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Learning to Read - beginning readers


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Reading primer for beginning readers. Helps through phonics, rhyming words, words and sentences to read. Evaluation at the end to check understanding. Available as print or download at

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Learning to Read - beginning readers

  1. 1. Level 1 HELPING CHILDREN LEARN TO READ No complicated instructions Simple Easy to use Parent-friendly Child-friendlyanother educational product from 2011 BoTree Learning
  2. 2. LEARNING TO READYour child knows the phonetic sound of each of the letters of the alphabet,but still can’t put the sounds together.If your child is having difficulty reading, this package of activities can help. Itcontains a simple technique of drill and practice, along with worksheets forreading practice, which will be helpful to children who are unable to read at aGrade 1 level.You have to be prepared to spend at least half an hour with your child eachday.Start simply and work your way up to more advanced reading.© 2011 BoTree Learning 2
  3. 3. INSTRUCTIONS:Cut out each word and use as flash cards.Use these until the child can read each one well. Prompt the child if she/heneeds help. If there is difficulty with retention, you might need to drill thesewords for more than one session.While doing the activities, you will encounter words which have not beenintroduced using flashcards. These words will become known to the childthrough frequent exposure.You might find that the child becomes bored or frustrated with the drill afterone or two sessions. If this happens, play some games using the cards. Thegames suggested below can be played with one or more sets of cards. Thesegames can be played at any time during the learning process. Some of thereading activities can be made into little books which the child can read andre-read.Offer encouragement and praise.GAMES: Spread cards on table, face up. Ask child to find particular card. Give points for each correct card found. You can do this a couple of times. Have the child “teach” you. Can you find the word she/he asks for? Choose the right one or the wrong one. Check with child for correctness. Spread cards out, face up. Let child collect all the “-at” words, then all the “-an” words, then all the “-ad” words, etc. Play the “Memory” game. Spread cards face down. Ask child to match“-at” words, “-an” words, etc. You will need equal numbers of cards for each set, which could mean removing a card or two just for this game. Spread cards out on table or floor, face up. Read a sentence to the child (see CARD SET 5). Have the child find each word and place them together to make a sentence. Choose a word. Draw blanks to represent each letter. Have the child guess each letter then read the word as it is completed. Choose a word. Write the words with scrambled letters e.g. bti. The child then guesses the word bit.© 2011 BoTree Learning 3
  4. 4. WORKSHEET 1 (To accompany CARD SET 1)Read the following: fat cat mat sat at pat hat bat rat bat Can you read these sentences?(Child will need prompting for unknown words. Give checkmark for each word read correctly. Try this 3 or 4 times. See how many checkmarks child can collect.) A fat cat sat on a mat. A fat bat sat in a hat. Pat a cat. A cat, a rat and a bat sat on a mat. What a fat bat!Fill in the blanks: Complete the following using “-at” words. fa_ ra_ _at _at _at _at _at _at _at _at _at _at© 2011 BoTree Learning 4
  5. 5. Start with “-at” words: CARD SET 1 bat cat fat hat mat pat rat sat© 2011 BoTree Learning 5
  6. 6. Continue with “-an” words: CARD SET 2 fan man tan ran van can pan© 2011 BoTree Learning 6
  7. 7. WORKSHEET 2Read these words: an fan man tan ran pan can fan pan vanFill in the blanks:1. __an 2. __an 3. __an4. __an 5. __an 6. __an7. __an 8. __an 9. __anCan you read these words?fan fan man ranfan man tan rantan van pan tan rantan fan van man ran© 2011 BoTree Learning 7
  8. 8. Now how about introducing “-ad” words? CARD SET 3 bad Dad sad had lad mad pad© 2011 BoTree Learning 8
  9. 9. Continue with “-ag” words: CARD SET 4 bag gag hag lag nag rag tag wagWhen the child can successfully read the above cards, then it’s time to move on to more common words, using the same technique.© 2011 BoTree Learning 9
  10. 10. WORKSHEET 3Read the following: 1. fat fan fat2. rat ran rag rag3. sat sad4. mad man mat The cat in the hat can be a bad cat.5. hag hat had The bat in the bag is for me.6. bat bag bad The fat rat is a bad rat.7. cat can can He can wag his tail.8. lad lag He ran to the van and sat in9. van van it.10. wag wag11. pat pad pan12. tan tag tagHelp the child read the words which are unknown to him/her.Highlight, in yellow, all the instances of the. This will be the new ‘picture’ word to be learnt. The the© 2011 BoTree Learning 10
  11. 11. Worksheet 3 cont’d Fill in the blanks: ta__ ta__ ta__ ra__ ra__ ra__ pa__ pa__ pa__ sa__ sa__ sa__ fa__ fa__ fa__ I ra__ to the va__. He is a fa__ ca__. I ha__ a pa__. She is sa__. He ha__ a ba__ in his ha__. Answers: Answers: I ran to the van. tan tan tag He is a fat cat. rat ran rag I had a pad. pan pad pat She is sad. sad sat sag He had a bat in his hat. fat fan fan© 2011 BoTree Learning 11
  12. 12. The, to, and, are “picture” words: they are not read phonetically, so the childmust learn them as a “picture”.CARD SET 5 the her his to on has and are for© 2011 BoTree Learning 12
  13. 13. More picture words: CARD SET 6 me he she is if itMe, he, she; it, is, if can be used as pattern words in the same fashion asthe preceding patterns.Learning these words now will enable the child to read simple passages andstories. Play a game (Game 5) using all the cards, encouraging your child to find each word card to make a correct sentence. See next page.© 2011 BoTree Learning 13
  14. 14. SOME SENTENCES TO USE1. Dad is in the van.2. It is in the bag.3. He sat on a mat.4. A bat and a rat are in a bag.5. She is in a tan van.6. The cat ran to the man.7. A tag is on the fan.8. The cat is a bad cat.9. He is a mad lad.10. She had a rag in the bag. Time for something more interesting:Tell your child that you and she/he are going to make a book. Children areusually excited by the idea.On a sheet of lined paper, write down the following 10 sentences(Do not give the child this printed sheet to copy from. He/She should feel that the sentencesare coming from you -- so feel free to substitute your own sentences! However, they shouldfollow the pattern.)1. I see a fat cat on a mat.2. I see a bat in a hat.3. I see (name of child) in a tan van.4. I see a man in a pan.5. I see a rat on a fan.6. I see a tag on a bag.7. I see a rat, a cat and a bat in a bag.8. I see a rag on a mat.9. I can see a rat.10.Oh! It ran.© 2011 BoTree Learning 14
  15. 15. MAKE AN ‘ I SEE’ BOOK Get 5 sheets of photocopy paper. Cut them in half. See diagram Draw a line in pencil at the bottom of each. You will write a sentence on each line. Ask child to read each sentence to you as you write one on each page. Have the child make drawings to represent what is written on each page. Make front and back covers for the book. Use the one suggested or make your own. When finished, bind the pages to form a book. You can do this yourself with ribbon or staples, or you can take it to a Print/Copy shop to have it done.I see .... by:© 2011 BoTree Learning 15
  16. 16. WORKSHEET 41. A tag is on the bag.2. Dad ran to the van.3. She is in the van.4. I am on the mat.5. The bat and the rat are in the bag.(Ask the child to fill in the missing letters as you read the words to him/her.)Fill in the blanks:1. A _ag _s _n the _ag.2. _ad _an _o the _an.3. Sh_ i_ i_ th_ va_.4. I _m _n _he _at.5. T_ _ b_ _ an_ t_ _ r_ _ are i_ t_ _ b_ _.© 2011 BoTree Learning 16
  17. 17. continue with some more pattern words: CARD SET 7 bit sit hit fit kit pit wit lit© 2011 BoTree Learning 17
  18. 18. ‘-in’ words: CARD SET 8 bin tin din fin kin pin win© 2011 BoTree Learning 18
  19. 19. WORKSHEET 5Here’s a story for you to read. The Tin ManThe tin man had a tin hat.In his hat, he had a tin cat.The tin man had a tin van.In the van he had a tin bat.“I can hit a ball with the tin bat!” he said.He hit the ball. His tin cat ran to the ball.It bit the ball. The tin cat ran away with the ball.The tin man was so sad, he sat on the mat andcried. Help the child by reading the underlined (unknown)words for him/her.© 2011 BoTree Learning 19
  20. 20. WORKSHEET 6Here’s the story again. Fill in the blanks with the correct letters. The Tin ManThe __in __an __ad a __in __at.In __is __at, __e __ad a __in __at.The __in __an __ad a __in __an.In the __an __e __ad a __in __at.“I __an __it a ball with the __in __at!” __e said.__e __it the ball. H__s __in __at __an to theball.It __it the ball. The __in __at __an away withthe ball.The __in __an was so __ad, __e __at on the__at and cried.Read the story slowly to the child, allowing time for filling in each missing letter.© 2011 BoTree Learning 20
  21. 21. Drill these ‘-id’ words, they can be difficult to grasp: CARD SET 9 bid did hid kid lid rid© 2011 BoTree Learning 21
  22. 22. ‘-ig’ words: CARD SET 10 big dig fig jig pig rig wig© 2011 BoTree Learning 22
  23. 23. WORKSHEET 7Can you read these words? did hid bid lid Fill in the blanks: rid did hid hid bin hid bid tin hi__ ri__ fin did fin pin fi__ pi__ lid fin rid hid ki__ bi__ sin did bin pin si__ bi__ ji__ ri__ ri__ di__ A big kid hid my hat. ti__ si__ A bat bit me on the lip. A kid did a jig in a bin. I run if I see a pig. Answers: hid, rid, fin, pin, kid, bid, sin, bin, jig, rig, rid, did, tin, sin She hid her pin in her hat. I can fit a bat into my bag. Can I win if I run?© 2011 BoTree Learning 23
  24. 24. More pattern words, ‘-ip’ words: CARD SET 11 dip hip pip sip tip zip lip nip rip© 2011 BoTree Learning 24
  25. 25. WORKSHEET 8 Read these words: tip pin rig sip lip dig big hip tin jig rip big nip pig bin A big pig did a jig on the mat. I bit the tip of my lip. He had a big rip in his hat. The cat ran to her and sat on her hip. The tin man had a pin in his tin hat.Fill in the blanks using -n, -p, -g:ti__ ri__ si__ fi__fi__ pi__ pi__ bi__di __ ri__ di__ ni__© 2011 BoTree Learning 25
  26. 26. Now for the ‘-ed’ words: CARD SET 12 bed fed red wed led© 2011 BoTree Learning 26
  27. 27. Followed by the ‘-en’ words: CARD SET 13 den hen men pen ten© 2011 BoTree Learning 27
  28. 28. WORKSHEET 9 On my bed I had a pen, On my bed I had a hen. On my mat I had a cat, On my mat I had a bat. In my hat I had a pig, In my hat I had a fig. I hid the pen, and I hid the fig. I fed the hen, and I fed the pig.Draw a picture of the animals on the bed, on the mat and in the hat.© 2011 BoTree Learning 28
  29. 29. WORKSHEET 10 my poem On my b__d I ha__ a h__n On my b__d I ha__ a p__n. On my m__t I ha__ a c__t. On my m__t I ha__ a b__t. In my h__t I ha__ a p__g, In my h__t I ha__ a f__g. I h__d the p__n, and I h__d the f__g, I f__d the h__n, and I f__d the p__g .Read the previous story to the child as he/she fills in the blanks.Write the name of each animal under the pictures._____________ ______________ _______________© 2011 BoTree Learning 29
  30. 30. ‘-et’ words: CARD SET 14 bet get met let net pet set wet yetsee next card set for ‘jet’© 2011 BoTree Learning 30
  31. 31. WORKSHEET 11 Read these words: bet yet let wet set net jet bet get let wet net set pet getCan you get me a big book?He has not gone as yet.If I go to bed at eight, I can get up to go to school.I bet I can hit the ball very far.My bat is red and my ball is red too.© 2011 BoTree Learning 31
  32. 32. Continue with ‘-ug’ words: CARD SET 15 bug dug hug jug mug rug tug jet© 2011 BoTree Learning 32
  33. 33. WORKSHEET 12Read the following: fin tin bin pin fit bit sit rip tip dip nip hug bug rug tug jug mug jig pig big hat bat tag bag I bit my lip. Dad had a pig in the van. She had a bug in her mug. A bat hit a cat and he bit a rat. He had a pin on his hat.© 2011 BoTree Learning 33
  34. 34. ‘-un’ words: CARD SET 16 bun fun gun run sun© 2011 BoTree Learning 34
  35. 35. WORKSHEET 13 FUN IN THE SUN Oh! What fun! I can see the sun! I can sit in the sun! I can run in the sun! It can get hot in the sun. Dad and I can run in the sun. I can get wet and I can get warm in the sun. Is it time to go yet? No? Oh! What fun!© 2011 BoTree Learning 35
  36. 36. Almost done - ‘-op’ pattern: CARD SET 17 cop hop mop pop top© 2011 BoTree Learning 36
  37. 37. Followed by ‘-ob’ words. These can be confused with ‘-op’ words. CARD SET 18 bob job mob cob sob rob© 2011 BoTree Learning 37
  38. 38. WORKSHEET 14 MY JOB I do my job on top of your head. I sit on the top of your head. It can get hot on the top of your head if I sit on it. What am I?Answer: a hatCan you read these words? rug tug bug dug rob mob job mob bob let yet set wet net top mop pop hop wet mop rob cop© 2011 BoTree Learning 38
  39. 39. Finally, ‘-ot’ words: CARD SET 19 cot dot got hot jot lot not pot rot© 2011 BoTree Learning 39
  40. 40. WORKSHEET 15“This pot is hot,” she said.She set the pot on top of the stove.What is in the pot?“I can see a red dot in the pot,” she said.What can it be?She looked in the pot.What did she see?It was a little red bug - - - a little red ladybug.“I cannot get out,” said the little bug.“I can get you out,” she said.And she did.“Thank you!” said the bug.© 2011 BoTree Learning 40
  41. 41. ‘-og’ words : CARD SET 20 dog hog jog log fog© 2011 BoTree Learning 41
  43. 43. Some more words: CARD SET 21 beg keg leg peg but hut cut nut put * be sure to explain that ‘put’ has a different sound© 2011 BoTree Learning 43
  44. 44. A few more words: CARD SET 22 bar car far jar tar war© 2011 BoTree Learning 44
  45. 45. WORKSHEET 17"Can you run very fast?""Yes, I can," said Mom. "Can you?""I can run as fast as a cat! How fast can you run?""I can run as fast as a car," said Mom."You can run as fast as a car?!""You can go as far as a car can go?!""Wow! You are SUPER MOM!"Fill in the blanks:I can _________________ very fast.I can run as fast as a _______________.My mom can ________________ as fast as a _________________.My __________________ is SUPERMOM!© 2011 BoTree Learning 45
  46. 46. WORKSHEET 181. I am not big, but I can run very fast.2. I cut the tip of my lip on a can of red beans.3. Ouch!! He sat on my leg!4. She put on her big red hat to go to school. Time to read some more words NUT HUT CUT BUT LEG BEG PEG KEG BUG TUG HUG BET YET SET CAR BAR FAR NUT LEG HUT PEG BEG BUT CUT PUT PUT PUT© 2011 BoTree Learning 46
  47. 47. return of the ‘-a-’ words : CARD SET 23 cap gap lap map nap rap tap yap zap© 2011 BoTree Learning 47
  48. 48. WORKSHEET 19cap tap naprag bag tag nag fan ran rapfat sat lapmap mat manCan you hear that tap, tap, tap? What can it be?It’s only a man fixing his van.Can you hear that rap, rap, rap? What can it be?It’s only a bat flying in my hat.Can you hear that yap, yap, yap? What can it be?It’s only a dog barking at a log.© 2011 BoTree Learning 48
  49. 49. WORKSHEET 20 READ THE FOLLOWING WORDS: You have a red car. My cat is very fat. His bag has a big tag. I go to bed at ten. A red bug is in the jar. You can see the hen in her pen. “The jug is wet,” she said. The pig was in a pit. It can get hot in the sun. “You are a bad rat,” he said to his pet.This worksheet can be used so that the child can see how much he/she has learned.Give the child 3 or 4 chances to get everything right. Of course, you will need tohelp with the words he/she doesn’t know.© 2011 BoTree Learning 49
  50. 50. You have come to the end of the first package of activities. You haveprobably spent 6-8 months on this level, depending on how quickly the childwas able to grasp the words.You have made at least 6 little books. Encourage your child to read them toyou at frequent intervals. Encourage him/her to read them to a grandparent,an aunt or uncle, a cousin, a sibling, a friend. Reading the words often, willhelp with retention.You can also read simple books with your child, by having him/her read thewords he/she knows or should know, and you helping with the unknownwords. If the child is able to read a book, his/her confidence and self-esteemwill soar!Is your child ready to work on the next level?Preview – Level 2bill, ball, bell, bullhang, rang, sangbent, dent, lent, rent, sent, tent, wentdon’t, didn’t, won’t, can’t© 2011 BoTree Learning 50
  51. 51. Contact Us:http://www.botreelearning.comEmail: info@botreelearning.comTel: 647-342-0349BoTree LearningAddress: 5 Nightingale Place Toronto, ON M1G 2E6 CanadaFrench Resources available from our website: Les Animaux Les Animaux de la Ferme Les Légumes Les Fruits Les Sports Le Français Niveau Intermediaire Parlons FrançaisEnglish Resources available from our website: Learning to Read – Level 1 Learning to Read – Level 2 Learning to Read – Level 3 Writing Activities for the Junior-Intermediate Levels© 2011 BoTree Learning 51