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Beginning Reading: Differentiated Family Homework Activities

Beginning Reading: Differentiated Family Homework Activities
Beginning Reading: Differentiated Family Homework Activities
Beginning Reading: Differentiated Family Homework Activities
Beginning Reading: Differentiated Family Homework Activities
Beginning Reading: Differentiated Family Homework Activities
Beginning Reading: Differentiated Family Homework Activities
Beginning Reading: Differentiated Family Homework Activities
Beginning Reading: Differentiated Family Homework Activities
Product Description
Beginning Reading: Differentiated Family Homework Activities is a year long program that helps students practice and receive support for beginning reading activities. Included is a variety of activities that allow children each week to apply, practice, and reinforce beginning reading skills and strategies for print awareness, phonological awareness, or phonics. Beginning Reading: Differentiated Family Homework Activities is designed to be sent home with individual students as part of differentiated instruction for parents to use with their child. The introduction below explains Beginning Reading: Differentiated Family Homework Activities.

These same activities also appear in these products: Beginning Reading: Differentiated Classroom Activities and Family Homework Activities and also in Beginning Reading: Differentiated Classwork Activities. Be careful not to duplicate your purchases.

This product was previously sold as Beginning Reading: Print and Phonological Awareness, Phonics Activities; Beginning Reading: Family Homework; and Beginning Reading: Classroom Activities and Family Homework Activities – Common Core – Reading. The reading skills listed on the Sequence of Activities are different, but the activities are the same. Be careful not to duplicate purchases.

Table of Contents

Beginning Reading: Differentiated Family Homework Activities

1. Introduction – Beginning Reading: Differentiated Family Homework Activities
2. Beginning Reading: Family Homework Activities Log
3. Sequence of Activities Chart
4. Print Awareness Activities 1 - 40
5. Phonological Awareness Activities 1 – 40
6. Phonics Activities 1 - 40
7. Word List, Word Charts, Letter Cards Chart
8. Lowercase and Capital Letter Cards
9. Sight Word List
10. Sight Word Cards
11. Short Vowel Sound Word List
12. Long Vowel Sound Word List
13. Short Vowel Sound Word Cards
14. Long Vowel Sound Word Cards
15. Words to Change the Beginning Sound List
16. CVC Word List & Cards
17. Contractions Word List & Cards
18. Consonant Blends Word List
19. Consonant Digraph Word List
20. Vowel Digraph Word List & Cards
21. Vowel Diphthong Word List & Cards
22. Compound Word List & Cards
23. Plural Word List & Cards
24. r-controlled Word List and Cards
25. VC’e’ Word List & Cards
26. Final Stable Syllable Word List & Cards
27. Open Syllable Word List & Cards
28. Handwriting Paper
29. Letter Boxes – 2 – 6 boxes
30. Activity Tracking Charts – Whole Class / Individual Students

Beginning Reading: Differentiated Family Homework Activities

Introduction

1. Beginning Reading: Differentiated Family Homework Activities is a year long program that helps families practice and support beginning reading activities for their children. Included is a variety of activities that allow children each week to apply, practice, and reinforce beginning reading skills and strategies for print awareness, phonological awareness, or phonics. As part of the differentiated instruction, you supply the passages and/or texts for each of your students. One suggestion is that you send home leveled readers that match the reading level and skills that each of your students is reading each week of the school year. As the reading level and reading skills change, the leveled reading book sent home with this program changes as well. Also included is a family letter that you can copy and send home to introduce the program to the families in your classroom. You may also want to write and send home your own letter. This will allow you fit the letter and program to your own unique situation.

2. There are forty activity pages with forty activities of each section to allow you to send home one page per week during the school year. The first twenty activity pages are best for the first semester. The second twenty pages are for the second semester. The activity pages are set up to be able to be used with any book or passage that is sent home. The parent(s) and child will spend the week working on the leveled book or passage and activities. They are to read the book or passage and work on one of the activities each night for homework. A log will be sent home with each book. One idea is to have a separate folder for the “Beginning Reading: Family Homework Activities” program. The log can be inserted or stapled to the inside of the folder. This will allow for the log to go home and be returned each week. The log will include a spot for the name of the leveled book or passage, a spot for the date, and a spot for a parent signature showing the teacher that the homework has been completed.

3. The leveled book or passage is to be read several times. Once the book or passage has been read, the activities are completed. Some activities focus on predicting what the book or passage will be about so these activities will need to be completed before the book or passage is read. Parents will need to be alert for this. Each activity page is divided into three parts: print awareness, phonological awareness, and phonics. The activities can be used with children of differing levels of reading development. You can decide which section fits best with each of your students and designate with a check in the box next to the activity level that you wish each child to work on for a particular book as homework. Notice that each section includes a comprehension component. Parents will check off each activity under their level as they complete them during the course of the week.

4. The first section focuses on print awareness. It is designed for students that are at the very beginning stages of reading. They are learning to recognize print and come to understand that written language (words) has meaning. The second section emphasizes phonological awareness. It focuses on the sounds of words. Here the children are beginning to use and understand the sounds found in spoken words. The third section centers on phonics. It is designed for children that are beginning to read. The activities help children understand that letters have sounds and that sounds can be represented with letters. These letters can be put together to make words.

5. Each book or passage can be read in one of several ways. The parent reads the book or passage out loud to the child while the child listens. The parent can read the book or passage out loud while the child follows along and reads out loud when able. The parent listens as the child reads the book or passage out loud. These ways can be combined, too. The parent can read the book or passage out loud several times while the child listens and follows along. Then the child can read along with the parent. Finally the child can read the book or passage out loud while the parent listens.

6. You may also use this in school with older Reading Buddies. Students in grades 3, 4, or 5 can help your students by taking the role of the parent in the program. This helps in situations where it may be difficult for parents to be able to work with their child at home. You can schedule a meeting time with your older Reading Buddies once or twice a week for about 20 minutes. An older Reading Buddy is paired with a younger student. They work together on the leveled book or passage and reading activities that you choose for each of your students. You will need to train the older Reading Buddies on what to do and how to act during the meeting times.

7. A set of letter cards is included, both lowercase and capital. There are also blank cards for students to use when counting the number of letters in words or words in sentences. Each blank card can serve as a concrete manipulative for a letter or a word while counting. Letter box sheets are also included. There is a letter box sheet for 2, 3, 4, 5, and 6 letter words. Students can put a letter card in each box while spelling or reading words. The letter box sheets can be used to help when students are changing letters in a word to make a new word. (Example: change the “b” in “bed” to an “r” to make the new word “red”.) The letter cards and letter boxes are to be sent home to be used by the parents with the child.)

8. The activities may direct the students to write letters or words. You may direct the parents to use index cards, wipe off marker boards, or handwriting paper for these times. A blank handwriting sheet is included.

9. Activities with sight words are presented at various times. You may send home the list of sight words that are included with this product or you may want to use a sight word list of your own choosing.

10. Many of the activities use words from the book or passage that the child is reading at the time. If the activity asks a child to use words that are not in the book or passage, word lists and word cards have been included to choose from for help. For example, if the activity asks the child to find vowel-consonant-silent ‘e’ words in the book or passage, but there are only a few or none at all, you may direct the parents to use the word list or word cards for this activity. You may want to have these cut up and ready to go for each child in your classroom or send home the word lists or word cards as needed and have the parents keep them at home for later use. You may want to have the parents keep the word lists and word cards in a special folder or separate baggies to help keep things neat and in order.

11. A “Sequence of Activities” chart is included below. It shows a break down of the print awareness, phonological awareness, and phonics activities by first and second semester. Each of the activities is correlated to kindergarten and first grade reading skills. You may continue to use and apply first semester activities for print awareness, phonological awareness, or phonics during the second semester. The sequence depends on the reading level of each child in your classroom. Some of the children in your classroom may not be ready for some of the reading activities and will need to continue to review and practice the earlier activities.

12. A “Word Lists, Word Cards, Letter Cards” List is included to show you when various word lists, word cards, and letter cards are going to be used in the activities.

13. I have also included the three types of activities (print awareness, phonological awareness, and phonics) as separate activities.

14. Whole class and individual student tracking charts are provided to help teachers keep track of the activities that students have completed as homework.

Sequence of Activities Chart

Semester 1 - (Kindergarten)

Print Awareness Activities

- Demonstrate print concepts: hold a book upright, turn pages correctly, read from left to right, and read from top to bottom.
- Recognize that spoken words can be represented in print by using letters placed in a certain order.
- Recognize the difference between a letter and a word in print.
- Understand that words are separated by spaces in print.
- Demonstrate one-to-one correspondence between spoken words and printed words.
- Recognize that a sentence is made up of a group of words that tells a complete thought.
- Recognize and name all upper- and lowercase letters of the alphabet.
- Recognize the different parts of a book: title, author, illustrator, front of the book, back of the book, title page, etc.

Phonological Awareness Activities

- Recognize and make rhyming words.
- Recognize words that begin with the same sound.
- Identify, blend, and segment syllables in words orally.
- Identify, blend and segment onsets and rimes of one-syllable words orally.
- Identify, blend and segment individual phonemes of one-syllable words orally.
- Identify the initial, medial, and final phonemes in consonant-vowel-consonant (CVC) words.
- Add, delete or substitute individual phonemes in one-syllable words to make new words

Phonics Activities

- Recognize and make the sounds of consonants.
- Recognize and make the short and long sounds of vowels.
- Decode simple, regularyly spelled words (CV, VC, CVC, CVCC, CCVC).
- Read common high-frequency words by sight.

Fluency

- Read emergent-reader texts with purpose and understanding.

Semester 2 - (Kindergarten, Grade 1)

Print Awareness Activities

- Demonstrate print concepts: hold a book upright, turn pages correctly, read from left to right, move to the next line when at the end of a line, and read from top to bottom.
- Recognize that spoken words can be represented in print by using letters placed in a certain order.
- Recognize the difference between a letter and a word in print.
- Understand that words are separated by spaces in print.
- Demonstrate one-to-one correspondence between spoken words and printed words.
- Recognize that a sentence is made up of a group of words that tells a complete thought.
- Recognize and name all upper- and lowercase letters of the alphabet.
- Put letters of the alphabet in order.
- Recognize the parts of a sentence: capitalize the first word, put a period, question mark, or exclamation mark at the end.
- Recognize the different parts of a book: title, author, illustrator, front of the book, back of the book, title page, table of contents, and the beginning and ending.

Phonological Awareness Activities

- Recognize and make rhyming words.
- Identify, blend, and segment syllables in words orally.
- Identify, blend and segment individual phonemes of one-syllable words orally.
- Identify the initial, medial, and final phonemes in consonant-vowel-consonant (CVC) words.
- Add, delete or substitute individual phonemes in one-syllable words to make new words.
- Recognize and make the short and long sounds of vowels.

Phonics Activities

- Recognize and make the sounds of consonants.
- Recognize and make the short and long sounds of vowels.
- Recognize the spelling-sound correspondences for common consonant blends and digraphs.
- Recognize the spelling-sound correspondences for common vowel digraphs and diphthongs.
- Decode regularly spelled one-syllable words (CV, VC, CVC, CCVC, CVCC, final stable syllable, VCe,).
- Decode words with inflectional endings.

Fluency

- Read grade-level text with purpose and understanding.
- Read grade-level text orally with accuracy, appropriate rate, and expression.
Total Pages
203 pages
Answer Key
Does not apply
Teaching Duration
1 Year
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