Write a word on the board: (CAT)

Erase the first letter (-AT)

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

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

Accommodations:

Make sound for desired first letter

Write the letter and have students say what it is

At home:

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

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

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

Resources:

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

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

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

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

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

B-ball, bat, biscuit

D- dog, donut

Accommodations:

Say the items names so the students can hear the sounds

Write out the names so students can see them

At home:

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

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

Resources:

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

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

Have students read aloud from a book.

Accommodations:

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

Pick a book with simple language

At home:

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

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

Resources:

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

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

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

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

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

Word Wall

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

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

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

Accommodations:

Use larger fonts

Go over the words several times

At home:

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

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

Resources:

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

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

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

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

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

Accommodations:

Give those who require less, fewer events.

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

At home:

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

2.) Have parents ask about different characters.

Resources:

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

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

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

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

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

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