Kindergarten

Reading experts have identified 5 different skills or areas that make up the ability to read. These areas are:

  • Comprehension – the ability to understand and gain meaning from what has been read
  • Phonics – an understanding that there is a relationship between the letters of written language and the sounds of spoken language
  • Phonemic Awareness – the ability to hear, identify, and play with individual sounds – or phonemes – in spoken words.
  • Vocabulary – the knowledge of words students must have to communicate effectively
  • Fluency – the capacity to read text accurately and quickly

Here are home learning ideas for you to try in each of these areas of reading! Click on the area of interest and discover activities for you to do at home!

 

Comprehension – the ability to understand and gain meaning from what has been read

Activities to develop reading comprehension:

  • Read to your child every day. Establish a regular time and place for daily read-aloud sessions, such as before bed or during bath time.
  • Ask your child what could “really” happen such as, “Could a frog “really” turn into a prince?”
  • Ask your child at a later time and in a different setting to repeat a familiar story in their own words.
  • Ask questions about pictures or important parts or funny parts of the story such as “And what did the horse say?”
  • Have your child predict what is going to happen on the next page.
  • Talk about the events in the story and encourage your child to think about the events and to solve problems by asking questions such as “What if?” or “How would you feel if that happened to you?”
  • Visit the reference area of your area library. Think of questions and ask your child where that information might be found – then attempt to find it.
  • Look at books that have different kinds of information. Talk about how your child will not be able to find their friend’s phone number on the calendar. Talk about what a dictionary is used for and look up new words. Go to the library and check out books on a specific topic of interest.
  • Discuss what you find and how you find information in different kinds of books. (For example: A phone number cannot be found on a calendar, but the date of a holiday can be found on a calendar.)
  • Read and tell stories that are pretend or fairy tales as well as real life possibilities.
  • Tell stories about your childhood. Make a story out of something that happened such as a special birthday or a visit to a zoo or a city.
  • Have your child tell you stories about what he did on special days, such as holidays, birthdays, and family vacations.
  • Tell personal family experiences and happenings in a story form. Pass on family history and ask your child to repeat the stories to another family member such as Grandma.
  • Have your child use his/her imagination to make up and tell you stories. Ask questions that will encourage him to expand the stories you are reading such as “Why didn’t the dog just run away?” “Where did the boy live?” or “What kind of eyes did the monster have?”
  • Read stories about people who live in a different part of the country or world. Talk to your child and list some things that might be the same and what might be different from their life (types of food, kinds of clothes, going to school…). Talk about how different cultures and people from different countries celebrate holidays that are different from ours.
  • Throughout the re-telling of a familiar story, ask what is going to happen next or what a character is going to say next.
  • When reading or watching TV, have your child tell what she think will happen. Compare this with how other family members think the story might end.
  • If you go on a trip, write a trip journal with your child to make a new family story. Take photographs of the places you visit. Writing down special events and pasting photographs of the events in the journal will tie the family story to a written history. You can also include everyday trips, such as going to the grocery store or park.
  • Write with your child. Children learn a lot about writing by watching you write. Talk with him about your writing so that he begins to understand that writing means something and has many uses.
  • Ask your child to tell you a simple stories as you write the story down. Question her if you don’t understand something.
  • Read a poem slowly to your child. Read it with feeling, making the words seem important.
  • Encourage your child to make up her own play from a story that she has read or heard. Tell her that it can be make-believe or from real life. Help her to find or make things to go with the story -a pretend crown, stuffed animals, a broomstick, or whatever the story needs.
  • While reading a story have your child guess what will happen in the story - how will the story end, or what will happen to the people. At the end of the book talk about how their guess was the same or different from the story. Ask if what happened in the story is real or if it is make believe.
  • When reading predictable books, ask your child what he thinks will happen. See if he points out picture clues, mentions specific words or phrases, or connects to story to something that happens in real life. These are important skills for a beginning reader to learn!

Phonics – an understanding that there is a relationship between the letters of written language and the sounds of spoken language

Phonemic Awareness – the ability to hear, identify, and play with individual sounds – or phonemes – in spoken words.

Activities to Develop Phonics and Phonemic Awareness

  • Make an alphabet book with your kindergartner. Have her draw pictures, cut pictures from magazines, or use photos. Paste each picture in the book. Help your child to write next to the picture the letter that stands for the object or person in the picture (for example, B is for bird, M is for milk, and so on).
  • Place alphabet magnets on the refrigerator and each day concentrate on different letters and sounds. With the magnets form simple words that can change by only adding a new beginning letter.
  • Sing alphabet songs as you point to the letters.
  • While pointing to letters say the alphabet by the sounds the letters make.
  • Draw letters and name the sound of letters as drawing. (Draw in the sand, shaving cream, salt or other interesting mediums.)
  • Cut letters out of sandpaper and glue to a card. Place the sandpaper letter under other paper and color over the paper until the shape of the letter appears.
  • When driving, play an alphabet game. Compete to find words on signs that begin with the letter ‘a’ through to the letter ‘z’.
  • When reading have your child point out familiar letters especially the first letters of words.
  • When reading to your child have child repeat the beginning sounds of words.
  • Say two names for an animal, and tell your child to choose the name that begins wit the same sound as the animal’s name. Ask, for example, should a horse’s name be Hank or Tank? Should a pig be Mattie or Patty? Should a zebra be Zap or Cap?
  • Celebrate with a “letter of the week” – for example – this week we are celebrating the letter “f”. You can eat foods that begin with the letter “f” (French fries, fruit); talk about parts of the body (foot, face); things in the house (furniture, footstool).
  • Look for educational videos, DVD’s, CD’s and TV shows such as “Between the Lions” that feature letter-learning activities for young children. Watch such programs with your child and join in with her on the rhymes and songs.
  • As you read, stop and say a simple word. Have your child say the sounds in the word, write the letters for the sounds, and then read what was written. (For example: “The dog is big.” “’Big’ Can you say the sounds in ‘big’? Now can you write the letters for the sounds? Now read the word to me.”)
  • Play rhyming games such as naming a word like ‘rat’ and have each person think of a word that rhymes even if a word that rhymes is a nonsense word such as: cat, pat, mat, bat, sat, dat, lat, etc.
  • Sing rhyming songs with your child. Many songs and games include clapping, bouncing and tossing balls and playing in groups.
  • Read many books that have repeated lines, structures, and rhymes in the story such as: “The Cat in the Hat”, or “There’s a Wocket in My Pocket”.
  • Notice sounds that are repeated in one line or throughout the story.
  • Say your child’s name, then have him say words that begin with the same sound; for example: David-day, doll, dish; Jess-juice, jam, jar.
  • As you read a story or poem, ask your child to listen for and say the words that begin with the same sound. Then have him think of and say another word that begins with the sound.
  • Read or say a familiar nursery rhyme such as “Humpty, Dumpty.” Then have your child make it “Bumpty, Lumpty” or “Thumpty, Gumpty”.
  • Help your child to make up and say silly lines with lots of words that start with the same sound, such as “Sister saw six silly snakes.”
  • Say two names for an animal, and tell your chld to choose the name that begins wit the same sound as the animal’s name. Ask, for example, should a horse’s name be Hank or Tank? Should a pig be Mattie or Patty? Should a zebra be Zap or Cap?
  • Celebrate with a “letter of the week” – for example – this week we are celebrating the letter “f”. You can eat foods that begin with the letter “f” (French fries, fruit); talk about parts of the body (foot, face); things in the house (furniture, footstool).
  • Listen for rhymes in songs that you know or hear on the radio or at family or other gatherings. Sing the songs with your child.
  • Say three words such as go, dog and frog, and ask your child which words sound the same-rhyme.
  • If a computer is available, encourage your child to use it to play rhyming games.

Vocabulary – the knowledge of words students must have to communicate effectively

Activities to Develop Vocabulary and Oral Language Vocabulary

  • Tell family stories or made-up stories while driving or doing routine chores.
  • Tell stories about your childhood. Make a story out of something that happened such as a special birthday or a visit to a zoo or a city.
  • Have your child tell you stories about what he did on special days, such as holidays, birthdays, and family vacations.
  • Tell personal family experiences and happenings in a story form. Pass on family history and ask your child to repeat the stories to another family member such as Grandma.
  • Have your child use his/her imagination to make up and tell you stories. Ask questions that will encourage him to expand the stories you are reading such as “Why didn’t the dog just run away?” “Where did the boy live?” or “What kind of eyes did the monster have?”
  • Read stories about people who live in a different part of the country or world. Talk about what things are the same and what might be different from their life. Talk about how different cultures and people from different countries celebrate holidays – or maybe some holidays we celebrate that are not celebrated there.
  • Have your child read familiar signs when out in the community. Ask him/her what signs are ahead. Have your child notice and identify familiar letters in a sign.
  • Discuss new words. For example, “This big house is called a palace. Who do you think lives in a palace?”
  • Discuss experiences throughout the day.
  • Throughout the re-telling of a familiar story, ask what is going to happen next or what a character is going to say next.
  • In the car or when outside play “I spy.” Say, “I spy something that is white.” “I spy something that is singing.”
  • Have a conversation about recent family photographs. Ask your child to describe each picture and what happened before, during, and after the picture was taken.
  • Help your child learn to follow directions. Give oral directions throughout the day using short, clear sentences.
  • Think out loud about when you were a young child. Make a story out of something that happened, such as a family trip, a birthday party, or when you lost your first tooth.
  • Ask your child to tell you simple stories as you write them down. Question her if you don’t understand something.
  • Teach your child the meaning of new words. Label household items and name things in pictures. Explain, in simple ways, how familiar objects are used and how they work.
  • Whatever you do together, talk about it with your child. When you eat meals, take walks, go to the store, visit the library, or visit a relative, talk about it. These and other activities give the two of you a chance to ask and answer questions such as, Which flowers are red? Which are yellow?” “What else do you see in the garden?” Challenge your child by asking questions that need more than a “yes” or “no” answer.
  • When he is able, ask him to help you in the kitchen. He might set the table or decorate a batch of cookies. A first-grader may enjoy helping you follow a simple recipe. Talk about what you’re fixing, what you’re cooking with, what he likes to eat, and more.
  • Ask yourself if the TV is on too much. If so, turn it off and talk! Limit the time that you let your child watch TV. Too much television cuts into important activities in a child’s life, such as reading, playing with friends, and talking with family members.
  • Think about your child’s age and choose the types of things on TV that you want him to see, learn and imitate.
  • When your child hears a new word on TV, ask where they heard it. Use the word again. You are affectionate to the “Chip” the dog.
  • Teach your child the meaning of new words. Say names of things around the house. Label and talk about things in pictures. Explain, in simple ways, how to use familiar objects and how they work.
  • Whatever you do together, talk about it with your child. When you eat meals, take walks, go to the store, visit the library, or visit a relative, talk about it. These and other activities give the two of you a chance to ask and answer questions such as, Which flowers are red? Which are yellow?” “What else do you see in the garden?” Challenge your child by asking questions that need more than a “yes” or “no” answer.
  • When he is able, ask him to help you in the kitchen. He might set the table or decorate a batch of cookies. A first-grader may enjoy helping you follow a simple recipe. Talk about what you’re fixing, what you’re cooking with, what he likes to eat, and more.
  • Ask yourself if the TV is on too much. If so, turn it off and talk! Limit the time that you let your child watch TV. Too much television cuts into important activities in a child’s life, such as reading, playing with friends, and talking with family members.
  • Think about your child’s age and choose the types of things on TV that you want him to see, learn and imitate.
  • Take your child to new places and introduce him to new experiences. Talk about the new, interesting, and unusual things that you see and do.
  • When watching TV, re-say

Fluency – the capacity to read text accurately and quickly

Activities to Develop Fluency

  • Read to your child every day. Establish a regular time and place for daily read-aloud sessions, such as before bed or during bath time.
  • Read your child’s favorite book over and over.
  • Notice sounds that are repeated in one line or throughout the story.
  • Pick a story that has repeated phrases, such as this example from “The Three Little Pigs”:

Wolf Voice: Little pig, little pig, let me come in.

Little Pig: Not by the hair on my chinny-chin-chin!

Wolf Voice: Then I’ll huff and I’ll puff and I’ll blow your house in!

Your child will learn the repeated phrase and have fun joining in with you each time it shows up in the story. Pretty soon he will join in before you tell him.

  • Read a poem slowly to your child. Read it with feeling, making the words seem important.
  • If your child has a poem she especially likes, ask her to act it out. Ask her to make a face to show the way the character in the poem is feeling. Making different faces adds emotion to the performer’s voice. After her performance, praise her for doing a good job.
  • Tell your child that the family would love to see her perform her poem. Set a time when everyone can be together. When your child finishes her performance, encourage her to take a bow as everyone claps and cheers loudly.
  • Encourage your child to make up her own play from a story that she has read or heard. Tell her that it can be make-believe or from real life. Help her to find or make things to go with the story-a pretend crown, stuffed animals, a broomstick, or whatever the story needs.

Print Concepts and Writing

  • Discuss the parts of a book. Ask questions that would cause your child to find the answer on a given part of a book such as “What is the name of this book?” or “Who wrote this book?”
  • Use your finger to demonstrate the flow of the text when reading. Your child will learn that reading goes from left to right and understand that the word said is the word seen.
  • Look at the phone book or other informational book with your child.
  • If you go on a trip, write a trip journal with your child to make a new family story. Take photographs of special events. Writing down special events and pasting photographs of the events in the journal will tie the family story to a written history. You can also include everyday trips, such as going to the grocery store or park.
  • Write with your child. She will learn a lot about writing by watching you write. Talk with her about your writing so that she begins to understand that writing means something and has many uses.
  • Hang a family message board in the kitchen. Offer to write notes there for your child. Be sure that she finds notes left there for her.
  • Ask your child to tell you simple stories as you write them down. Question her if you don’t understand something.
  • Encourage your child to write her name and practice writing it with her. Remember, at first she may use only the first letter or two of her name.
  • Help your child write notes or e-mails to relatives and friends to thank them for gifts or to share her thoughts. Encourage the relatives and friends to answer your child.
  • When she is in kindergarten, your child will begin to write words the way that she hears them. For example, she might write haf for have, frn for friend, Frd for Fred. Ask her to read her writing to you. Don’t be concerned with correct spelling. She will learn that later.
  • Turn your child’s writing into books. Paste her drawings and writings on pieces of construction paper. For each book, make a cover out of heavier paper or cardboard, then add special art, a title, and her name as author. Punch holes in the pages and cover and bind the book together with yarn and ribbon.
  • Have your child make a sign for her room or other special place and decorate the sign by pasting stickers or drawing on it.
  • Help your child arrange her books in some order-her favorite books, books about animals, holiday books. Use whatever method will help her most easily find the book she’s looking for.

Motivation

  • Check out books from the library and read them with an, “I can’t wait to read that book with you” excitement.