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The Alabama Reading Initiative (ARI) is a statewide initiative committed to supporting the development of high-quality instruction that will prepare all students with the literacy skills needed to meet or exceed grade-level standards.

Cornwall, G. (2017). Jabari Jumps.

Jabari Jumps by Gaia Cornwall: This book follows a young boy overcoming fear to jump off the diving board, offering a perfect, heartwarming story about courage.

Click on the book cover and enjoy reading along with the video Jabari Jumps.

Skill Focus: Reading Comprehension

Directions: Talk with the student about a time they felt nervous or scared to try something new, just like Jabari did before jumping off the diving board.

Questions to Ask:

• Why was Jabari nervous?

• What helped him become brave?

• Have you ever felt like Jabari?

• What happened when you tried something difficult?

Extension Activity:

Have the student draw a picture of themselves doing something brave. Parents/caregivers can help write a sentence underneath:

• “I was brave when I ______.”

• “Like Jabari, I learned ______.”

• “Being brave does not mean ______. It means ______.”

• “I showed courage when I ______ because ______.”

Skill Focus: Phonics

Directions: Write simple words from the story or related to swimming/bravery on index cards or paper.

Examples:

• jump

• splash

• brave

• scared

• swim

• dive

Skill Focus: Phonemic Awareness

Directions: Practice identifying sounds

• What sound does the word jump begin with?
• What is the final sound in the word jump?
• What is the medial or middle sound in the word jump?

• Clap syllables in words like “swimming” or “bravery.”

Skill Focus: Phonemic Awareness

Directions: Help your student listen carefully to the sounds in words. Say the word together, then change one sound to make new words:

Change the /j/ in jump to /b/. What new word did you make? (bump)

• jump → bump

• brave → crave

Change the /d/ in dive to /dr/. What new word did you make? (drive)

• dive → drive

Movement Twist:
Place the cards on the floor and have the student “jump” to the correct word when the parent says the sound or definition.

Skill Focus: Retelling and sequencing events

Directions: Ask the student to retell the story in order using beginning, middle, and end.

Activity Option:
Help the student fold a paper into three sections:

Beginning Middle End

Then have the student to draw and label what happened in each part.

For a Bigger Challenge:
Use transition words while retelling:

• First

• Next

• Then

• Finally

Extension Question:

“What lesson do you think Jabari learned by the end of the story?”

Sometimes courage doesn’t roar loudly. Sometimes it quietly whispers, “You can do this.” Many people feel nervous before trying something difficult, especially when the challenge seems as tall as a mountain. Even confident people can have shaky knees, sweaty hands, or butterflies fluttering in their stomachs before taking a big step.

Scientists explain that these feelings begin in the brain. A small part of the brain called the amygdala helps the body react when something feels risky or unfamiliar. When a person climbs a high diving board or stands in front of a crowd, the brain sends signals throughout the body. As a result, the heart pounds like a drum, breathing speeds up, and muscles tighten. Although these reactions may feel uncomfortable, they’re actually meant to help people stay alert and prepared.

Not every nervous feeling means danger is nearby, though. Sometimes the brain simply needs time to realize a situation is safe. That’s why confidence usually grows gradually instead of all at once. A swimmer may first sit at the edge of the pool before finally jumping in. Later, that same swimmer might dive without hesitation.

There are also different shades of meaning connected to fear. A person might feel uncertain, worried, or terrified. Those words don’t mean exactly the same thing. Someone who feels uncertain may only need encouragement, while a terrified person may need more time and support.

Researchers have discovered that courageous people aren’t fearless. Instead, they choose to move forward even when fear walks beside them. Each time people face a challenge, their confidence grows stronger little by little.

Tier 2 Vocabulary

• Gradually — happening slowly over time
• Hesitation — a pause caused by uncertainty or nervousness
• Encouragement — support or confidence given to someone

Compare the story, Jabari Jumps, and the informational passage.

• What is different about how Jabari experiences fear in the story and how fear is explained in the informational text?
• How are the two texts similar?
• How does the informational passage better explain what happens in the brain and body when people feel nervous or brave?

Steinberg, D. J. (2023). Summer vacation, here I come! Illustrated by J. Joven. Grosset & Dunlap.

Summer Vacation, Here I Come, is a fun children’s poetry book about all the excitement of summer break. The poems describe kids enjoying vacations, swimming, camp, road trips, sleeping late, playing outside, and spending time with family and friends. It captures the joy, freedom, and adventures that come with summertime after school ends.

Click on the book cover and enjoy reading along with the video Summer Vacation, Here I Come.

Materials

• Construction paper or cardstock
• Crayons/markers
• Scissors
• Glue
• Magazines or printed pictures (optional)

Directions

After reading poems from the book, ask:

• “If you could go anywhere this summer, where would you go?”

Have the student create a paper “suitcase” and draw or glue:

• Clothes they would pack
• Places they would visit
• Foods they would eat
• Activities they would do

Discussion

Encourage conversation by asking:

• Why did you choose this place?
• Who would you take with you?
• What would make this trip special?

Learning Connection

Builds:

• Vocabulary
• Speaking skills
• Creativity
• Sequencing ideas

Materials

• Jar or container
• Small slips of paper
• Pencil/crayons

Directions

1. After reading the story, help your child create a “Summer Memory Jar.
2. Give each family member a small slip of paper.
3. Ask each person to write or draw one of the following: Something they want to do this summer, A favorite summer memory, A goal for summer vacation
4. Fold the papers and place them inside the jar.
5. Continue adding one new memory, idea, or goal each week during the summer.

Extension

At the end of the summer, gather together and read the memories from the jar as a family.

Learning Connection

Supports:

• Writing skills
• Oral language
• Family communication
• Reflection

Materials

• Blanket or towels
• Snacks
• Book
• Paper and crayons

Directions

Have a small picnic outside while reading favorite poems from the Summer Vacation, Here I Come, read aloud.

Then students create their own short summer poem using prompts like:

• “Summer feels like…”
• “I hear…”
• “I love…”

Help younger students sound out words or write sentences.

Example

Summer feels like sunshine bright,
Splashing in the pool at night!

Learning Connection

Develops:

• Fluency
• Listening skills
• Imagination
• Confidence in writing

Summer vacation is a special time for students. It usually happens after a long school year. During summer break, students get time to rest, play, and spend time with family and friends.

Many children enjoy fun activities like going to the beach, swimming, traveling, or attending summer camp. These activities help kids stay active and try new things. Some students also visit new places, which helps them learn about the world around them.

Even though school is out, reading during the summer is very important. Reading helps students remember what they learned during the school year. It also helps them get ready for the next grade. Students can read books, magazines, or even poems just like the fun poems in Summer Vacation, Here I Come!

1. How are the activities in the passage similar to the poems in Summer Vacation, Here I Come!?

2. What is one summer activity that is mentioned in BOTH the book and the passage?

3. How do both the book and the passage show that summer is a time for fun?

4. Which text (the poems or the passage) makes you more excited about summer? Why?

Mystery Word

Blend sounds together to guess the word!

How it works:

Adult says the sounds slowly. Student blends the sounds together to say the word.

Example:

Adult: /m/ /a/ /p/

Student: map

Try It! Use these sound strings to practice!

/s/ /u/ /n/ - sun

/b/ /a/ /g/ - bag

/f/ /i/ /sh/ - fish

Robot Talk

Break the word apart like a robot!

How it works:

Adult says a word. Student repeats it by saying each sound separately.

Example:

Adult: fish

Student: /f/ /i/ /sh/

Try It! Break these words apart!

cat - /c/ /a/ /t/

boat - /b/ /O/ /t/

jump - /j/ /u/ /m/ /p/

Beginning Sound Switch

Change the first sound to make a new word!

How it works:

Say a word. Change the beginning sound to a new sound and say the new word.

Example:

Adult: Say “man.” Now say “man,” but replace /m/ with /p/.

Student: pan

Try It! Try these switches!

Say “cat,” change /k/ to /h/ - hat

Say “top,” change /t/ to /m/ - mop

Say “sun,” change /s/ to /b/ - bun

Every little bit of sound play helps your student become a strong reader!

Keep it fun, keep it short, and celebrate every try.

Click the image to hear the 44 sounds in the English Language.

Materials: sidewalk chalk (outdoor option) or notecards/sticky notes and markers (indoor option)

1. Using the chalk, write each letter in alphabetical order or in random order on the pavement. To complete this activity indoors, write the letters on notecards or sticky notes.

2. Have your student say each letter’s name as they jump to each letter.

3. When they reach the end of the letters, have them turn around and say the sound each letter represents as they jump back to the starting point.

Extension: If your student can read words, write a word in each box instead of a letter. When they reach the end of the words, have them turn around and use each word in a sentence as they jump back to the starting point. Sample word lists are linked below for extra practice.

Short Vowels (CVC) Word Lists

Blends and Vowel-Consonant-e (VCe) Word Lists

Vowel Teams, Vowel-r, Prefixes, and Suffixes Word Lists

Fluency is defined as the ability to read with appropriate speed, accuracy, and proper expression. Fluency is "reading as we talk". To understand what they read, students must be able to read fluently whether they are reading aloud or silently. When reading aloud, fluent readers read smoothly with phrasing and expression. Think of fluency as All EARS! Reading with Expression, Automatic word recognition, Rhythm and phrasing, and Smoothness. One way to support fluency at home is to teach students about the ways words are grouped together into meaningful phrases. The following activity can support students with gaining speed and accuracy in reading at the phrase level.

Materials

Phrase practice sheets

• Make two copies of each sheet and place in a sheet protector if available.
• Phrases Correct Per Minute Record (last page in the link above)
• A timer or cell phone with a timer
• A dry-erase markers (if using sheet protectors) or a pencil

Activity:

Students practice reading phrases aloud smoothly, accurately, and with expression to build reading fluency.

1. Provide the student with the phrase practice sheets, timer, and Phrases Correct Per Minute Record sheet.

2. Set the timer for one minute and tell the student to begin reading.

3. As the student reads, use a dry erase marker to mark any words in the phrases that are read incorrectly. If all the phrases on the sheet are read before the timer stops, go back to the top and allow your student to continue reading.

4. Continue until the timer goes off. Mark the last word read. Count the number of total phrases read correctly. (To count the phrase as correct, all the words in the phrase must be read correctly.)

5. Record the number of phrases read correctly on the Phrases Correct Per Minute Record Sheet.

6. Repeat the activity at least two more times, encouraging smoother, more accurate, and expressive reading each time.

Vocabulary is the collection of words a person knows, understands, and uses to communicate. It is like a personal toolkit for sharing feelings, understanding stories, and learning new concepts. A strong vocabulary helps students read, write, and speak more effectively.

Create a list of vocabulary words like the ones below and have your student(s) find objects, signs, or examples related to the words during summer walks, grocery story trips, or vacations. As you use a word, add another word to your list.

• gigantic, fragile, camouflage, rough, sticky, bright, blooming, shade, relaxed

Challenge: Try to find at least three examples of each of the words on your list. Extend the activity by writing sentences with each of the words.

Materials (found at home):

• Any book (or a story read aloud)

• Paper or notebook

• Crayons, pencils, or markers

• Optional: sidewalk chalk or sticky notes

Directions:

1. Read together (or listen to a story).

2. Go on a short “story walk”—around your yard, house, or neighborhood.

3. Stop a few times and talk about the story using the prompts below.

4. Draw or write about the story when you return home.

Kindergarten (K): Retell & Characters

Ask:

• Who was in the story?

• What happened first, next, and last?

• What was your favorite part?

Activity:

• Draw a picture of the story and retell the story.

• Use simple words or labels.

1st Grade: Sequence & Key Details

Ask:

• What happened at the beginning, middle, and end?

• What problem did the character have?

• How was it solved?

Activity:

• Fold paper into 3 parts and draw/write the beginning, middle, and end.

• Use words like first, next, last

2nd Grade: Deeper Thinking

Ask:

• Why did the character act that way?

• What lesson did the story teach?

• How would you change the ending?

Activity:

Write 2–3 sentences or draw and explain one of the following:

• The lesson or message

• Summary of the story

• A different ending

Make It Fun:

• Use sidewalk chalk to draw scenes from the story outside

• Act out the story during your walk

• Find something in nature that reminds you of the story (a flower, stick, rock)

Tip:

Keep conversations relaxed and fun—there are no “wrong” answers when your student explains their thinking!

1st grade: Choose one of these topic sentences:

• A dog is a wonderful pet.
• There are many cars on my street.
• The pool is a fun place to swim and play.
• There are lots of animals on a farm.

Write 3 or 4 sentences about the topic chosen.

Illustrate the work and read the sentences aloud.

2nd and 3rd grade: Choose one of these topic sentences:

• A dog is a loyal pet that brings joy to families.
• Cars and trucks are important vehicles that help people travel.
• The pool is a fun place where people can swim, relax, and stay cool on hot days.
• A barn is an important building where animals are kept and supplies are stored
• A park is a fun place where people can play, visit with friends, and enjoy nature.

Write a narrative, an informative piece, or an opinion piece about the topic chosen. Include details in your narrative. Provide facts if an informative piece is chosen. Provide details to support your opinion if an opinion piece is chosen.

Read the written text aloud.