Directions: Students are given a worksheet with a chart showing a shark divided into three parts and double picture cards. They will determine which picture cards share the same beginning, middle, or final sound and glue each card under the corresponding column. 

Differentiation: Students with difficulty will be seated in a small group with the teacher. The teacher will demonstrate how to complete the activity, and if a student still has difficulty, the teacher will help further. 

Directions: In a large group, students are given bingo cards with different images and corresponding word spellings. The teacher calls out the words and shows the picture card to the class. Students find the picture card on their board that rhymes with the word mentioned. To win the round, students need to have three placeholders in a row. 

Differentiation: Students with visual impairments will receive larger visual aids. Students with sensory needs will be offered textured words or picture cards. 

• Parents and the child will play "I-Spy" using objects around the house or based on their surroundings. They will take turns using the initial sound of an object to help identify it. Parents can begin by demonstrating how to play. For example, a parent might say, "I spy something that starts with /d/." The child will then try to find the corresponding item based on that sound. This activity helps families teach phonemic awareness through familiar objects and enables children to develop their language skills and expand their vocabulary.

Website: Starfall - https://www.starfall.com/h/

• Starfall provides families and children with interactive games and activities that target phonemic awareness skills. This website offers a range of activities and resources that accommodate diverse learners. The website provides self-paced activities where children don't have to rush through each activity (Starfall, 2024)

Directions: In small groups, students will be given a dry-erase board, markers, and various letter sticks. Using the letter sticks, students will create consonant-vowel-consonant (CVC) words. They will then share the five words they have made with their group and swap letter sticks.

Differentiation: English language learners will be seated next to English speakers who may also know the student's native language. Students with developmental delays or visual impairments will be given larger letter sticks and picture cards to assist them in creating words.

Directions: The teacher will announce a vowel for each student to listen for. Once the vowel is given, the teacher will say words individually. If a word contains the specified vowel, students will raise their thumbs up. If the word does not contain that vowel, students will keep their thumbs down. The teacher will also say, "When you hear the /c/ sound, put your thumbs up high."

Differentiation: Picture cards with the word written will be provided. The teacher will demonstrate how to participate in the activity.

• Families will be given domino-like picture cards. The first domino placed is the start, and have the child name the picture on the other side of the card. Children and their families will look for a domino with a picture that sounds the same as the previous one. Once found, connect the domino to the corresponding initial sound. This activity is an excellent way for families to ensure their child better understands phonemes and phonics skills.

Website: Reading Rockets - https://www.readingrockets.org/

• Reading Rockets provides families and educators with articles that include tools, activities, and various instructional strategies. An expert writes each article to inform families and educators about how children learn to read, how we can help struggling children, and why students struggle with phonics (Reading Rockets, 2024).

Directions: The class will be divided into two teams based on their chosen number. When they are on the spot, each team member will sit in a chair in front of the class. The teacher will place a word on the board. Each team must describe the word to the person in the hot spot. Every time the word is guessed, the team gets a point, and the other team plays its turn. 

Differentiation: Students in the hot seat can be given a list of words with corresponding pictures to help them better understand their meanings.

Directions: During whole-group instruction, word cards will be visible to the entire class. A familiar story will be read to the class. Throughout the story, there will be blank spaces in which each student will take turns filling the spaces with the correct vocabulary card.

Differentiation: To support struggling readers, the teacher can choose a shorter book with simpler vocabulary. To further assist students, the teacher can read the book with the blanks filled in before reading the version that has the missing words.

• For this activity, parents will write vocabulary words on popsicle sticks or pieces of paper using sight words or words of the week. They will also include "POP" cards in the container. Children and their families will take turns pulling a card from the container. If they pull out a word, they must either spell it or define it. If they spell the word correctly, they get to keep the card. If they are incorrect, the card goes back into the container. If a "POP" card is drawn, all the player's cards are returned to the container. This game is a fun way for families to help students improve their spelling skills and understand word meanings better.

Website: Vocabulary SpellCity - https://www.spellingcity.com/

Vocabulary SpellCity is an amazing website that allows children to practice vocabulary through interactive games and activities. The website offers efficient games and resources to ensure students build vocabulary and reading comprehension (VocabularySpellCity, 2024). Each resource accommodates various diverse learners.

Directions: Throughout the classroom, there will be vocabulary cards with sight words written on them. Students will walk around the room and look for the sight word. Once they find the sight word, they will use it in a sentence. This activity allows students to recognize words used in daily text.

Differentation: The sight words will be written in a longer font so they are visually appropriate for students with visual impairments.

• Families will select a book to read together. Families will model the pace and expression of the reading. Children will read the story out loud with their families. This activity allows children to develop fluency through reputation. It will enable children to mimic fluent reading.

Website: Storyline Online https://storylineonline.net/

• Storyline Online is a website where award-winning actors read children's books alongside illustrations (SAG-AFTRA Foundation, 2024). The videos can be played to the child while reading the physical book. Reading aloud helps children improve their writing, reading, and communication skills. The website supports diverse learners with visual and auditory elements added to their videos

Directions: A beginner reading level will be chosen. The teacher will read the story and have the student repeat the sentence in the same tone. The teacher should encourage students to follow the pace and expression. This activity helps students improve their reading fluency and confidence when it comes to reading out loud.

Differentiation: Students will be seated with peers at the same reading level, and the teacher may slow down their reading pace.

Directions: The class will read a book. After reading the book aloud, students will be divided into small groups. They will then receive a worksheet with various comprehension questions. Students will think and answer the questions individually. After a few minutes, students will talk to their partners, exchange ideas, and share with their groups and the whole class.

Differentiation: Students will be paired with peers who will encourage and support one another. English Language Learners will be seated with peers who know the student's native language.

Directions: The teacher will read a book out loud to the class. Then, students will receive a graphic organizer. In the center square, students will write the character's name and draw a picture of that character. Around the center square, students will write 4 to 5 words to describe the character. After completing the graphic organizer, students will share their writing with their group. 

Differentiation: While reading the story, the teacher can point out the different characters in the book. A list of the characters can be written on the board so the class can see it.

• While reading a book aloud, ask the child questions about the story. Before turning to the next page, ask your child what might happen next. This activity will help you understand your child's reading comprehension level. Children can consider past events to make out what will happen next. This activity will also help children develop sequence order and use clues they already have.

Website: Reading BrightStart

https://www.nemours.org/reading-brightstart/about.html

• Nemours Children's Reading BrightSatrt is a site that provides families and educators with research-based resources and services (Nemours Children’s Health, 2024). These services and resources help families promote strong reading foundations for their children at home. Reading BrightStart also provides educators professional development training and instructional curricula (Nemours Children’s Health, 2024).