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Understanding that print carries meaning and follows rules, such as reading left to right, top to bottom, and front to back. Includes recognizing letters, words, and spaces, and knowing that print represents spoken language.

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Preschool: Recognizes book orientation and turns pages correctly.

Kindergarten: Points to words while reading; distinguishes between letters and words.
Age/Grade Range: Ages 3–6 (Pre-K to K)

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Concepts About Print (Clay, 2013) – Teacher reads a familiar book while prompting students to identify parts of the book, directionality, and print features.

Print Awareness Checklist – Observational tool noting student behaviors during shared reading.
Use: These determine if students can navigate print correctly and identify basic features, guiding small-group instruction.

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Shared Book Reading – Teacher models book handling and tracks text with a finger while reading aloud, explicitly discussing print features (Justice & Ezell, 2004).

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For ELs: Pair print concepts with visuals and gestures to reinforce meaning.

For Dyslexia: Use high-contrast text and enlarged print for clarity during shared reading.

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The ability to recognize and manipulate units of spoken language, such as words, syllables, and onset-rime.

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Pre-K: Recognizes rhyming words and claps syllables.

K–1: Segments sentences into words; blends syllables into words.
Age/Grade Range: Ages 4–7 (Pre-K to Grade 1)

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Phonological Awareness Screening Test (PAST) – Assesses skills from rhyme recognition to phoneme manipulation.

Teacher-Designed Oral Tasks – Clap syllables, identify rhymes, or segment words orally.
Use: Frequent monitoring identifies gaps in auditory processing of language units.

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Rhyming Games & Syllable Sorting – Students group picture cards by rhyme or number of syllables; teacher models and guides practice.

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For ELs: Connect phonological tasks to familiar vocabulary from their first language.

For Dyslexia: Provide extra practice with manipulatives (e.g., counters) to represent syllables or rhymes.

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A subset of phonological awareness—recognizing and manipulating individual phonemes in spoken words.

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Kindergarten: Isolates initial and final sounds.

Grade 1: Segments and blends all phonemes in a word.
Age/Grade Range: Ages 4–7 (K to Grade 1)

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Phonological Awareness Literacy Screening (PALS) – Measures blending, segmenting, and sound isolation.

DIBELS Phoneme Segmentation Fluency – Times how many phonemes students can segment in one minute.
Use: Tracks growth in phonemic manipulation skills to ensure readiness for decoding.

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Elkonin Boxes with Manipulatives – Students move counters into boxes as they segment each phoneme in a spoken word (Ehri & Roberts, 2006).

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For ELs: Model pronunciation clearly and use visuals for vocabulary.

For Dyslexia: Provide extra, repeated multisensory practice using tactile materials like magnetic letters.

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Recognizing and naming both uppercase and lowercase letters quickly and accurately.

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Pre-K: Names some letters, often those in their own name.

Kindergarten: Names all uppercase and lowercase letters.
Age/Grade Range: Ages 3–6 (Pre-K to K)

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Letter Naming Fluency (DIBELS) – Timed assessment of how many letters a student can name in one minute.

Alphabet Recognition Chart – Teacher checks student recognition of letters in random order.
Use: Identifies speed and accuracy in letter recognition for decoding readiness.

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Alphabet Arc Activities – Arrange letters in sequence, have students point and say names, then mix and reassemble.

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1. For ELs: Pair letter names with key picture words in both English and home language.

2. For Dyslexia: Use consistent, high-contrast visuals and kinesthetic tracing of letters.