CL - Landing

The first step to becoming a
Confident Learner is to become a confident reader.


The following at-home activity sets are currently available.  We suggest that caregivers engage in the suggested and similar activities within each set over the course of several weeks.  Educator contributions are also always welcome at!

Research shows 89% of students who read well by Grade 3 will graduate on time ( How can we make confidence each child’s truth?  
At-home Code Activities

At-home Language Activities


Where do I start?

Ask your child’s teacher which Code or Language at-home activity set they suggest you begin with. Your child’s teacher will be working on a broader range of skills with your child that these activities are designed to reinforce and develop. If your child’s teacher is not using the Confident Learners program, answer the following questions to determine an approximate start point for your child:

Code Language
Can your child: If yes, the suggested start point is: Can your child: If yes, the suggested start point is:
Make up words that rhyme (words that end with the same sound, such as ‘cat’ and ‘mat’)? Code set 2
Otherwise, begin with set 1 and EYE language and communication activities.

Ask and answer who, what, when, and where questions?


Lang set 5

Name and make the most common sound of each letter of the alphabet? Code set 6  

Describe the main idea of a story?


Lang set 7

Spell words based on how their sound, and blend letter sounds together to read words? Code set 9  

Identify when a simple sentence doesn’t make sense (Example: Your elbow is part of your leg.)?


Lang set 9

Read 30 words a minute with appropriate phrasing and expression? Code set 13  

Predict what might happen in a story?


Lang set 13

Why are there 2 different activity sets (Code and Language)?

Proficient reading consists of two complementary skill sets: decoding and language.  This is captured by the Simple View of Reading. Decoding skills are most closely related to fluent reading, and language skills are most closely related to reading comprehension.  It is common for children to be stronger in one or the other skill set.  This is why your child’s educator may recommend that you work on Code and Language activities from different sets.  

Both skill sets are needed for reading success. Reading and writing are mutually reinforcing skills, which is why both encoding (writing) and decoding (reading) skills are included in the Confident Learners Code domain.  The areas of learning covered in the Confident Learners program are summarized in the following chart.   Your child’s teacher has access to a more comprehensive scope and sequence of reading skills, assessments, and activities and will work with you to ensure he or she learns to read! 


Suggestions for Caregivers

You are your child’s first teacher.  You have already successfully taught your child all kinds of skills, and the time you spend together talking, playing and reading brings you closer together. Some of these activities will be easy, and others more difficult, but all will support your child’s reading development.  

You are probably already doing more than you realize to support your child in learning to read!  

  • Telling stories and talking about what you are doing is part of language learning and successful reading. 
  • Reading with your child helps him or her develop a wide vocabulary, understand the benefits of reading and learn more about how thoughts and ideas can be shared with others.  

Here are a few suggestions to guide your use of these activities:

  • Your child loves time with you.  Learning new skills can be hard work but it is rewarding when a new skill is learned, or idea understood.  Try to keep your reading time together interesting and fun and recognize when it is time to take a break. Be your child’s personal cheerleader, giving honest feedback and acknowledging their hard work and progress.  
  • Start small.  It can be discouraging to try to do too many things at once. Brief (start with 5-10 minutes) and regular activities with your child throughout the week helps keep engagement high. 
  • Work with your child’s teacher.  Your child will need more time to learn some skills than others. Advance at your child’s pace. Your child’s teacher can also help you with suggestions that are tailored more specifically to your child and his or her needs.  
  • Give your child many opportunities to practice.  Most of our activity suggestions can be done or re-visited in 5 minutes or less. Your child will need practice over several weeks and in different situations to master and retain new learning.  
  • Using the theme words. You will notice in the later sets, there are specific theme words that are recommended. The activity suggestions use some of the theme words, but not all. When possible, integrate the vocabulary words from other themes into your everyday conversations with your child or locate and discuss them in  story books.
  • Read and share stories regularly.  Make reading with your child 15 minutes a day part of your daily routine and ask questions about the story and what your child thinks about it.  Point out features of print text and language and show early readers how they can follow-along with their finger as you read.  Try to find things to read that your child is interested in and share your interests with your child. Many videos are also available on YouTube of people reading children’s books aloud (See The Canadian Children’s Book Centres bibliovideo channel for example).  

Happy reading!

Extra Resources