Let’s learn to recognize and spell these sight words: be, but, had, little, saw, so, that, they, walk, was.
- Make a list of each word on a separate piece of paper for reference. Write a short story with your child, making sure to use at least 2 words from the list in each sentence. Talk about each word and what it means.
Let’s learn to identify different sounds for the vowels (e.g., cat and apron, nut and glue).
- When sounding out words, remind your child that some letters make more than one sound. For example, all the vowels have at least two sounds (e.g., “u” as in cut and cute). When the word doesn’t sound right the first time, encourage him or her to try the other sound.
Let’s learn to read correctly 10 words per minute in a text with good expression.
- Read with your child and ask him or her to read to you. Try alternating the reader (i.e., you read the pages on the left and he or she reads the pages on the right). For this step, the goal is to read correctly 10 words per minute with good expression.
Can your child consistently:
- Recognize and spell these sight words: be, but, had, little, saw, so, that, they, walk, was.
- Identify different sounds for the vowels (e.g., cat and apron, nut and glue).
- Read correctly 10 words per minute in a text with good expression.
Did you know?
Developmental conditions that may be considered learning disabilities related to reading include Dyslexia, Auditory Processing Disorder and Dysgraphia. Memory and executive functioning abilities also influence learners’ instructional needs. Speak with your child’s teacher or a specialist if you have concerns about his or her reading development.