Choose the right books. Help your child choose books he can comfortably read about 90 percent of the words in a few sample pages.

• Read to your child every day.
(1) Fluency Practice Activities - YouTube

Reading fluency is not reading quickly. However, read carefully and use the appropriate expression. Use echo reading, theater reading, and reading aloud. Repeated reading of the text and more training enhances the student's self-confidence. The teacher uses small groups' theatrical representation of the story. Each child embodies a character and uses the appropriate expression for it. It makes the child more interested in reading.

Children learn through play, so try to integrate

Phonics activities at home that involve play.

• Playdough letters.

 Family stories 
A family story is a significant activity for a child because it affects him significantly. Especially before bedtime, the child is in a relaxing period and listens well to stories. From here, he will acquire information, language, and a lot of words.

Materials

Rhyme and time picture cards

1. Separate and place the rhyme and time picture cards face down in two stacks on a flat surface.

2. Working in pairs, student one selects the top card from each stack and names the pictures

(e.g., “fox, box”).

3. If a match is made, says "rhyme time" and keeps the pair. If a match is not made, returns the cards randomly to the appropriate stack and student two takes a turn.

4. Continue until all matches are made.

5. Peer evaluation

Materials

► Initial sound picture cards

Make two copies for a total of 12 cards.

► cards

► Pocket Chart

Activity

Students determine which words have the same initial sound and place a card over the

picture that does not.

1. Place initial sound picture cards with the same numbers in separate rows on the pocket chart. 

Place the cards face up in a stack.

2. Taking turns, students name the pictures in a given row and say each initial sound (e.g., “house 

/h/, helicopter /h/, zebra /z/”).

3. Place the card over the picture that does not have the same initial sound as the other two 

cards (i.e., zebra).

4. Continue until one picture on each row is covered by a card.

5. Peer evaluation

The student will blend onsets and rimes to make words.

Materials

▶ Onset and rime work boards

▶ Student sheet

▶ Small plastic letters

▶ Pencil

Activity

Students select onsets to complete words using pictures as clues.

1. Place the onset and rime work boards face up in a stack at the center. Place the plastic letters 

beside the boards. Provide the student with a student sheet.

2. The student selects the top work board from the stack, names the picture, and reads the rime 

(e.g., “jug, /ug/”). Says the initial sound of the word and its corresponding letter (i.e., “/j/, j”).

3. Looks for and places the matching plastic letter in the onset position on the work board.

4. Records word on student sheet.

5. Continue until all boards and student sheet are complete.

6. Teacher evaluation

Materials

▶ Picture cards

Note: The pictures used are: ant, map, pin, bib, bug, dog, cry, leg, fly, sun

▶ Student sheet

▶ Scissors

▶ Glue

Activity

Students sort pictures by matching phonemes to graphemes and write missing letters.

1. Provide the student with a student sheet and picture card Activity Master. Place scissors and 

glue at the center.

2. The student cuts out the pictures. Selects a picture, names it, and says each sound (e.g., “bug, 

/b//u//g/”).

3. Looks for the letters that correspond to two of the sounds.

4. Glues the picture in the fourth column next to the two letters. Looks at the blank space in the 

row, determines the missing sound, and writes the corresponding letter (i.e., “/b//u//g/, the 

missing letter is g”).

5. Continues until all blanks are filled.

6. Teacher evaluation

▶ Sticky notes

Divide the text into passages using sticky notes to indicate the length of text to be read.

Activity

Students practice reading fluently by reading text with a partner.

1. Rank students by reading ability from highest performing to lowest performing. Split the class 

in half and pair the top ranked high-performing student with the top ranked lowperforming 

student. Continue pairing in that order.

2. Provide each student with a copy of the text.

3. Taking turns, student one (the higher-performing student) reads the assigned length of text 

aloud. Student two (the lower-performing student) reads along silently, providing assistance 

when needed.

4. Student two rereads the same text while student one assists.

5. Continue until the entire text has been read.

6. Reread the text several times attempting to increase speed and accuracy.

7. Peer evaluation