Here are some of my favorites to help your PreK child soar!
Reading Level Book Lists
Strategies for Teaching Reading
Strategies for Teaching Writing
Reading & Writing Website Resources
The internet is your friend when it comes to teaching reading and writing. There are so many great resources and online activities for your child! Please check out some of my favorites!
Learning truly begins at home and it can easily be incorporated into your daily routine in a fun and interactive way. I believe that learning should always be fun and exciting at home. If you child sees that you love to learn, then he/she is going to want to learn as well. Here are some of my favorite at-home activities to help a child learn to read and write.
- Get them in the kitchen with you! Find a great recipe and work with your child to read you the steps. This may look like pointing to the few words that the child knows at a very early age or could be much more advanced by having your child read all of the steps. I love this as we are all busy and this is a great way to get a healthy meal on the table while helping your child read!
- Have your child help you with the daily activity list. I often have several items that I need to take care of during the day. Have your child help you write or read your errand list so they are a part of the process and developing critical skills.
- Carry a list of site words in your purse or pocket. While you are waiting in line, pull them out and go through them. Even if your child learns 1 more word in that spare 5 minutes, it is a win!
- Read with your child each and every night. It is so important to Read! This is the absolute #1 way to enhance your child’s academic success. The time that you set aside every night to sit down and read with your child is truly priceless. As your child advances, he/sh can start to read to you!
- Point out words wherever you are. You would be amazed at how many signs we see each and every day. Take advantage of every moment to read that word out loud and point it out to your child. This will help them with word recognition. Take the time to sound out the letters and words to strengthen phonemic awareness and phonics.
- Rhyming Games: I always like to ask my child what rhymes with _____? The words can get much harder as they grow, but it is always a fun one. As they get old enough they can try to stump us!
Handwriting Without Tears is one of my favorite programs to use when teaching children to write. Some children are very excited and thrilled about the idea of being able to write, while others are less interested and find it to be, “too hard.” Whether your child loves, hates or is somewhere in the middle, this program provides many great strategies for getting your child to write. Following are some great ideas.
- Make writing fun! We want our kids to want to learn. Have them do Letter writing in sand, shaving cream or bubbles. This helps them with the shape of the letters in a fun and creative way.
- Have children complete fun worksheets that have tracing and amazing pictures to color. This way they feel like they are having a fun ‘arts and crafts’ time.
- Have children trace their name each and every day. Most children want to be able to write their name and are interested in themselves at this age. By having the child trace his/her name frequently, muscle strength is increased, fine motor skills are being developed and letter creation abilities are being enhanced.
- Try different type of writing tools. Students often work well with a small crayon or pencil as this will help with their grip. Experiment and see what works best. Sometimes a pencil grip is a great way to hep the child, as well!
Let’s Read. Developing a love of reading is truly a gift. Studies have found that reading has been shown to be the #1 skill associated with academic, career, and life long success. It is never too early so lets get some books in the hands of our kiddies! Following are some great strategies for teaching read that can be used at home or in the classroom.
- Let the children see adults reading! If the children see how much parents enjoy reading, then they are going to be much more excited to pick up a book.
- Take a ‘Picture Walk’ as soon as your child is able to look at a Board Book with the following steps.
- Look at the cover of the book and discuss what you and the child may think may happen in this story.
- Highlight the ‘author’ and ‘illustrator’ and what those words mean.
- Have the child discuss his/her thoughts of the pictures before words are even read.
- Ask the child what he/she thinks will be happening next in the plot.
- Review the book at the end and ask children specific questions.
- Read out loud to your child for at least 20 minutes every day.
- Have your child read a story to you. This may be a book that has been read 100 times and they have it memorized, but this will help them to gain confidence.
- Point out words on signs as you are moving throughout your day. This will help with word recognition.
- Put up pictures of words throughout the house and classroom so children can increase their word association.
Please find the following English Language Arts Common Core State Standards Back-to-School Presentation. This provides a great overview & resource for parents to understand the basics without being overwhelming. There are also many helpful links within the presentation to access further detail if needed.
What You Want to Know about Reading and Common Core Standards
Please find the following Framework for the 5 Basic Reading Skills.
Teachers – You will be able to find the skills, definitions, key points, teaching professional development goals, classroom examples, and suggested online resources on the ‘Teacher’ Tab.
Parents – You will be able to find the skills, definitions, key points, parent practice activities for home, and suggested online resources on the ”Parent’ Tab.
5 Basic Reading Skills Framework
Following are helpful literacy and reading terms with definitions.
- Alphabetic principle: The systematic relationship between spoken sounds and their written counterparts.
- CCSS: Abbreviation for Common Core State Standards
- ELA: Abbreviation for English Language Arts
- Fluency: It is one of the critical factors necessary for reading comprehension. It is the bridge between word recognition and comprehension.
- Grapheme: The smallest part of written language that represents a phoneme in the spelling of a word. A grapheme may be just one letter, such as b, d, f, p, s; or several letters such asch, sh, th, -ck, ea, -igh.
- Morpheme: Meaningful linguistic unit that cannot be divided into smaller meaningful elements, such as the word book. The smallest units of meaning in language.
- Onset: The beginning sounds; the sounds preceding the vowel.
- Phoneme: The smallest part of spoken language that makes a difference in the meaning of words. English has about 41 phonemes. A few words, such as a or oh, have only one phoneme. Most words, however, have more than one phoneme: The word if has two phonemes (/i/ /f/); check has three phonemes (/ch/ /e/ /ck/); and stop has four phonemes (/s/ /t/ /o/ /p).
- Phonemics Awareness: The ability to hear, identify, and manipulate individual sounds-phonemes–in spoken words. Before children learn to read print, they need to become more aware of how the sounds in words work. They must understand that words are made up of speech sounds, or phonemes (the smallest parts of sound in a spoken word that make a difference in a word’s meaning).
- Phoneme blending: Listening to a sequence of separately spoken sounds and combining them to form a recognizable word (e.g., “What word is /d/ /o/ /g/?”). (dog)
- Phoneme categorization: Recognizing the word with the different sound in a sequence of three or four words (e.g., “Which word does not belong, can, cat, or rat?”). (rat)
- Phoneme deletion: Recognizing what word remains when a specified phoneme is removed (e.g., “What isstop without the /s/?”). (top)
- Phoneme identity: Recognizing the common sound in different words (e.g., “Tell me the sound that is the same in mat, mug, and mouse“). (/m/)
- Phoneme isolation: Recognizing individual sounds in words (e.g., “What is the first sound in dog?”). (/d/)
- Phoneme segmentation: Requires breaking a word into its sounds by tapping out or counting the sounds, or by pronouncing and positioning a marker for each sound (e.g., “How many phonemes are there in stop?”). (four: /s/ /t/ /o/ /p/)
- Phonics: The instruction that focuses on predictable relationships between phonemes (the sounds of spoken language) and graphemes (the letters corresponding to sounds in written language).
- Phonological Awareness: Awareness of sound in language that is distinct from its meaning.
- Rime: The parts of the word or syllable from the vowel onward, the vowel and what follows.
- Syllable: Unit of spoken language consisting of a single, uninterrupted sound forming a whole word (not) or part of a word (per-son).
- Vocabulary: Relates to the words we must know in order to communicate effectively.
- Text Comprehension: The understanding of the meaning and content of written language.
- Word pattern: Groupings of letters in words that represent sound clusters with consistency (e.g., ake as inbake, make).
Welcome to LetsLearnDotCom. This is a great place for you to learn about literacy and has so many great tools, resources and opportunities to learn and grow! Hope you cozy up with some good reading material and stay awhile!