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Activities in the classroom

KDI: KDI 28: Print awareness and book knowledge

During collaborative reading, children show that they comprehend the rhythm and flow of books and print. According to Rasinski (2012) emphasized that oral reading exercises and repeated reading improve early readers' fluency and comprehension.

Activity 1: Echo Reading: When the instructor reads a phrase that contains an expression, the students imitate it.
Differentiation: Provide assistance with audio recordings or graphic sentence strips.

Activity 2: Poetry Recitation: Preschoolers recite and act out little rhymes.
Differentiation: For the children who are nervous or have speech delays, record performances rather than giving live speeches.

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Activities in the Classroom

KDI: KDI 27: Knowledge of alphabets

Children can recognize the names and sounds of letters and comprehend how spoken and written language are related.
All children benefit greatly from systematic phonics education, especially when it is started early, according to Ehri et al. (2001).

Activity 1: Match letters to the first sounds in images in Letter-Sound the bingo game.
Differentiation: Make use of repetitive models, bigger cards, or images with a lot of contrast.

Activity 2: Children use magnetic letters to create CVC words in the Build-a-Word activity.
Differentiation: Give students who struggle with fine motor skills access to voice-activated devices or tracing.

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Letter Hunt: Children locate items that begin with a selected letter.
Description: Suitable for all learning styles and skill levels, this practice promotes letter-sound links via everyday occurrences.

Website: Learn to Read by Starfall: Provides phonics-based reading games with animation and voiceovers that are suitable for children with different learning styles.

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Activities in the classroom

KDI: Vocabulary (KDI 25)

Children grasp and utilize a wide range of words and expressions to communicate and understand others. The significance of rich and clear vocabulary education was highlighted by Beck, McKeown, and Kucan (2013), particularly for kids from a variety of linguistic origins.

Activity 1: Storytime Word Maps: After reading, make a web of new words with illustrations.
Differentiation: For nonverbal learners, use items or iconography and link them with visuals or sign language.

Activity 2: Labeling the Classroom: Give common items word labels.
Differentiation: For a varied student body, use label & multilingual labeling.

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Activities in the Classroom:

KDI: KDI 26: Awareness of Phonology

Children learn to recognize and work with language sounds, including phonemic awareness, alliteration, and rhyme. According to The National Early Literacy Panel (2008) discovered that teaching young children phonemic awareness greatly enhances their spelling and reading skills.

Activity 1: Sound Sorting Game: Let individuals sort image cards according to their first sounds.

Differentiation: For young children with processing difficulties, use sound-alike images or fewer alternatives; offer alternatives.

Activity 2: Elkonin Boxes: For every phoneme of a word, have learners insert cotton balls into boxes.

Differentiation: For students with sensory demands, use tactile objects or visual aids.

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Activities in the classroom

KDI: KDI 29: Understanding

Through question-answering, prediction-making, and detail recall, children show that they grasp narrative texts.
According to Duke and Pearson (2002), comprehension training has to start early and include techniques like summarizing, picturing, and asking questions.

Activity 1: Children use puppets to recount stories after they have been read to them.

Differentiation: Provide expressive help through dramatization or painting.

Activity 2: Photo Walk Predictions: Before reading, speculate on the story's plot by discussing the photos.

Differentiation: Offer AAC tools or sentence beginnings.

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Reading Buddies: A parent or sibling reads aloud to the children.

Explanation: This technique may be modified for picture books or assisted readers and promotes confidence and repeated practice.

Website: Unite for Literacy Description: Offers multilingual narrated books that assist children with or without reading problems develop their fluency.

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Word of the Day Jar: Every day, choose a word from a jar, talk about it, and apply it.
Explanation: Helps all kids develop expressive vocabulary by creating a rich language environment and exposing them to it frequently.

Website: PBS Kids – Word World
Description: Animated narratives help the standard and language-delayed learners by introducing new vocabulary in context.

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Read and Talk: After reading, families pose basic WH queries.

Explanation: With visual aids, this practice is suitable for all skill levels and enhances understanding by promoting dialogue and critical thinking.

Website: Reading Rockets: Parental Reading Advice
Justification: provides comprehension-building techniques and exercises, even for kids with learning disabilities.

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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.

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Rasinski, T. (2012). Why reading fluency should be hot. The Reading Teacher, 65(8), 516–522.

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Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guilford Press.

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Duke, N. K., & Pearson, P. D. (2009). Effective practices for developing reading comprehension. Journal of education, 189(1-2), 107-122.

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Rhyming Hunt: Children look relating to the house for items that rhyme.

Explanation: Using play-based learning, this practice helps all students develop their auditory discrimination skills and sound awareness.

Website: ABC mouse - Phonemic Awareness Description: Suitable for all learners, especially those with speech or language difficulties, interactive games allow kids to practice identifying sounds using auditory clues and adjustable difficulty.

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National Early Literacy Panel (US). (2008). Developing early literacy: Report of the National Early Literacy Panel: A scientific synthesis of early literacy development and implications of intervention. National Institute for Literacy.