The Alabama Reading Initiative (ARI) is a statewide K-3 initiative committed to supporting the development of high-quality instruction that will prepare all students with the literacy skills needed to meet or exceed grade-level standards. The goal of the ARI is to significantly improve reading instruction and ultimately achieve 100% literacy among public school students.

Phonological Awareness is the ability to recognize and manipulate the spoken parts of sentences and words. The activities below include phonological awareness practice.

Add a little imaginary play to your phonemic awareness activities with this exciting game! For this one, try asking your student to identify final phonemes (sounds).

Materials:

• small, lightweight plastic animals (or other small objects)
• masking tape or painters' tape (choose one that will not damage the walls) OR small baskets or plastic cups

Activity Set Up:

• Tape the toys to a door or wall.
• Tell your student all of the animals have escaped from the zoo!

Directions:

• Select an animal, then say only the final sound in the animal's name (for example, if you want your student to find the elephant, you will say /t/).
• Ask your student to rescue the animal whose name ends with that sound.
• They will locate that animal and then bring it to you.
• Repeat the game until all of the animals are saved.

*You can also play this game by hiding the animals under baskets or plastic cups. Your student will need to lift the basket / cup to determine if the animal sound matches the specified sound.

Additional Ideas:

• To make the game easier, use the initial (beginning sound) as the clue.
• You can also use clues relating to the number of syllables in the animal's name or using a word that rhymes with an animal's name.

One of the most important things students must be able to do on their journey to becoming better readers is having the ability to segment (separate) and blend (put together) individual sounds in words. A fun activity you can do with your student this summer is to play "Stretch & Shrink + Touch & Say".

Directions:

• First, you will say a word and have your student "stretch" the sounds in the word.
• Then have them say the word by "shrinking" it. After this, they simply "touch" objects (for example, seashells, popsicle sticks, pebbles, etc.) to say each individual sound.
• Finally, they say the whole word once again.

TIP: Try selecting words with 3 sounds at first (ex: /s/ /u/ /n/), before moving on to words with 4 or 5 sounds (ex.: /s/ /p/ /l/ /a/ /sh/).

The video below provides a glimpse into how hand motions and objects are used in this fun activity.

Phonics is instruction in the relationship between letters (graphemes) and the sounds (phonemes) they represent. It is an essential component of effective reading instruction and is necessary for decoding (reading) new words. Students need practice in reading text, spelling, and writing in order to consolidate their learning for long term use.

Adapt any board games you have on hand to include phonics skills to level up your student's learning opportunities!

Materials:

• any board game
• small pieces of blank paper or index cards

Activity Set Up:

• On each of the blank pieces of paper or index cards, write a letter of the alphabet or words that contain spelling patterns that your student can read.
• Place the cards face down in a stack close to board game.

Directions:

• With each turn, the player must draw a card from the stack first, before moving their playing piece.
• The player must correctly name the letter / produce the sound (or read the word correctly) before they move their playing piece according to the original board game directions.
• If the player is not able to produce the sound or read the word, they lose their turn.

This is a fun outdoor activity that is perfect for a hot summer day!

Materials:

• balloons
• permanent marker
• index cards or small squares of paper
• tape
• bucket or plastic container
• water

Activity Set Up:

• Use the permanent marker to write word endings (i.e.: -at, -an, -et, -in, -op, -ug, etc.) on the balloons. You may choose to write the same ending on several balloons.
• Write one letter of the alphabet on each of the index cards (i.e.: f, m. l, t. s, p, etc.).
• Tape the index cards to an outside wall, fence, or other flat surface.
• Fill the balloons with water and tie them closed. Place the balloons in a bucket or similar container.

Directions:

• Select a water balloon from the bucket / container.
• Hold the ballon up to one of the index cards so that the letter on the index card is to the left of the word ending on the balloon.
• Read the created word and decide if it is a real word or a nonsense word.
• If the word created is a nonsense word, move to a different index card and try again.
• If the word created is a real word, step back from the fence / wall and throw the balloon at the index card, trying to pop the balloon.
• Continue until all of the balloons have been thrown.
• Keep a list of the real words created and read over them once all of the balloons have been popped.

Additional ideas:

Extend the activity by asking your student to use the words from the list in sentences.

Vocabulary is defined as knowledge of, and memory for word meanings. We can further define vocabulary as either receptive vocabulary (words whose meanings one can recognize when reading or listening to others speak) or expressive vocabulary (the words we use when speaking or writing). Extensive research has revealed that vocabulary is the biggest factor in understanding text once a person has learned to read the printed word. Activities that focus on vocabulary acquisition through understanding the various layers of words increase the likelihood that students will learn new words deeply. Vocabulary knowledge is important to a student’s ability to read and comprehend what is read.

Strengthen the four vocabulary areas with these easy-to-do at home activities!

Listening Vocabulary (understanding words when heard in spoken language)

Activity:

• Look at photos and describe them to your student.
• Then, ask follow-up questions (who, what, when, where, and how) and give your student time to respond.

Speaking Vocabulary (understanding meanings of words when spoken)

Activity:

• Look at any item around the house.
• Have your student describe it.
• Then, ask follow-up questions (who, what, when, where, and how).
• Give your student time to explain.

Reading Vocabulary (knowing meanings of words when reading)

Activity:

• Find a short article or appropriate length book.
• Ask your student to find an unfamiliar word.
• Together, define that word and use it in a sentence.

Writing Vocabulary (understanding meanings of words when written)

Make vocabulary fun! Analogies, tongue twisters, and rhymes can foster vocabulary learning.

Activity:

• Have your student write stories or keep a journal. Your student can also keep a list of new words with explanations and pictures of what each word means.

Read Everyday

Reading aloud to your student and having your student read books on their own is the best way to increase their vocabulary. Books provide words they will not encounter in everyday conversations as the language of books is more complex and formal than talking. A great story also provides context and illustrations for learning a new word.

Use Rich Language

Become aware of the language you use with your student. Often parents will simplify how they speak hoping it will help their student more easily understand what they mean. Instead, aim to use “rich vocabulary,” use interesting words and phrases and bold descriptive words. Give your student every advantage and be intentional by being more specific with the words you choose. Your effort will expand their world of knowledge!

Instead of, “Can you give me that?”

Try: “Could you hand me the plaid dish towel? The one with fringe on the end.”

Kid-friendly Definition

When reading aloud to a child there will be words that your student does not understand. Children usually do not tell us because they are unaware of what they do not know. After reading a page, make sure to ask your student if they understood a word that appeared tricky or challenging. Explain what the word means in a “kid-friendly” way, in words they understand, and look for clues in the pictures that will help your student understand.

For example, “Do you know what terrified means? Look at the boy’s face – he is very scared! Terrified means to be very afraid. Can you say ‘terrified’? Have you ever been terrified of something?”

Make a Connection

When you are pointing out new words to your student, make sure they tell you how they understand the meaning of that word. Can they connect this new word to something they have experienced?

“Can you tell me what the word ‘vivid’ means from the story? Have you ever seen something that was ‘vivid’?”

Take Turns When Talking

Ask your student questions about what they are interested in, their toys, their favorite characters, their favorite books; make eye contact and listen closely as they speak. Take turns when talking with them. Having meaningful discussions helps students develop their vocabulary by allowing them to incorporate the new words they have learned into their conversations.

Comprehension is understanding what you read. It is the goal of reading. It is the thinking process readers use to understand what they read. Strong vocabulary, background knowledge, and an understanding of how language works are keys to comprehension.

Strong background knowledge is one of the keys to comprehension. Background knowledge is the pre-existing knowledge of facts and ideas that help you make meaning while reading. Readers need background knowledge to make sense of what they read. The more you know about a topic, the easier it is to read the text, understand it, and retain the information. You can help your student build their background knowledge this summer through real-life and hands-on experiences. This can be done through visits to museums, travel, and conversations. The linked website, Start with a Book, can help you pair your trip with a book so your student can connect new information to their existing knowledge, thus building their background knowledge and supporting comprehension.

This activity is a great way for your student to increase their comprehension knowledge and strengthen oral language.

Materials:

• inexpensive, blow-up beach ball
• permanent ink marker
• books or other texts
• comprehension questions (see below for some sample questions)

Activity Set Up:

• Inflate the beach ball.
• Write a comprehension question in each section of the beach ball with the permanent marker.

Directions:

• Have your student read a book or text (or read the book or text to your student).
• Toss the beach ball to your student.
• Ask your student to answer the comprehension question that is in the section under their right hand. Encourage them to answer in a complete sentence.
• Continue to toss the ball back and forth until all of the questions have been answered.
• As the summer progresses, try asking questions that may require more thinking.

Sample Questions:

• Who is the main character(s) in the story?
• What is the setting of the story? (Where and when does the story take place?)
• What happened at the end of the story?
• If you were the main character, how would you solve the problem?
• What could have been a different ending to the story?
• What was your favorite part of the story?

Fluency is defined as the ability to read with appropriate speed, accuracy, and proper expression. Fluency is "reading as we talk". To understand what they read, students must be able to read fluently whether they are reading aloud or silently. When reading aloud, fluent readers read in phrases and add intonation appropriately. Their reading is smooth and has expression. Check out the fluency bingo activity below.

Summertime is a great time to work on reading and writing fluently. In this activity, your student will write a story, with your assistance as needed, and then practice reading it until they are ready to record themselves reading the story fluently.

Materials:

• blank paper
• pencil or pen
• crayons, markers or watercolor paints for story illustrations
• device with recording capabilities (cell phone, tablet, etc.)

Activity Set Up:

• Ask your student to write and illustrate their own story.
• Have your student read the story several times to "perfect" it. Encourage your student to read with expression and phrasing. They may want to read the story aloud to several people before recording.

Directions:

• After your several practice opportunities, record your student reading their story.
• Allow your student to watch / listen to the recording and discuss their fluency (rate of reading, expression, phrasing).
• Share the recording with family members and friends!

Additional Ideas:

• Students are often motivated to read books that have been created for them using pictures of themselves or family members.
• It is helpful to involve your student in talking about the pictures and writing the sentences together. Using their own language will help them read more fluently, especially with phrasing and accuracy.
• Consider using a favorite song (print the lyrics and follow the same steps) and record your student reading the song with the music playing softly in the background.
• Instead of writing a new story, record your student reading a favorite book--be sure to reread the story several times before recording, remember, the goal is fluency!

As you read at home or visit the library this summer, you can use parts of books or reading passages for Repeated Readings to build fluency! Accurately reading the same text several times can help to increase students' reading speed, enhance comprehension, and enable them to become more independent readers. It is important to complete this activity with a text that is at the right level of difficulty for your student, meaning that it is not too easy and not too difficult! This enables students to experience a slight challenge while you are present to provide guidance and support!

Materials:

• A book or text that is at the right level of difficulty for your student
• A kitchen timer, stopwatch, or any other way to time one or two minutes

Directions:

• Choose a section of a book or a text for your student to read.
• Review the topic and important vocabulary words from the text.
• Time your student for one or two minutes while he or she reads aloud. Note how far they read at the one or two-minute mark and have them continue reading.
• When they finish, determine how many words they were able to read in one or two minutes and discuss this with your student.
• Have your student read the same section or text without the timer three to four times over the next few days and provide guidance and feedback after each reading.
• After a few days of practice, time your student for one or two minutes while he or she reads the same section or text aloud. Determine how many words they read correctly in one or two minutes and discuss this with your student.

Additional Idea: Create a graph to represent how many words were read correctly in one minute during their first and last readings! Have your student add to the chart throughout the summer!

According to the Reading Rockets website, "...writing is an essential skill that can help students become stronger readers; it can provide the means to enhance vocabulary, comprehension and spelling abilities."

This fun activity provides motivation for students to work on their handwriting and practice their writing skills at the same time!

Materials:

• clipboard (you can make a clipboard by using a sturdy piece of cardboard and some paper clips to attach the paper)
• blank paper
• pencil or pen

Activity Set Up:

• Write the letters of the alphabet, from A-Z, on a blank piece of paper
• Fasten the paper to the clipboard / cardboard

Directions:

• Ask your student to write a single word for each letter of the alphabet, based on a single topic. See below for some ideas to get started. Encourage your student to use their best handwriting!

Topic Ideas

• At the grocery story, ask your student to write out names of foods they see.
• Write out the names of things that are seen and heard during a visit to the park.
• During a car ride, have your student write the names, colors and styles of cars that are seen on the road.
• Animals at the zoo, things at the beach, sights on vacation, names of people, book titles in the library, and toys at a toy store are also perfect for this activity!

This is a fun and creative way for young students to practice writing over the summer!

Materials:

• Smooth rocks (from the yard or a park) OR small pieces of blank paper or index cards
• Markers or paint
• Notebook or loose sheets of paper
• Pencil

Activity Set Up

• Have your student draw simple pictures on different stones. For example, a sun, a house, a cat, or a rocket. Use markers or paint to decorate them. (If using paper or index cards, you might use colored pencils, crayons or markers for the drawings)

Directions:

• Ask your student to randomly select 3–5 stones (or pieces of paper) and use them to create a short story. For example, if they pick a dog, a rainbow, and a tree, their story might be: “One day, a dog sat under a tree, watching a rainbow after the rain.”
• Write the story in a notebook or on blank paper.
• Add illustrations to match the story.

Additional Ideas:

• Extend the activity by adding more details to write a longer story.
• Turn the story into a comic strip by adding captions and / or speech bubbles to the pictures.

Scan the QR code to access additional literacy resources that can be used at home to help your student succeed in reading.

The Alabama Literacy Act defines dyslexia as "a specific learning challenge that is neurological in origin. It is characterized by difficulties with accurate or fluent, or both, word recognition and by poor spelling and decoding abilities which typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction."

Click this link, Dyslexia Awareness for Families, to access a folder that contains resources to learn more about Dyslexia and how to support students with dyslexia or characteristics of dyslexia.

If you are looking for more activities and ideas, be sure to check our previous Summer Literacy newsletters!

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The information included in this document is provided from the perspective of improving LITERACY instruction for students and is only intended to outline support that directly relates to literacy instruction. Please use any resource links with discretion, as their position statements are their own and not necessarily representative of ARI and the ALSDE. Usage of any materials should be with adherence to rules and regulations of the Alabama State Department of Education.