you get a chance to use these word builders, I'd love to hear from you!

More Vocabulary Resources

Looking to go deeper with vocabulary? Check out our comprehensive resources for Greek and Latin roots and affixes. Everything you need for a robust vocabulary program, even if you're distance teaching!

FILED UNDER: Vocabulary

# data[].attributes.attachment_link.title
Vocabulary and Etymology * Teacher Thrive

# data[].attributes.attachment_link.description
Etymology, which is the study of the historical word orgins and their meanings, is a powerful tool for improving vocabulary.

# data[].attributes.attachment_link.description
Award-winning reading solution with thousands of leveled readers, lesson plans, worksheets and assessments to teach guided reading, reading proficiency and comprehension to K-5 students

# data[].attributes.body
Link