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Skill: Letter-naming knowledge is the ability to quickly recognize and name uppercase and lowercase letters. This includes being able to distinguish letters by shape and sound. Milestones Can name all uppercase letters Begins identifying lowercase letters Matches letter names to sounds                           Age/Grade Range: Ages 3–6 (Preschool to Kindergarten).             

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Skill: Phonemic Awareness is a subset of phonological awareness, it’s all about tiny sounds called phonemes. This means hearing, identifying, and playing with individual sounds in words. Milestones: Can isolate beginning, middle, or ending sounds Can blend sounds to make a word (like /c/ /a/ /t/ → “cat”)Can segment a word into individual sounds Age/Grade Range: Pre-K to 1st grade (ages 4–7)

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Skill: Phonological Awareness is the ability to hear and play with parts of spoken language like syllables, rhymes, and alliteration. It’s all oral, no letters yet! Milestones: Claps out syllables in words Hears and makes rhyming words Can identify the first or last sound in a word Age/Grade Range: Pre-K to 1st grade (ages 3–7).

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Coloured overlay | Opticalm Visual Stress Solutions

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Assessment Tools: DIBELS PSF (Phoneme Segmentation Fluency) – Quick and clear insight into how well students can break apart words into sounds.CTOPP-2 (Comprehensive Test of Phonological Processing) – A formal, reliable way to assess phonemic skills. Sound Boxes (Elkonin Boxes) – Use chips or counters and listen for each sound in a word. Watch how many chips they move to match the sounds they hear. Instruction Strategy: Use Elkonin boxes! Say a word like “sun” and have students push a token into each box as they say /s/, /u/, /n/. It helps them physically feel each sound. Differentiation Ideas: For English Learners: Provide picture clues and clear modeling. Say the word, show a picture, then model the sound separation. For students with dyslexia: Use consistent routines and add tactile tools (felt boards, counters) to give them a hands-on experience with sounds.

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Assessment Tools: PALS (Phonological Awareness Literacy Screening) – Measures rhyming, blending, and segmenting. DIBELS Phoneme Segmentation Fluency – Shows how well students can break words into sounds. Listening Games – Simple call-and-response games where students identify rhymes or syllables. Instruction Strategy: Play “Syllable Hopscotch”! Say a word, and have students jump once for each syllable they hear. You can do this indoors or outdoors it’s active, fun, and effective! Differentiation Ideas: For English Learners: Use songs and chants with rhyming words to build sound awareness in a joyful way. For students with dyslexia: Focus on one skill at a time (like syllable clapping) and use visual or tactile cues like rhythm sticks or drums.

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Skill:
Concept of Print is all about helping children understand how books and words work. This includes recognizing that print carries meaning, knowing how to hold a book, and understanding that we read from left to right and top to bottom.

Milestones:

Points to words while “reading” a familiar story

Identifies front and back cover of a book

Knows the difference between a letter and a word

Follows print with their finger

Age/Grade Range:
Pre-K to Kindergarten (ages 3–6)

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Assessment Tools:

1. Clay’s Concepts About Print Test: A one-on-one, research backed tool that uses a book to check for understanding of print direction, punctuation, and word/letter awareness.

2. Teacher Observation during Read-Alouds :Track whether students are pointing to words, turning pages correctly, and recognizing print in the environment.

Instruction Strategy:
Use shared reading with big books! Model tracking print with your finger, pause to show capital letters and punctuation, and invite students to "read" along. Repetition and excitement are key!

Differentiation Ideas:

For English Learners: Use picture books with simple, predictable text and provide vocabulary support in their home language.

For students with dyslexia: Pair visuals with tactile activities like tracing letters in shaving cream or using magnetic letters during reading time.

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Hi, teacher friends!  Whether you're teaching tiny kinders or tweens in upper elementary, understanding how reading really works makes a huge difference. This resource is all about four foundational literacy skills every student needs to succeed and how we can support them joyfully and effectively! We’ll explore: Concept of Print Phonological Awareness Phonemic Awareness Letter-Naming Knowledge Let’s dive in together and strengthen our understanding of how reading grows step by step, sound by sound!

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Partner reading using the exact words of each partner. Students finish by encouraging each other with a “Good job!” @CFBISD @DrChapmanCFBISD @drdanawest @DlrMaggie @CFBDavisAP https://t.co/ejRRvYlsf6

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Partner reading using the exact words of each partner. Students finish by encouraging each other with a “Good job!” @CFBISD @DrChapmanCFBISD @drdanawest @DlrMaggie @CFBDavisAP https://t.co/ejRRvYlsf6

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Partner reading using the exact words of each partner. Students finish by encouraging each other with a “Good job!” @CFBISD @DrChapmanCFBISD @drdanawest @DlrMaggie @CFBDavisAP pic.twitter.com/ejRRvYlsf6
— Dale B. Davis Elementary (@daviscfb) September 24, 2021

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Partner reading using the exact words of each partner. Students finish by encouraging each other with a “Good job!” @CFBISD @DrChapmanCFBISD @drdanawest @DlrMaggie @CFBDavisAP https://t.co/ejRRvYlsf6

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Partner reading using the exact words of each partner. Students finish by encouraging each other with a “Good job!” @CFBISD @DrChapmanCFBISD @drdanawest @DlrMaggie @CFBDavisAP https://t.co/ejRRvYlsf6

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Partner reading using the exact words of each partner. Students finish by encouraging each other with a “Good job!” @CFBISD @DrChapmanCFBISD @drdanawest @DlrMaggie @CFBDavisAP https://t.co/ejRRvYlsf6

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Assessment Tools: Alphabet Naming Fluency (ANF) – A timed check where students name as many letters as they can. Letter ID Checklists Teachers can use flashcards and check off letters students know. Letter Hunt Give students a letter and have them find it in books, posters, or classroom labels. Instruction Strategy: Try “Letter of the Day!” Introduce the letter with a chant, song, and sign. Then practice writing it in the air, on paper, and with fun tools like gel bags or chalkboards. Differentiation Ideas: For English Learners: Pair each letter with a familiar object from the student’s home language (“A is for avión”).For students with dyslexia: Teach letters in meaningful groups (like b, d, p, q) with lots of visual support, and use consistent, explicit routines for each letter.

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Clay, M. M. (2000). Concepts about print: What have children learned about the way we print language? Heinemann.

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393–447. https://doi.org/10.3102/00346543071003393

National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy.

Piasta, S. B., & Wagner, R. K. (2010). Developing early literacy skills: A meta-analysis of alphabet learning and instruction. Reading Research Quarterly, 45(1), 8–38. https://doi.org/10.1598/RRQ.45.1.2

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 97–110). Guilford Press.