The document provides tips and resources for teachers to send home with students to help parents support their child's learning while school is closed or during an absence. It includes letters, activities, and worksheets related to reading, writing, spelling, and math.
The document provides tips and resources for teachers to send home with students to help parents support their child's learning while school is closed or during an absence. It includes letters, activities, and worksheets related to reading, writing, spelling, and math.
The document provides tips and resources for teachers to send home with students to help parents support their child's learning while school is closed or during an absence. It includes letters, activities, and worksheets related to reading, writing, spelling, and math.
The document provides tips and resources for teachers to send home with students to help parents support their child's learning while school is closed or during an absence. It includes letters, activities, and worksheets related to reading, writing, spelling, and math.
These letters are designed to help support you with
communicating with parents/guardians regarding how they can help their child at home.
Whether schools are closed or students will be out
for a time, parents may need work for their child to do during their absence. I hope these letters help make these transitions more manageable for you.
What you’ll find in this pack:
• Tips for helping children when writing • Tips for helping children when reading • Letters to go with some of my resources, including an activity for each and a picture sample.
I also included a few resources you can include in
your home packet: • an ABC chart • letters to cut out and build words with • an Activity Bingo sheet • a motivating goal board for kids to color in while they complete tasks
CLICK ON ANY IMAGE TO SEE THE
FULL RESOURCE ON TPT. www.BrendaTejeda.com TIPS for Reading Activities The pages enclosed are great for practicing reading skills. In addition, reading books daily will be of great benefit to your child.
Here are some suggestions when reading:
• BEFORE READING • Discuss the topic. What does your child already know? What questions do they have? • Make a prediction. What do they think will happen? What words do they think they will encounter? • DURING READING • Instead of telling them what a word says, point out features they’ve learned in that word. “Remember ‘th’ says (sound),” that ‘ee’ will say (sound).” • Remind them of strategies they can use when they get stuck on a word. • Stop to ask questions that ensure comprehension. • Make predictions about what the characters will do or what will happen next. • AFTER READING • Help your child summarize the book. Ask questions. • Discuss what they liked/ didn’t like. • Do an extension activity, if you’d like: act out the story, make finger puppets for retelling, think of an alternate ending. • Reread! Tell your child that each time they read a book, they may catch something new they didn’t see before, whether in the pictures or text. They also read “smoother” or more fluently.
www.BrendaTejeda.com TIPS for Writing Activities The pages enclosed are great for practicing writing and fine-motor skills. You’ll need scissors, glue, crayons, and a pencil for some of the activities.
Here are some suggestions when helping your child:
• Ask your child to think about the topic and plan their writing before starting. • Encourage correct letter formation (start at the top of each letter). • Encourage your child to reread as he/she writes. Often, children will leave out or repeat words, or even forget what they were going to write! Rereading will help them with editing and remembering their story.
SPELLING
It’s ok if not every word is spelled accurately as your child
learns to spell! Encourage them to use these strategies when spelling new words: • say the word slowly and write any sounds they hear, • remember phonics rules they’ve learned, • look at the word bank (if available), • think of a similar word they can spell, www.BrendaTejeda.com
• use the ABC chart enclosed
When done with any writing, ask your child to go back and make sure each sentence starts with a capital and ends with a punctuation mark. The Alphabet Aa Bb To practice, say the letter name, picture, and sound. Ex: “A, apple, (make short a sound)” Cc Dd Ee Ff Gg
Hh Ii Jj Kk Ll
Mm Nn Oo Pp Qq
Rr Ss Tt Uu Vv
Ww Xx Yy Zz
www.BrendaTejeda.com Activity Bingo This sheet has ideas for activities to do at home. Do as many as you'd like and have your child color in the boxes when completed. How many Bingo lines can they get? Act out a Count a Go outside Write Make words familiar handful of and find someone a using the story dimes by 10 signs of the letter or letters in season email. CREATES Use scraps Watch a Say all Make a list Draw a of paper to show about doubles of words picture and make real animals. facts to 20 that rhyme label it something Discuss. (1+1, 2+2, etc) with SENT Make a list Make words FREE SPACE Give Find all the someone of words using the Remember directions to ways to that rhyme letters in to read make a make the sandwich with CAKE SHARING every day! number 12 Give Pick 5 things Make a list Count a Pick a topic someone in your of words handful of and write 3 directions to make a house to that rhyme pennies things about sandwich measure with BOOK it Find all the Find text Roll & Add: Draw a Make a list ways to features in a picture and of words Take turns non-fiction rolling 2 dice make the book (captions, and adding label it that rhyme number 10 diagrams, etc) the dots. with PARK www.BrendaTejeda.com Color a space for each activity you do at home. Instructions for Labeling Pages
These pages are great for helping your child practice stretching out words when writing, as well as sentence-writing.
Here are some steps to use them:
1. Pick a page or let your child pick one.
2. Ask them to describe the picture and talk about it. 3. Ask them to label the pictures. This means to write the word next to the pictures. 4. Help them label one picture at a time, saying just the first sound and writing it, then starting at the beginning and saying the next sound, etc. 5. *If your child is ready, have them also write a sentence about the picture on the lines.
*TIPS* These words don’t have to be spelled accurately! Help them remember any sounds/phonics rules they’ve learned and accept mistakes for sounds and phonics rules they haven’t learned. Here is a sample of what it may look like, depending on your child’s writing stage. www.BrendaTejeda.com
You can use the enclosed ABC
chart to help with spelling! If your child forgets the letter that makes a sound, have them find the picture that starts with that sound. Instructions for Labeling Pages
These pages are great for helping your child practice stretching out words when writing, as well as sentence-writing.
Here are some steps to use them:
1. Pick a page or let your child pick one.
2. Ask them to describe the picture and talk about it. 3. Ask them to label the pictures. This means to write the word next to the pictures. 4. Help them label one picture at a time, saying just the first sound and writing it, then starting at the beginning and saying the next sound, etc. 5. *If your child is ready, have them also write a sentence about the picture on the lines. *TIPS* These words don’t have to be spelled accurately! Help them remember any sounds/phonics rules they’ve learned and accept mistakes for sounds and phonics rules they haven’t learned. Here are samples of what these may look like, depending on your child’s writing stage.
You can use the enclosed ABC chart to help
with spelling! If your child forgets the letter that makes a sound, have them find the picture that starts with that sound. www.BrendaTejeda.com
For pages that have phonics patterns, remind
your child that they can use one word to help them spell another! For example, if they know how to spell cat, they can spell hat by changing the first letter only. Instructions for Read and Build Pages
These pages are great for reading and demonstrating
comprehension. You’ll need scissors, glue, and crayons.
Here are some steps to use them:
1. If using the picture-supported version (pictured below),
review the pictures and labels with your child. 2. Have your child read the entire passage once, checking the pictures for support when necessary. 3. Have your child reread the passage one sentence at a time and color in the pieces he/she will need to complete the scene. 4. Reread a third time, while gluing the pieces to build the scene! Color all.
*TIPS* You may want to discuss the topic before reading. For example, with this passage, talk about Earth Day. What does your child know about recycling? How can they help the Earth? Play I Spy Phonics! www.BrendaTejeda.com
Ask your child to find a word
that starts with a specific letter, that has a ‘th,’ that rhymes with ‘say,’ etc. They can highlight or circle these words! Instructions for Build and Write Pages
These pages are great for practicing writing and fine-motor
skills. You’ll need scissors, glue, crayons, and a pencil.
Here are some steps to use them:
1. Have your child pick a writing page.
2. Ask them to think about the topic and plan a picture. 3. Have them cut and paste the pieces they need. *They can draw more details as well! 4. Have them write about their picture or the topic, using the word bank to help with spelling.
*TIPS* It’s ok if not every word is spelled accurately as your child learns to spell! Encourage them to use these strategies when spelling new words: • say the word slowly and write any sounds they hear, • remember phonics rules they’ve learned, • look at the word bank, • think of a similar word they can spell, • use the ABC chart (enclosed) www.BrendaTejeda.com
Do have them reread when
done and check to make sure they have a capital letter and punctuation mark. Instructions for Sight Word PracticePages
These pages are great for practicing sight words.
Here are some steps to use them:
1. Read the sight word for your child. Have them repeat and read the word at the top. 2. Have your child use their finger to trace each letter, starting at each dot. 3. Repeat using a crayon (can trace with different colored crayons, too). 4. Have your child read the sentence and color in a star after every time. 5. Write the word in the boxes, then on the lines. 6. Cut apart the letters, then glue to complete the sentence. 7. Draw a picture that goes with the sentence.
*TIPS* Have your child come up with his/her own additional sentence for the word.
For the ‘Read it’ section, encourage
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your child to reread smoother each
time.
For the ‘Find it’ section, ask them to
identify what the mistakes are in each incorrectly spelled word. Name _________ Read it 3 times:
This book hunt is great for motivating your child to read lots of different kinds of books! You will need to have books that match each category (or access to a website that you can help your child find books on, like Raz-kids).
Here are some steps to use it:
1. Go through all of the boxes describing different types of
books. 2. Start the hunt in a fun way by taking a race stance and setting off a bell! 3. Have your child look through your books and find one that matches a box, read it, then color in that box. 4. Continue until all boxes are filled, or you may want to get a “bingo” with one row.
*TIPS* Encourage your child to enjoy each book! It’s not a race to read and you can work on this hunt together over the course of a week.
Discuss each book and ask your child
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questions about it to make sure
they have good comprehension.
If you’d like to make your own
categories, use the blank hunt and write them in! Read Across America Scavenger Hunt A silly animal A character A book with story learns a facts lesson
A story with A book about A different
a surprise a real person version of a ending story you know
A book about A book with A book with
different no words rhyming cultures words www.BrendaTejeda.com Read Across America Scavenger Hunt A book about A book with A book about animals people sports
A book with A book about A funny book
real facts outer space
A book about A book with A fantasy
plants no words book www.BrendaTejeda.com Instructions for Sequence and Write
These pages are great for practicing writing and fine-motor
skills. You’ll need scissors, glue, crayons, and a pencil.
Here are some steps to use them:
1. Have your child pick a page.
2. Ask them to think about the topic and plan the steps. 3. Have them cut and paste the pictures in order. 4. Have them write about each step, emphasizing the transition words: first, next, then, last, etc. *TIPS* If they need help, have them pretend to do the actions and act it out.
More ideas to practice sequencing:
• Have your child give you steps for drawing a face! Be silly and follow exactly what they say! If they say “first, draw a circle. Then, draw eyes,” draw the eyes on top of the circle! This will help them see that they need to be very specific in their steps (and will give you both a good laugh)!
• Have your child give you steps
while you make a sandwich, feed a pet, wash your hands, www.BrendaTejeda.com
etc.
• Together, write a recipe for a
favorite snack! Instructions for Word Sorts
These are great for helping your child practice phonics skills.
Here are some steps to use it:
1. Cut apart the phonics headings and glue to a notebook (or
a blank piece of paper if you don’t have a notebook). 2. Review the target sounds and explain to your child that they will sort the pictures under the corresponding sound. 3. Cut apart 1 picture at a time. Have your child say the word slowly, identify the phonics skill, and write in the letters. 4. Glue in the correct column. When all are glued, color in!
www.BrendaTejeda.com r-controlled
ar or
c _ _ d ac _ _ n sh _ _ ts h _ _ p
j__ h _ _ se y _ _ n f__k
th _ _ n st _ _ h _ _ n sh _ _ k www.teacherspayteachers.com/Store/Brenda-Tejeda Instructions for Spin-a-Story
This is great for writing practice, while encouraging creativity!
Here are some steps to use it:
1. Make a spinner by placing a paper clip onto the middle of
the circle. Use a pencil to hold it in place and flick the clip with your finger. 2. Have your child spin to choose a writing prompt, color in the prompt, and draw a story. 3. Have your child write a few sentences to tell the story. *TIPS* Encourage your child to reread as he/she writes. Often, children will leave out or repeat words, or even forget what they were going to write! Rereading will help them with editing and remembering their story.
It’s ok if not every word is spelled accurately as your child
learns to spell! Encourage them to use these strategies when spelling new words: • say the word slowly and write any sounds they hear, • remember phonics rules they’ve learned, • look at the word bank, • think of a similar word they can spell, www.BrendaTejeda.com
• use the ABC chart (enclosed)
When done, ask them to go back and
make sure each sentence starts with a capital and ends with a punctuation mark. Name _________________ Spin each spinner, and color the spaces you land on. Then write a story!
got lost in a garden
got planted a stuck in giant a beanstalk beehive found magic seeds _____________________________________________________ _____________________________________ _____________________________________________________ _____________________________________________________ _____________________________________ _____________________________________________________ _____________________________________________________ _____________________________________ _____________________________________________________ _____________________________________________________ _____________________________________ _____________________________________________________ _____________________________________________________ _____________________________________ _____________________________________________________ _____________________________________________________ _____________________________________ _____________________________________________________ Instructions for Guided Reading Warm-ups
These pages are great for reviewing reading skills!
Here are some steps to use them:
1. Each section of the warm-ups has directions for
you to read. Simply read the directions to your child and have them practice the skill. No writing necessary, but they can color or highlight, if they’d like! 2. These can be used alone or before reading a book together. Remind students of these skills when they are reading their books.
www.BrendaTejeda.com Guided Reading Warm-Up Level C Press each dot and say the sound. Then, blend to read. Which picture matches each word?
l e g t e n
f i x l o g
Read the sight words as fast as you can.
on a see a
. see I on see Read the sentence. Reread fluently. Which words rhyme?
I see a frog on a log.
www.brendatejeda.com Guided Reading Warm-Up Level D Press each dot and say the sound. Then, blend to read. Which picture matches each word?
ma t t u b
b o x b e d
Read each word, then reread smoothly. Use your finger to scoop the phrase.
on a mat in the bin
in a tub on the bed
.
Read the sentence. Reread smoothly while scooping.
The fox is in the box.
www.brendatejeda.com Instructions for Alphabet Mini-books
These pages are great for practicing letters and their sounds.
Here are some steps to use them:
1. Fold each booklet so that your child’s name is on the
front. 2. Simply read the directions for each page and have your child practice.
*TIPS* You may want to keep these books in a shoebox, pencil box, or plastic baggie for your child to reread and practice!
www.BrendaTejeda.com Instructions for Sight Word Mini-books
These pages are great for practicing sight words.
Here are some steps to use them:
1. Fold each booklet so that your child’s name is on the
front. 2. Have your child read the sentences for each word. 3. Simply read the directions for each remaining page and have your child do the activity.
*TIPS* You may want to keep these books in a shoebox, pencil box, or plastic baggie for your child to reread and practice!
You can make a spinner by placing a paper clip on the middle
of the circle and holding a pencil through the opening to keep the clip in place. Use your finger to flick the clip.
Highlight the words in the story, then illustrate.
Name ______________ a and to the of My dog Sam and I I see a flower. went to the park. Sam saw a cat and ran I see a dog and a cat. out of the park! The dog is on the desk.
