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Recognizing that print conveys meaning, understanding the direction in which we read (left to right, top to bottom), identifying parts of a book such as the cover and title page, and being able to differentiate between letters and words.

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Milestones: By ages 5 to 6 (typically in Kindergarten)

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Milestones: By ages 5 to 6 (typically in Kindergarten)

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Children should be able to hold a book properly, track text with their eyes or finger while reading, and demonstrate an understanding of basic print concepts.

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Concepts About Print Test (Clay, 2000) – Administered individually to evaluate a student's grasp of print concepts during a one-on-one reading session.

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Observation Checklists- Educators record student behaviors and responses during shared reading activities to assess understanding of print awareness.

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Strategy: Interactive Read-Alouds-

While conducting read-alouds, intentionally highlight key print concepts such as the parts of a book, the direction in which text is read, and the spacing between words to support print awareness (Justice & Ezell, 2001).

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For English Learners (ELs): Incorporate bilingual books or texts with visual supports to help build understanding and language connections.

For Students with Dyslexia: Use tactile books or enlarged text paired with visual cues to support spatial awareness and directionality.

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Phonological awareness is the ability to hear and work with the sounds of spoken language, including recognizing words, syllables, and rhymes. By ages 4 to 6, typically during PreK to Kindergarten, children are expected to demonstrate this skill by clapping out syllables, identifying rhyming words, and blending spoken sounds together.

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Phonological Awareness Literacy Screening (PALS) and the Test of Preschool Early Literacy (TOPEL) are commonly used to assess early literacy skills. These tools are ideal for screening in both small group and one-on-one settings.

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Children listen to words and sort picture cards by the number of syllables they hear, helping build phonological awareness (Lonigan et al., 2009).

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For English Learners (ELs): Use real-life images and provide support in the student’s home language to reinforce understanding.

For Students with Dyslexia: Add movement-based activities, like clapping or hopping out syllables, to strengthen auditory memory and engagement.

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Phonemic awareness is the ability to recognize that spoken words are made up of individual sounds, known as phonemes. Between the ages of 5 and 7, typically in Kindergarten through 1st grade, children begin developing this skill by isolating, blending, segmenting, and manipulating sounds within words.

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DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and Phoneme Segmentation Fluency Tests are used to track early literacy development. Progress is monitored through weekly fluency checks.

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DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and Phoneme Segmentation Fluency

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Strategy: Elkonin Boxes (Sound Boxes)

Students place chips into boxes to represent each sound they hear in a word, helping them break down and understand phonemes (Ehri et al., 2001).

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For English Learners (ELs): Offer visual and verbal modeling using familiar words to support understanding.

For Students with Dyslexia: Incorporate multisensory techniques such as finger tapping or color-coded cards to represent each phoneme.

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Letter-naming knowledge is the ability to identify and name both uppercase and lowercase letters, and by ages 4 to 6, typically during PreK to Kindergarten, most children can name all uppercase letters and many lowercase letters.

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Letter Name Fluency (LNF) – DIBELS and Teacher-Made Flash Card Probes:

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Letter Name Fluency (LNF) – DIBELS and Teacher-Made Flash Card Probes:

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Used to assess letter recognition. These assessments are done one-on-one to monitor how quickly and accurately students identify letters.

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Engage students with songs, letter hunts, and hands-on letter cards to help them learn and remember letter sounds (National Early Literacy Panel, 2008).

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For English Learners (ELs), linking letters to culturally meaningful images and sounds helps build connections, while for students with dyslexia, using textured letters such as sandpaper and providing repeated multisensory practice supports letter recognition and retention.

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Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36(3), 250–287.https://psycnet.apa.org/record/2001-07934-002

Justice, L. M., & Ezell, H. K. (2001). Word and print awareness in 4-year-old children. Child Language Teaching and Therapy, 17(3), 207–225. https://psycnet.apa.org/record/2001-09282-002

National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf