National Center on Improving Literacy. (n.d.). Phonological awareness [Infographic]. Retrieved from https://improvingliteracy.org/files/briefs/phonological-awareness-infographic.png

To build onto this video, you may assign students different letters and ask them to work in a group to find things around the classroom that have the same sound as the letter their group was assigned. Encourage talking amongst one another, because though the letters appeared in text on the video, they are going to be using their oral language to try to hear whether their objects fit the pattern.

This activity is informal and collaborative, so check-in as students work to help scaffold learners at different stages of development. Helping guide conversation and offering reminders.

GoReact. (2016, July 6). Phonological and phonemic awareness | GoReact. [Video]. YouTube. https://www.youtube.com/watch?v=WP1blVh1ZQM

Read along with your young learner and make connections between the sounds that Mr. Brown can do. Encourage your child to make the fun noises at every "Can you?" in the story. Sit close, laugh together, and emphasize all the shapes your mouth can make to produce sound.

(If you don't have this book, there is a read along video offered here https://www.youtube.com/watch?v=9nRu9epBh2g)

Do any of Mr.Brown's sounds sound the same? Which ones? Do you think you could tell the difference between an owl and a rooster?!

Tell them "Your bedroom is the store, and I have to go shopping! The problem is that my Shopping list got all mixed up! I only have nonsense words on this list! Can you help me?!"

I need an item that sounds like "Fred... I think that's where I sleep?"

They will say NO! That's a BED!!!

What about this word.. it says "pear" but I don't think there's food in here! What about BEAR!

Continue this as long as everyone is having fun. Tell them they are the best shop keeper in the land! And Thank them for their help.

International Literacy Association. (n.d.). ILA: Reading fluently does not mean reading fast [PDF]. Retrieved from https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-reading-fluently-does-not-mean-reading-fast.pdf

Gather the students in a circle and explain the game: two people will compete against one another to see who can read the flashcard first. The person who wins goes around the world to the next challenger.

If desired, the winner can earn a sticker, additional time, or some other treat that fits with the classroom culture and philosophy.

This is a quick game with high engagement so it can be sprinkled into nearly any lesson with the right preparation!

For example: "Look In the sink" and leave a sticker in the sink for them to find.

Leaving notes is a perfect illustration as to why fluency is important: many communication methods rely on text.

Make them read the recipe and give you instructions.

Decide based off the meal how well the reading and communication went.

Reading by Phonics. (n.d.). Phonics sound [Infographic]. Retrieved from https://www.readingbyphonics.com/letter-sounds/phonics-sound-infographic.html#.VS-gzfl4qtg

Print out enough bingo cards for each child.

Give each child a means to mark their card.

Have each child trace the letter at the top left with their marker or finger while saying aloud the sound the letter makes.

Say out loud some words represented by the cards at Random.

The first student to hear and mark their card with 4 in a row shouts out BINGO!

{This bingo card template was taken from Teachers pay Teachers member Blending With Miss B}

Then, Easter egg style, allow your child to put things in the baskets that have that sound. (For example, a toy ant should be sorted into the bucket that has the A on it.)

Write the names of the items collected on small slips of paper and help your child match the words to the item collected.

Dougherty, M. (2016, April 15). Balanced literacy [Video]. YouTube. https://www.youtube.com/watch?v=wxIZmgrK-

(Photo From)

Reading comprehension. Reading Comprehension | Student Engagement Project | Nebraska. (n.d.). https://k12engagement.unl.edu/reading-comprehension

Read aloud a short story to the class.

With students, go over the sections in the story arc.

Have them match a detail in the book to each section on the story arc map.

Converse with students about why each part of the story does or does not fit the story section.

For young readers this could be stretched over multiple days, each day reviewing the previous days work while re-reading the story.

A daily calendar is a great way to spark conversation, learning, and connection-building even in a busy home. Read the word together in the morning and challenge each family member to look out for that word throughout their day. When you come home, recap over dinner. Who was able to find the word or sneak it in during conversation?

• Integrating vocabulary into Art and STEAM Practices: https://artsintegration.com/vocabulary-strategies/

All learners should be supported with physical representations, pictures, or acting out the meaning of vocabulary words.

Word walls or charts connecting related words can be great visuals and if students help create them, can also be great hands-on learning opportunities as well.

Reading Rockets. (n.d.). Vocabulary development for English language learners. Reading Rockets. Retrieved from https://www.readingrockets.org/topics/english-language-learners/articles/vocabulary-development-ells

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