Kindergarten Homework Activities
For The Year

These activities will be referenced throughout the school year on the coversheet of your monthly homework packets.  You received a copy of this page at the beginning of the school year.

Onset and Rime Game

Parents say: "I will say some sounds.  You put them together to make words":

            /r/,  /ed/  (red)                     /y/,  /ellow/  (yellow)                      /l/,  /ake/  (lake)

            /c/,  /ar/  (car)                     /b/,  /ike/    (bike)                            /m/,  /om/  (mom)

            /d/,  /ad/  (dad)                   /s/,  /un/    (sun)                                /h/,  /ip/    (hip)

When you see '/ /'  with a letter inside the slash marks, the letter  sound is to be produced.

When your child understands how to blend the sounds together to make a word, say:

"You blended the word 'sun'.  Say it with me:  'sun'.  What is the beginning sound you hear?  Right, /s/.  What is the rest of the word?  Yes, /un/.  Say the word parts with me:  /s/   /un/.  What's the word?  Yes!  'sun'!"


Bubble Gum Words Game

This activity helps children slow down the verbal pronunciation process, enabling them to hear sounds or components that make up words. Begin by saying words one at a time. Have your child repeat each word slowly, putting their hands to their mouths and pretending to s-t-r-e-t-c-h bubble gum out in front of them. They can also put their hand on their shoulder and slowly move down their arm. Here are some words to stretch:

cat                  man                fin                    dog                 gum                hut                  pig                 bed

pot                  hop                 hot                  bug                 rip                    get                  him                 zap


Oddball Out Game

Ask your child to listen carefully as you say three words.  Explain that only two of the three words share a common sound.  Have your child identify the word that does not belong.  Next, say the words one at a time, then have your child hold up one, two or three fingers to indicate whether the first, second or third word is the 'oddball.'  Ask your child to repeat the oddball word aloud.  For the words, you can either use 2 rhyming words with a third word that doesn't rhyme (i.e., clock, kite, sock) or you can give your child 2 words that have the same beginning sound (i.e., mop, house, man).  Later in the year, you can give them 2 words that have the same ending sound (i.e., get, dog, hot).  Do at least 10 sets of words.


The Sounds in the Word Game

Using two- and three- sounds, have your child sing the following verse to the tune of "The Wheels on the Bus." 

            The sounds in the word go /c/  /a/  /t/;  /c/  /a/  /t/;    /c/  /a/  /t/,

            The sounds in the word go /c/  /a/  /t/,

            Can you guess the word?

Repeat with other two- and three- sound words. **Your child may want to use their hand on their opposite arm and say the first sound touching their shoulder, the middle sound touching their elbow and the third sound touching their hand.  Then they slowly slide their hand from the shoulder to the elbow to their hand incorporating the 3 sounds.  You can move into written language by writing words on a piece of paper and have your child blend through the 3 sounds and read the word. *Words you can use: cat, rat, hat, sat, mat, fat, hop, top, mop, cop, ran, fan, tan, man, ban, hot, not, cot, rot, pig, jig, rig, fig, wig, zip, tip, rip, get, net, let, bet.  Do at least 10 words.


The Segmenting Game

Segmenting is when a word is broken into sound parts.  Slowly say words composed of two sounds (such as be, am, to, is) and ask your child to tell you the two sounds (i.e., she= /sh/  /e/) they heard.  You might then ask your child which sound was first and which sound was last.  When your child can do this easily, do the same activity with words with three sounds (refer to the list of words in the 'Sounds in the Word Game').  Do at least 10.


The Blending Game

The goals of this game are syllable splitting and sound blending. 

Practice blending sounds in words using the song, "A Hunting We Will Go". 

            A searching we will go, a searching we will go,

            We'll find a /h/ and add a /orse/,

            And now we have a horse!                                                                                     

Repeat the verse using other words or you can use words from the list in 'The Sounds in the Word Game'.  You may want to jot down some words before you begin.  You can also use larger words like:  goat, play, bake, fish, need, mouse, duck, bird, etc.


The Magic Cup Game

To play this game with your child, you will need a paper or plastic cup and 3, 4 or 5 beans, buttons, or other small objects.  Begin the game with 3 objects.  Show your child the number of objects you are playing with each time.  Ask your child to hide his/her eyes while you hide some, none or all of the objects under the cup.  Then, ask your child to look at the objects that aren't hidden.  (They may all be hidden.)  The child then guesses how many objects are under the cup, based on their observation of how many are showing.  Then lift up the cup to see if their guess was correct.  Say to your child, "Yes, one plus two equals three", or "yes, zero plus 4 equals 4, etc.".  As they master 3 objects, you can move to 4, etc.


The Different Sound Game

Say three words, 2 words beginning with the same sound and one word beginning with a different sound (such as ball, money, and boy). Ask your child to tell you which word began with a different sound.  Then, ask your child what the beginning sound was in the two words that began with the same sound (sounds, not letters) and what the sound was in the word that began with a different sound. After mastering beginning sounds, try the same game with ending sounds (such as hat, man, & pot). Ask which word ends with a different sound, etc.


The Word Sound Game

Slowly say words that are composed of two sounds (such as be, am, to, is, day) and ask your child to tell you the two sounds he/she heard in the words.  They can do it on their arm.  Then ask your child which sound was first and which sound was last.  When your child can do this easily, do the same activity with words with 3 sounds (such as man, top, or sun, etc.) and ask your child to tell you the 3 sounds in the order he/she heard them.  Now try the reverse skill.  You say the sounds separately in some two sound words (such as /b/ - /e/ (be) /a/ - /m/ (am), /u/ - /p/ (up) and ask your child to tell you the word those sounds make.  Next, try some 3 sound words.  Do at least 10.  You can use words from the Sounds In The Word Game.


Tommy Turtle Talk

Tommy Turtle talks VERY, VERY SLOWLY.  When he talks he is actually segmenting the sounds heard in words.  If Tommy were to say the word "pond", it would sound like this: /p/    /o/    /n/     /d/.  Likewise, 'fish' would be /f/   /i/   /sh/.  Play a game with your child where you model talking like Tommy (saying words very slowly).   After a few examples, have your child try to say 2, 3 or 4-sound words very slowly.  They can segment the words on their arm.  Don't let them see the words at this point.  Children need to develop this skill in order to write the sound they hear in words - the beginning of writing!  You can also tell them a word and have them write it (all lower case letters, please).  Try these examples:


2  - Sound Words

3 - Sound Words

4 - Sound Words

a       t

s     u      n

b      a       n       d

i         n

r     a      t

l       a       m      p

U       p

d      o      g

f       r         o       g

o      n  

b      i        n

b       e        l         t


Some Up, Some Down Game

When a child forms number sentences involving addition, he or she is learning to understand that addition results from combining groups, to see that sums can be made up of different combinations of groups and to develop computation skills.  Play this game with a family member.  Use five pennies.  Toss them onto a table.  Check to see how many coins come up heads and how many came up tails.  On a piece of paper, have your child write a number sentence to show the results. You may need to give some direction with writing the number sentence. (Example: 2 + 3 = 5).  Let your partner have the next throw.  Write the next number sentence below the first one.  Continue this activity until you have at least six number sentences.  Look at the number sentences you wrote.  Which one occurred more times than the others (circle them).  Variations:  use more than five coins or make subtraction sentences (Example: if you toss five coins and 3 of them land heads up, you could write 5 - 3 = 2).  Do at least 5.

Homework  Activities