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Cover: Things to do Instead of Watching TV

Arrange _________

Befriend _________

Count _________

Dance to _________

Enjoy _________

Figure out how to _________

Give _________

Have a _________

Imagine _________

Jump for joy because _________

Keep a journal of _________

Listen to _________

Make a _________

Narrate _________

Observe _________

Play _________

Question things that _________

Read _________

Sing a _________

Take a walk _________

Use _________

Visit _________

Write a _________

X out negative _________

Yearn to _________

Zip up your jacket and _________

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1. Spread the letters out (on a table or the floor) and ask your child to say the name of each letter.
2. Spread the letters out and ask your child to say the sound(s) each letter makes.
3. Spread the letters out and help your child trace the letters with his/her index finger. (Trace the letter the way you would write it on paper.)
4. Spread the letters out and ask your child to make words with the letters. (Use simple words that can be “sounded out”.)
5. Spread the letters out and say a letter. Ask you child to hand you the letter you said.
6. Ask your child to grab his/her favorite book. Spread the letters out and pick up a letter. Ask your child to “go for a hunt” in the book for all the letters that are the same as the one you picked up. (This is a great way to teach children about different fonts!)
7. Spread the letters out then ask your child to close his/her eyes and pick up a letter. On a piece of paper, ask your child to write the letter as fast, as slow, as small, and as large as he/she can.
8. Spread the letters out and pick up a letter. Ask your child to “hunt for things” around your house that begin with that letter.
9. Spread the letters out and ask your child to pick up a letter. Then ask him/her to write the lower-case letter for the upper-case or vice versa.
10. Point out the letters that you played with at home on billboards, menus, road signs, etc. when you go out.

There are many ways to make your own tactile letters. You can use foam letters hot-glued to cardstock squares or tactile stickers attached to foam squares. Whatever you choose to make the tactile letters, make sure they are large enough and safe enough for your young ones. (I can’t stand the thought of any child getting hurt!)

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For example, I used spelling games (usually the words on our spelling list or in our unit). I would say something like, “I’m thinking of a word that is spelled ‘w-o-u-l-d’. Who knows the word?”

For a phonics game I would say, “Which letter says, ‘wa-wa-wa?’”

If a child knew the answer, he/she would raise his/her hand and quietly say the answer. I would carry little stickers with me everywhere and give the child with the right answer a sticker on the forehead, hand or arm.

If a child yelled out an answer or didn’t raise his/her hand to be called on, he/she was not a winner at that particular moment. However, I always gave children who made mistakes opportunities to try again for a sticker.

I would also ask math, science and social studies questions with our standing-in-line game. In addition, I tweaked this game by asking the children, “I wonder who can stand in line the neatest, quietest, and standing up the tallest?” or “I wonder if the boys or girls can do a better job standing in line?”

I would always use a child who was doing a great job following directions as an example. I would say, “I like the way (child’s name) is standing so still and patiently in line. Great job (child’s name)!”

This game has worked for me time and again. Not only did my class always get compliments for their good behavior in line, but it was also a great way to review material that we were learning in class.

I hope this game works as well for you as it did for me!

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