Parent Reading Workshop k-2 Ms. Cavuto Miss Drake

Read Aloud Question!

What is multisensory learning? ♦what we see (visual) ♦what we hear (auditory) ♦movement (kinesthetic) ♦touch (tactile) VAKT Method Try to incorporate as many multisensory activities as you can: hear the word, see the word, say the word, write or make the word and movement. Many of the activities discussed can be used for vocabulary building, sight word and phonemic awareness activities!

Vocabulary Synonyms Expose students to new vocabulary across cultures Pajamas nightgown jammies Pj’s nightdress

Vocabulary Word Definition: What does it mean? How many syllables? Pronounce: Are there tricky sounds? Visualize: Draw a Picture Write a Sentence WORD O R K O U T

Spectacular Sight Words

Recognizing AND Writing sight words are essential skills for reading AND writing in grades k-2.

Decoding Skills What is it? Decoding refers to the process of translating a printed word into a sound. (Reading) Decoding is an important reading strategy because it links individual words to full comprehension.

Recognizing Alphabet and Sounds Vowel Flip Sticks This activity uses only the short vowels children have learned. If all vowels were taught, use all five vowels, or just two or three troublesome vowels can be used. Use vowel picture set (see attached sheet). Children color and cut each picture. Fold strip over a tongue depressor, so the vowel and picture is visible on both sides of the stick. Glue together. Children lay sticks in front of them and flip up a stick when parent says that vowel sound or a word with that vowel sound.

Sound Card Drill This activity uses the letters and a specific picture that the children can refer to as a reminder. Drill the sounds with your child by having them say, “A apple /a/, B bear /b/,” etc. Below are a list of the basic English sounds that are necessary for proper decoding (reading) and encoding (writing). Remind your students to CLIP the sounds! The Sight Word Activities work for recognizing alphabet and sounds, too!

Recognizing Sound Onset & Rime Head, Knees, Toes Parent says a word and asks child where the sound is heard in a word. “Where do you hear the /g/ in frog? Children will touch their head if the sound is heard at the beginning of the word. They will touch their waist if the sound is heard in the middle, or toes if the sound is heard at the end of the word.

Candy in the Cup Use small paper cups with beginning, middle, and end written on each cup. Parent says a word and what sound to listen for- “Where do you hear the /m/ in monkey?” Children use Smarties, M&Ms, pompoms etc. to drop in the cup where they hear the sound- beginning, middle or end. Beginning End

Sounding Out Words Hop to it! Write words or letters on large pieces of construction paper. Students can hop to each sound as he/she sounds it out.

Mini Tap Mat Place tap mat index card in front of child on table. Parent says a word and child uses pointing finger to touch each colored circle left to right (green, yellow and red) as they say each sound in the word. Then they drag their finger along the arrow to blend the word. If the word is a two syllable word, students will pound and tap each syllable separately. If your child needs assistance writing word onto paper, provide him/her with color coded lines that correlate with the tap mat. ______ ______ ______ The Sight Word Activities work for sounding out words, too!

Terrific Technology Tie-Ins GOOGLE: Sight Word Apps Phonics Apps Building Words Apps

Thank you so much for attending and being active participants in your child's learning process! Any questions: