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The ability to hear, identify, manipulate, and substitute phonemes—the smallest units of sound that can differentiate meaning—in spoken words.

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The growing, stored compilation of words that students understand and use in their conversation (oral vocabulary) and recognize in print (reading vocabulary).

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At this age, students must be able to connect meaning to high-frequency words.

According to Florida State Standards, students are expected to:
ELA.K.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
*Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, are vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

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A tool to assess this student's skill can be through a vocabulary standardized test.

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The ability to understand that there is a predictable relationship between phonemes (sounds) and graphemes (the letters that represent those sounds in written language) in order to associate written letters with the sounds of spoken language.

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At this age, phonics can be demonstrated through the identification of letters and their individual sounds.

According to Florida's State Standards students must be able to:
ELA.K.F.1.3: Use knowledge of grade-appropriate phonics and word analysis skills to decode words accurately.
a. Demonstrate knowledge of the most frequent sound for each consonant.
b. Demonstrate knowledge of the short and long sounds for the five major vowels.
c. Decode consonant-vowel-consonant (CVC) words.
d. Encode consonant-vowel-consonant (CVC) words.

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Practice the sounds and names of the letters in the alphabet.

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At this age, phonemic awareness is shown through rhyming words, alliteration, segmenting sentences, syllables, and manipulating phonemes.

Florida State Standards believes it is important for students to be able to:
ELA.K.F.1.2: Demonstrate phonological awareness by:
a. Blend and segment syllables in spoken words.
b. Identify and produce alliterative and rhyming words.
c. Blend and segment onset and rimes of single-syllable words.
d. Identify the initial, medial, and final sound of spoken words.
e. Add or delete phonemes at the beginning or end of a spoken word and say the resulting word.
f. Segment and blend phonemes in single-syllable spoken words.

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A tool to address this component is utilizing nursery rhymes and other rhyming books in the classroom (Dr Seuss has a variety of those).

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Green Eggs and Ham by Dr. Seuss Read Aloud