Tuesday

Teach Beginning Reading Skills with Hop on Pop - Part 2


Make sure a child knows letter sounds and most short vowel sounds before starting the following lessons.

I'm a huge fan of Starfall . Your child can learn letters, read phonic books, and play games. This is a great place to start. Starfall's free online books start with learning short vowels.
I love the book Hop on Pop by Dr. Seuss. This is a silly book most children like to read again and again. It is best if a child has heard and seen this book a number of times before you begin teaching with it.




















Pages 8 - 13
Read the words ALL, TALL, ALL, SMALL, ALL, BALL, BALL, WALL, ALL, FALL


Tell a child when the letters ALL are together the a will make a short o sound. Say the short o sound together. Everytime a reader sees ALL together it is read "all". Have the child point under the word ALL and read "all" three times.

1. Separate and blend sounds while pointing under the words on the top of pages 8 - 13. (Pause at the hyphens.)
2. Read the word.
ALL    
T-ALL     TALL
ALL
SM-ALL (Blends like sm have separate sounds but should be voiced close together.)     SMALL
ALL
B-ALL     BALL
B-ALL     BALL
W-ALL     WALL
ALL
F-ALL     FALL
Do this a number of times for the child. Allow the child to try separating and blending sounds with you. Support the child with your voice if necessary. See if the child can do it alone.

P.S. Make it fun. If it's getting boring or too difficult, stop and try again a different time. This activity requires phonemic awareness and should only be done while a child is engaged and ready to learn. Repeat this activity until the child easily separates and blends the words without your support.

Use magnetic letters to make the words all, tall, small, ball, wall, fall. Encourage the child to make letter sounds rather than letter names as the words are made.

Check the child's ablility to hear rhymes. Tell the child that all, tall, small, ball, wall, and fall all rhyme. They all have the "all" sound at the end. Have the child repeat the sound "all". Tell the child you will be saying two words, and you want the child to tell you if they rhyme.
fall          call
wall          get
ball           tall
small          play
play          day
day           play
fall          wall
pig          big
wall         cat
Stop if the child can't tell which words rhyme. Read more books with rhyme and practice rhyming in other fun ways.

Have the child write the words. Use finger paint on the slick side of freezer paper taped to a table. Finger tips are used to smear and erase the word. The pointer finger of the writing hand forms the letter. Have the child write the words with lowercase letters.

Introduce some rules with the words we, are, up, on, off, the, and all. (C stands for  a consonant, and V stands for a vowel.)
We follows the rule: The vowel in a CV pattern is almost always long. Make the long e sound. Examples: me, she, he, be
Are follows the rule: Some letter patterns make special sounds. AR makes the "ar" sound when it is together usually. The e is quiet. It's only there to make it look right.
Up follows the rule: The vowel in a VC pattern is almost always short. Make the short u sound. Examples: on, in, at, it
On follows the rule: The vowel in a VC pattern is almost always short. Make the short o sound. Examples: up, in, if, at, it
Off follows the rule: The vowel in a VC pattern is almost always short. Make the short o sound. Examples: on, in, at , is, if
The follows the rule: Vowels can make the schwa sound. The e makes the "uh" sound.
All follows the rule: Some letter patterns make special sounds. An a before an l will usually make the short o sound.  Make the short o sound. Examples: always, walk, talk, chalk

Make flashcards for we, are, up, on, off, the, and all . Review rules as a child learns the words. These are sight words or common words. Children should know many common words quickly and automatically to become fluent readers. Make a collection of flashcards and practice automatic reading of common words.


Point under words and read the pages 8 - 13 to a child. Point under the words and read the pages 8 - 13 with a child. Let the child read the pages independently when ready.

These lessons should be done in short sessions over a period of time. Read the whole book or part of the book. Include part of one lesson or combine and review other lessons from my posts for Hop on Pop. Once a lesson is introduced, it can be revisited and reviewed.



Only do lessons you think are helpful to challenge and reinforce learning for a child. If it's too frustrating or too easy, stop and try something else. I'll be posting more lessons for Hop on Pop soon.

Hop on Pop - Part 1 pp. 32-33
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