Display letters and words around the classroom. By displaying words and letters around the classroom the child is encouraged to ask questions about the words and learn without knowing they are learning. To accommodate students with exceptionalities I would have them sound out the words they find.

Create word families. By teaching students about word families it helps them to see patterns in text and begin to read by grouping sets of letters within a word. For a child with exceptionalities I would use a Multi-Sensory Approach. This involves using a variety of teaching methods that involve the different senses. For example, a child might learn the word family by seeing the words, hearing them, writing them, and using manipulatives to build them.

Play decoding games which is the process of sounding words out. By learning to sound each letter, the student will start to put words together.  For the more advanced students I would give them more difficult words to sound out.

Label objects in the room to help the child learn to associate the words with the objects they see.  For the more advanced student I would have them go through the room with the teacher and sound out the words they see.

Play fish with sight words. Sight words are difficult to decode phonetically due them not following the rules of phonics, these words need to be memorized instead of sounded out. Sight word fishing uses a magnetic fish cut out with words on the back of them. Students will fish using a magnetic rod; when they catch the fish they will read aloud the sight word they have found. For the more advanced student I would give them sight words a grade level above where they are at academically.

Word search Bingo can be used with students when the teacher reads to them. Give students a paper with a list of words from the book being read to them. While reading the book, the students will circle the words from the sheet they hear.

Team Reading Aloud– Pronunciation Reading - Divide the class in half, give a number to every student on each team, then repeat the process with the other team, using the same numbers. Provide each team with 20 points and assign a "chunky" text for the students to read. After reading the text, the team with the most points at the end of the activity wins. To choose which team goes first, flip a coin. Select a number at random, and the student must start reading. A member of the opposing team must raise their hand if they hear a pronunciation error made by the student while they are reading. Everyone on the team must raise their hand if everyone else concurs; this should help everyone stay focused. If they identify a real pronunciation error, they can assist the reader in making the correction and earn a point (if their "assistance" isn't quite accurate, they can offer support). On the other hand, the other team will score a point and the entire team would lose if they chose a word that was pronounced correctly by accident. Change the reading team each time a pronunciation error is accurately identified. Take away points for speaking or acting inappropriately. For the exceptional student I would assign them a role of team lead to help the other students who may struggle with this task.

 The Last Word Reading Activity (Pair / Small Group Work). The team decides as a whole how many words each pupil should read. Take three words, for instance. Permit students to select the reading order as well. The student who follows the instructions and is able to read the last word is the winner once the students start reading. Since this is a group activity I would pair my students with exceptionalities together

Gap-Fill Transcript Dictation Reading Activity (Individual). Give a copy of the text with the gaps to the students. I propose three versions: the first without verbs, the second without nouns, and the third without adjectives. Assemble the sheets so that everyone in the vicinity has a matching sheet. As they listen, each student must fill in the words on their own. If needed, you could read it again. After finishing, ask students to verify that they spelled the words correctly by talking—not by pointing—with their neighbors. Students with exceptionalities will be given a more complex text to fill in the gaps.

Wrong Words Reading Activity (Individual). Students receive a copy of the text from the teacher that has a list of misspelled words on it. They have to underline the word that they hear is incorrect as they listen to the text being read. Repeat with the students, requiring them to write in the appropriate words this time. Before they engage in any comprehension exercises, this will provide the students with an overview of the text. For the student with exceptionalities I would give them a text a grade above where they are currently working to present them with a challenge.

An activity that can be used for phonemic awareness is Rhyme time “I am thinking of an animal that rhymes with big. What’s the animal?” Answer: pig. What else rhymes with big? (dig, fig, wig)

This activity can help develop phonemic awareness through rhyming. By developing rhyming skills this well help the child learn more words to increase their reading vocabulary.  By developing their vocabulary this will help them to transition to the next step of reading.

Talk about letters and sounds. Help your child learn the names of the letters and the sounds the letters make. Turn it into a game! “I’m thinking of a letter and it makes the sound mmmmmm.”

This activity will help to develop word association with beginning sounds of letters. By developing word association with sound it will help the child to increase their vocabulary.

Read with your child for twenty minutes a day. Discuss words to look for prior to reading the story. After finishing the story have the child tell you what they think the words mean after hearing the story.

This activity will help the child learn the correct meanings of words and also assist in comprehension.

Reading aloud to your child daily can be helpful for fluency. By reading with expression and effortlessly parents are modeling for their child how a fluent reader sounds during reading.

When parents model expression and reading for their child, it provides the child with a concrete example of how reading should be done.

Have your child read a selection from a book. When the child has finished ask them questions about what they have read to check for comprehension.

By checking for comprehension the parent knows what the child is learning and where they are struggling.