| We all know how important learning to read is. It | | | | Letter Sounds Dance. Put some upper and lower |
| is possible to help your child become a proficient | | | | case letters on index cards. Assign a movement |
| reader without tears! Try some of these tricks | | | | to each letter. For example: c = clap, d = dance, h |
| the next time you are reading with your child. | | | | = hop, t = tap, r = run. Turn on the music while |
| Infuse a few fun elements to develop a love of | | | | flashing the cards! Remember to end with s = sit! |
| reading, promote crucial reading skills and practice | | | | Sound blending. Easy enough to play in the car! |
| reading comprehension with your child. Everyone | | | | Say the sounds of a two to three letter word |
| will enjoy these activities and benefit from | | | | like: c-a-t. Your child hears the sounds and blends |
| reducing reading monotony! | | | | them into "cat". |
| Try only a few of these at a time and be sure to | | | | Sound segmenting. This game is the opposite of |
| keep the sessions short. This is especially | | | | blending. Say a two to three letter word aloud like: |
| important if you have a reluctant reader. If you | | | | dog. Your child hears the word and breaks it into |
| stop while it's fun, your child will be eager to | | | | sounds, d-o-g. |
| participate again next time. | | | | Rhyme time. See how many words your child can |
| BEFORE READING A NEW STORY TRY: | | | | generate when you start with a rhyming word |
| A book walk. Look through the pictures in the | | | | like: mail, snail, pail, fail, etc. Write them down and |
| story. Ask your child to predict who the story is | | | | count how many you found! |
| about, what they think happens and how it ends. | | | | Environmental print. Find words, signs, or product |
| After you've read the story, discuss how close | | | | packaging that your child recognizes. You may be |
| the predictions were. | | | | surprised that your child can read "stop" from a |
| WHILE READING A FAMILIAR STORY TRY: | | | | stop sign, or point out "Cheerios" on the store |
| Silly reading. Pretend to begin reading the book | | | | shelf. You can also create a book by cutting out |
| upside down or backwards. Your child should | | | | and gluing words that your child recognizes. |
| notice and exclaim, "It's upside down!" and | | | | Sequencing. A great way to check your child's |
| promptly show you the book cover. | | | | reading comprehension is to let him or her |
| Speed reading. Your child can practice tracking the | | | | sequence the story events. If you have an old |
| words on the page at different speeds as you | | | | picture book, remove it from the spine and allow |
| read aloud quickly or sloooowly. | | | | your child to put the pages in order (fewer pages |
| Kids teach. Read aloud to your child, while making | | | | for younger children and more for older children). |
| some "silly" mistakes. You can mispronounce | | | | Also, you can cut apart a familiar comic strip and |
| words, call the characters by the wrong name, or | | | | have your child put it in the correct order. |
| insert the wrong sight words. See if your child | | | | READING GAMES |
| notices and corrects you! This is a great way to | | | | Board games. Your older child may enjoy a family |
| test your child's reading comprehension, redirect | | | | game night that comprises of reading and spelling |
| focus, or check auditory listening skills. | | | | games such as Scrabble, Upwords, MadLibs, or |
| Puppet characters. If you have some puppets on | | | | crossword puzzles. |
| hand, reread the story using character voices. | | | | Scavenger hunt. Create a list of items for your |
| Using dramatically silly, squeaky, scary, loud, or | | | | child to find and collect. Younger children should |
| quiet voices adds an element of fun and brings | | | | receive simpler words and older children, more |
| the book to life! | | | | complex words. |
| Change the character names. Replace the | | | | Grocery game. Create a list of needed items |
| character names to those of friends and family. | | | | from the store. Give your child the list to read |
| Those present can take turns reading "their part". | | | | and check off as you complete your shopping. |
| Pause. Many easy readers provide repetitive and | | | | Ask your child to double-check the list...you don't |
| predictable text. When you come upon a familiar | | | | want to forget the milk! |
| line, pause and allow your child to complete the | | | | Charades. Put age-appropriate words on slips of |
| line aloud. | | | | paper and hide them in a paper bag. After your |
| AFTER READING A FAMILIAR STORY TRY: | | | | child reads the word, he or she can act it out. |
| A sight word search. Choose familiar sight words | | | | Children love to be animals, family members, or |
| from the story and ask your child to point them | | | | cartoon characters! Another fun way to play is to |
| out. Say, "Show me the word, the." | | | | put verbs on the slips of paper such as: run,walk, |
| A letter search. Ask your child to circle a familiar | | | | and jump. |
| letter from the text. Say, "Circle the letter 'b' with | | | | Hangman. A good old-fashioned game of hangman |
| your finger." | | | | is fun for all! Feel free to omit the noose and just |
| Punctuation search. Ask your child to show you a | | | | build a person, or snowman! Your child will enjoy |
| period, exclamation mark, or question mark by | | | | guessing the correct letters before running out of |
| pointing, or circling with an index finger. | | | | time, and will practicing critical thinking skills! |
| Retell the story. Let your child retell the story in | | | | Children need to read out of necessity, but we |
| his or her own words. Using the pictures as clues | | | | want them to enjoy it, too! Use your imagination |
| is helpful, especially for younger readers. If your | | | | to bring reading to life. Use these tips to show |
| child forgets important story events, be sure to | | | | your child that reading is fun and watch his or her |
| go back and reread. | | | | motivation to read increase! |
| EASY PRE-READING SKILLS GAMES | | | | |