SAMPLE ACTIVITY DESIGN 1

Day 1: Phonemic Awareness and Decoding Skills

 Introduction to Phonemic Awareness and Decoding Skills

 Practice identifying individual sounds in words

 Practice blending sounds to read words

 Practice segmenting words into individual sounds

 Practice decoding unfamiliar words using phonics rules

Day 2: Vocabulary Development

 Introduction to Vocabulary Development

 Learn new words and their meanings through reading and discussion

 Practice using context clues to determine the meaning of unknown words

 Practice categorizing and grouping words by similarities and differences

 Practice using newly learned vocabulary in context

Day 3: Reading Comprehension

 Introduction to Reading Comprehension

 Practice identifying main ideas and supporting details

 Practice making inferences and drawing conclusions

 Practice identifying cause and effect relationships

 Practice summarizing and retelling information from a passage

Day 4: Fluency and Expression

 Introduction to Fluency and Expression

 Practice reading aloud with proper phrasing, pacing, and intonation

 Practice using punctuation cues to guide oral reading

 Practice reading with expression to convey meaning and emotions

 Practice reading aloud with a partner or in a small group

Note: The above template is just an example and can be adapted and modified to suit the specific needs
of struggling readers. Additionally, it is important to note that four days may not be sufficient to
completely remediate reading difficulties, and ongoing support and intervention may be necessary.
Title: Sound Sort

Objective: To help students develop phonemic awareness and decoding skills by sorting words based on
their initial sounds.

Materials:

 Word cards (index cards or construction paper cut into small squares)

 Letter cards (index cards or construction paper cut into small squares)

 Sorting mat (a piece of paper or cardboard divided into columns labeled with each letter sound)

Procedure:

1. Explain to the students that they will be practicing phonemic awareness and decoding skills by
sorting words based on their initial sounds.

2. Distribute the word cards and letter cards to each student.

3. Instruct students to look at the word cards and identify the initial sound of each word.

4. Instruct students to find the corresponding letter card for each initial sound.

5. Instruct students to place the word cards under the appropriate letter column on the sorting
mat.

6. Encourage students to work independently, but also allow them to collaborate and discuss their
answers with a partner.

7. After all students have sorted their words, review the words together as a class and make
corrections as necessary.

8. Encourage students to practice decoding skills by reading the words in each column.

Variations:

 Instead of using word cards, use picture cards and have students identify the initial sound of
each picture.

 Use this activity as a small group game where students race to sort their words the fastest.

 Use this activity as a formative assessment by having students write down the initial sound of
each word instead of sorting them on a mat.

Note: This activity can be modified to suit the specific needs of students based on their reading level and
phonemic awareness skills.
Title: Sound Blending Practice

Objective: To help students develop phonemic awareness and decoding skills by practicing identifying
individual sounds in words and blending sounds to read words.

Materials:

 Word list (choose words that are appropriate for the students' reading level)

 Whiteboard and markers

Procedure:

1. Write a word on the whiteboard.

2. Instruct students to identify the individual sounds in the word (e.g., "cat" has three sounds: /k/
/a/ /t/).

3. Ask students to say the sounds in the word separately.

4. Instruct students to blend the sounds together to read the whole word (/k/ /a/ /t/ = "cat").

5. Repeat steps 1-4 with different words from the word list.

6. Once students are comfortable with blending three-sound words, move on to four-sound and
five-sound words.

Variations:

 Instead of using a whiteboard, use flashcards with words written on them.

 Have students work in pairs and take turns saying the sounds and blending them to read the
word.

 Play a game where students race to see who can blend the sounds and read the word the
fastest.

 Use nonsense words to help students practice blending sounds without relying on their sight-
word recognition.

Note: It's important to start with words that have three sounds and gradually increase to longer words
as students become more comfortable with blending sounds. This activity can be modified to suit the
specific needs of students based on their reading level and phonemic awareness skills.
Title: Sound Blending Practice

Objective: To help students develop phonemic awareness and decoding skills by practicing identifying
individual sounds in words and blending sounds to read words.

Materials:

 Word list (choose words that are appropriate for the students' reading level)

 Whiteboard and markers

Procedure:

1. Write a word on the whiteboard.

2. Instruct students to identify the individual sounds in the word (e.g., "cat" has three sounds: /k/
/a/ /t/).

3. Ask students to say the sounds in the word separately.

4. Instruct students to blend the sounds together to read the whole word (/k/ /a/ /t/ = "cat").

5. Repeat steps 1-4 with different words from the word list.

6. Once students are comfortable with blending three-sound words, move on to four-sound and
five-sound words.

Variations:

 Instead of using a whiteboard, use flashcards with words written on them.

 Have students work in pairs and take turns saying the sounds and blending them to read the
word.

 Play a game where students race to see who can blend the sounds and read the word the
fastest.

 Use nonsense words to help students practice blending sounds without relying on their sight-
word recognition.

Note: It's important to start with words that have three sounds and gradually increase to longer words
as students become more comfortable with blending sounds. This activity can be modified to suit the
specific needs of students based on their reading level and phonemic awareness skills.
Title: Picture Words

Objective: To help students develop phonemic awareness and decoding skills by practicing segmenting
words into individual sounds.

Materials:

 Picture cards (index cards or construction paper cut into small squares with pictures of objects
or animals)

 Whiteboard and markers

Procedure:

1. Show a picture card to the class.

2. Instruct students to identify the word for the object or animal in the picture (e.g., a picture of a
cat).

3. Write the word on the whiteboard.

4. Instruct students to segment the word into individual sounds (e.g., "cat" has three sounds: /k/
/a/ /t/).

5. Ask students to say the sounds in the word separately.

6. Repeat steps 1-5 with different picture cards.

7. Once students are comfortable with segmenting three-sound words, move on to four-sound and
five-sound words.

Variations:

 Instead of using picture cards, use word cards with simple three-sound words written on them.

 Have students work in pairs and take turns segmenting the words into sounds.

 Play a game where students race to see who can segment the word into sounds the fastest.

 Use longer words or multi-syllabic words to challenge more advanced students.

Note: It's important to start with simple words that have three sounds and gradually increase to longer
or more complex words as students become more comfortable with segmenting sounds. This activity
can be modified to suit the specific needs of students based on their reading level and phonemic
awareness skills.
Title: Sound Blending Bingo

Objective: To help students develop phonemic awareness and decoding skills by practicing blending
sounds to read words.

Materials:

 Sound blending bingo cards (create bingo cards with words that have three sounds, such as
"cat," "dog," "pig," "hat," etc.)

 Sound blending chips (small objects or squares of paper to cover the words on the bingo cards)

 Whiteboard and markers

Procedure:

1. Give each student a sound blending bingo card and a handful of sound blending chips.

2. Write a word on the whiteboard and ask students to segment the word into individual sounds
(e.g., "cat" has three sounds: /k/ /a/ /t/).

3. Ask students to blend the sounds together to read the whole word (/k/ /a/ /t/ = "cat").

4. If a student has the word on their bingo card, they can cover it with a sound blending chip.

5. Continue writing and blending words on the whiteboard until a student gets bingo (either
vertically, horizontally, or diagonally).

6. Play multiple rounds to give students more opportunities to practice blending sounds to read
words.

Variations:

 Use longer words or multi-syllabic words to challenge more advanced students.

 Create a "reverse" sound blending bingo game where students start with the whole word and
must segment it into individual sounds.

 Have students create their own sound blending bingo cards with words they have practiced
segmenting and blending.

Note: This activity can be modified to suit the specific needs of students based on their reading level and
phonemic awareness skills. Additionally, it's important to make sure students are comfortable with
segmenting sounds before moving on to blending sounds to read words.
Title: Read and Retell

Objective: To help students develop reading comprehension skills by practicing retelling what they have
read.

Materials:

 Short passages of text (can be fiction or nonfiction, but should be at an appropriate reading level
for struggling readers)

 Index cards or small pieces of paper

 Writing utensils

Procedure:

1. Give each student a short passage of text to read silently.

2. After reading the passage, have students write down the main idea of the text on an index card
or piece of paper.

3. Next, have students write down 3-4 supporting details from the text on separate index cards or
pieces of paper.

4. Instruct students to use the main idea and supporting details to retell the passage in their own
words.

5. Allow students to work in pairs or small groups to share their retellings and provide feedback to
each other.

6. As a class, discuss the main ideas and supporting details from the passage and compare them to
the students' retellings.

7. Repeat steps 1-6 with different short passages of text.

Variations:

 Use graphic organizers to help students organize their retellings (e.g., a main idea web with
supporting details)

 Use visual aids, such as pictures or diagrams, to help students better understand the text

 Have students read the passage out loud to a partner or small group before retelling it

 Use a "think-aloud" strategy where students verbalize their thoughts and understanding of the
text as they read

Note: It's important to choose passages that are at an appropriate reading level for struggling readers,
and to provide support and guidance as needed throughout the activity. Additionally, this activity can be
modified to suit the specific needs of struggling readers, such as by providing additional visual aids or
scaffolding for retelling the passage.
Title: Context Clues Match-Up

Objective: To help students develop the ability to use context clues to determine the meaning of
unfamiliar words.

Materials:

 List of unfamiliar words (can be related to a specific subject or theme)

 Sentences containing the unfamiliar words

 Index cards or small pieces of paper

 Writing utensils

Procedure:

1. Introduce the concept of context clues and explain how they can be used to determine the
meaning of unfamiliar words.

2. Give each student an index card or piece of paper with an unfamiliar word written on it.

3. Provide students with a list of sentences containing the unfamiliar words, along with additional
context clues that may help students determine the meaning of the words.

4. Instruct students to read the sentences and use the context clues to determine the meaning of
the unfamiliar word on their index card or piece of paper.

5. Once students have determined the meaning of the word, have them write the definition on the
back of their index card or piece of paper.

6. Have students pair up or work in small groups to match the unfamiliar words with their
definitions.

7. As a class, discuss the strategies students used to determine the meaning of the unfamiliar
words and compare their definitions with the actual definitions.

8. Repeat steps 2-7 with different sets of unfamiliar words and sentences.

Variations:

 Use visuals or illustrations to provide additional context clues for the unfamiliar words

 Provide students with multiple choice options for the definition of the unfamiliar words

 Use a jigsaw activity where each student is given a different unfamiliar word and must share
their definition with the group

Note: It's important to choose unfamiliar words that are at an appropriate reading level for struggling
readers, and to provide support and guidance as needed throughout the activity. Additionally, this
activity can be modified to suit the specific needs of struggling readers, such as by providing additional
context clues or scaffolding for determining the meaning of unfamiliar words.
SAMPLE ACTIVITY 2

Day 1 - Phonemic Awareness and Decoding Skills

 Introduction to phonemic awareness and decoding skills

 Review of individual sounds and blending sounds to read words

 Sound blending practice with simple three-sound words

 Picture words activity to practice segmenting words into individual sounds

Day 2 - Vocabulary Development and Reading Comprehension

 Introduction to context clues and word meanings

 Practice identifying context clues in sentences and paragraphs

 Vocabulary building activity using synonyms and antonyms

 Reading comprehension practice with short passages and questions

Day 3 - Fluency and Reading Rate

 Introduction to fluency and reading rate

 Reading fluency practice with timed readings of short passages

 Discussion of strategies for improving reading rate

 Partner reading activity to practice reading fluency and rate

Day 4 - Reading Strategies and Study Skills

 Introduction to reading strategies and study skills

 Discussion of strategies for effective reading and note-taking

 Active reading activity with annotation and summarization

 Review of study skills for reading and test-taking

Note: This activity design can be modified to suit the specific needs of struggling readers in high school,
based on their reading level and areas of weakness. It's important to assess the students' reading
abilities before starting the program and to adjust the activities accordingly. Additionally, it's important
to provide students with frequent opportunities for practice and feedback throughout the program.