We hope you will find the below information and suggestions helpful in developing beginning literacy skills.

READING SKILLS

BOOK HANDLING SKILLS

Review these skills while reading with or to your Kindergarten Kid...

• Have your child identify the front and a back of the book cover (look out for a "magic page" -the cover picture hidden in the book).

• Ask your child to describe what the author and illustrator do

• Before reading, have your child predict what will happen by looking at the pictures (doing a picture walk)

• Have your child show you where to begin reading and in which direction text is written

• Have your child identify the difference between letters and words

• Have your child count the words in a sentence

• Have your child explain that some words begin with uppercase letters and why

• Explain to your child that individual words convey meaning

• Have your child explain how s/he knows which books are fiction (not real) or non-fiction (real).

• When finished reading have your child retell the story (for more information on how to do a retell see the link Reading Comprehension)

Please encourage your child and offer positive feedback, as building confidence and a love of reading are so important at this age. As they progress with these skills, ask them to justify their answers by asking 'why' or 'how' questions.

COMPREHENSION

Comprehension means the reader understands the text. Try to ask your child one or more of these questions after you read to and with your child. You can show the pictures to help.

Characters - Who are the people or animals in the story? Have your child try to describe the characters (e.g., instead of a boy and a girl, encourage your child to say the little boy and his big sister, or to say their names).

Setting - Where does the story take place (e.g., circus, boy's house)? When does the story take place (e.g., night, morning, winter)?

Events/Retell - Tell 3 things that happened in the story (e.g., the little boy went to the store, the frog ate 4 bugs). Have your child retell the order of events (e.g., first, next, then).

Connection - What does the story make you think of (e.g., "this reminds me of my birthday", "I saw a movie like this" or "I read another book like this one called "The Mitten")?

DECODING

Decoding is the ability to read an unknown word by taking apart the sounds and blending them together. It is an advanced skills that requires knowing letter-sound relationships which we will build throughout the two year program. There are a lot of reading strategies that were promoted in the past that are not supported by science. For example, we want readers to look at the letters rather than the visual clues in pictures. For more information on early reading skills you can check out this great resource.

LITERACY ON THE GO

It’s easy to make literacy a part of everyday routines. Here are a few resources and ideas to get you started:

Everywhere!

• • Go on a hunt for things that start with a certain letter or sound (e.g. "What do you see that starts with the letter a?", "What do you see that starts with the sound /b/?")

  • Ask you child if a certain letter is uppercase or lowercase.

  • Play sound games:

    • Create rhymes together.

    • Say 3 words (two rhyming, one non-rhyming) and have your child identify the two that do or the one that doesn't).

    • Stretch out words in slow motion to allow them to hear and identify the sounds/letters they hear.

    • Say two words and have your child identify if they have the same or different beginning or ending sounds.

    • Say a word and have your child identify a word that starts with the same sound.

When cooking/baking

• • Involve your child in reading and following directions. Use the terms "first", "next", "then", "finally". Ask what letter/sound each ingredient starts and ends with or how many syllables it is.

When planning for groceries

• • Write the grocery list with the help of your child.

  • Use the list for reading, letter and sound recognition and counting activities as you place items into the produce bags or cart.

  • Point out letters on signs, food containers, magazines, etc. Ask what the letter is and what sound it makes.

When in the car/on the bus

• • Look for signs that start with certain letters.

  • Go on a hunt for things that start with a certain letter or sound (e.g. "What do you see that starts with the letter a?", "What do you see that starts with the sound /b/?")

  • Tell your child where you are going and have them identify the first and last sound of the destination.

  • Look for certain shapes and colours while en route.

  • See attached recourse below for more on the go activities!

When at home

• • Use flyers to look for certain sounds and letters; have your child circle the letters they find.

  • Have your child write about the TV show they watch or book they read.

    • Ask: Who were the characters?

    • Where did it take place?

    • What were the events?

  • Have your child copy words they see in the house. Ask them where the found them and what the word says.

Happy Learning!

Lots of Ways to Play with Letters and Words