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This Padlet resource provides comprehensive information about four critical foundational literacy skills. Each section includes detailed information about skill development, assessment strategies, evidence-based instruction, and differentiation approaches.

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Description:

Understanding how print works, such as book handling, text direction, distinguishing between letters and words.

Milestones:

Text direction (left to right, top to bottom)

Spaces between words

Sentences consist of words

Book handling (front/back, spine, pages)

Age/Grade Range: Develops between 3-6 (Pre-K to Grade 1)

Assessment Tools:

Concepts about Print (CAP) Assessment

How students handle books

Directional awareness

Environmental Print Assessment

Logos/signs

Documentation

Identifies areas of weakness

Evidence-Based Instruction

Morning Message Strategy

Teacher models writing messages daily

Shows left-to right progression

Spaces between words

Emphasizes each word while reading by pointing to the word

Differentiation Strategies

English Learners

Bilingual books

Visual supports

Culturally relevant texts

Students with Dyslexia:

Multi-sensory approaches (tracing words when reading)

Color coded text

Enlarged text

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Description:

The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words

Milestones:

Identify initial/final sounds

Blend phonemes into words

Manipulate phonemes (deletion, substitution)

Age/Grade Range:Develops between ages 3-8 (Pre-K through Grade 2)

Assessment Tools:

DIBELS (Dynamic Indicators of Basic Early Literacy Skills)

First Sound Fluency is measured

Administration: Individual, 1-minute timing

Weekly or bi-weekly progress monitoring

PAST (Phonological Awareness Screening Test)

Individually administered

Skill analysis provided

Heggerty Phonemic Awareness Assessment

Aligned with daily instruction

Quick administration

Clear scoring guidelines

Evidence-Based Instruction:

Phoneme Segmentation

Quick administration

Clear scoring guidelines

Explicit instruction daily (10-15 minutes)

Manipulation tools such as chips and blocks

Progress from easy to complex skills

Corrective feedback

Differentiation Strategies:

English Learners

Visual supports

Native language phonological awareness

Extra Practice

Students with Dyslexia

Break tasks into smaller segments

Multi-sensory approach

Repetition and practice opportunities

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Description:

Recognizing and manipulating larger parts of spoken language

Milestones:

Recognition of rhyming words

Segmenting sentences into words

Identifying beginning/ending sounds

Identifying syllables

Age/Grade Range: Develops between 4-7 (Pre-K to Grade 2)

Assessment Tools:

DIBELS (Dynamic Indicators of Basic Early Literacy Skills)

Measures multiple skills

Identifies students at risk

Tracks progress monitoring

PAST Phonological Awareness Screening Test

Assesses developmental progression

Guided instructional planning

Identifies specific skill gaps

Evidence-Based Instruction

Syllable Segmentation Activity

Physical movements (claps and taps)

Start with compound words

Progress to multi-syllable words

Visual supports

Differentiation Strategies

English Learners

Incorporate native language in songs and rhymes

Additional practice time

Use cognates when possible

Students with Dyslexia:

Tactile/kinesthetic activities

Color coded text

Enlarged text

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Description:

Ability to write letters accurately, understand that letters have distinct features and recognize uppercase and lowercase letters

Milestones:

Recognition of distinctive letter features

Rapid automatic naming of letters

Understanding letter-sound relationships

Differentiation between similar-looking letters

Age/Grade Range: Develops between ages 2-7 (Preschool to 1st grade)

Assessment Tools:

DIBELS Letter Naming Fluency (LNF)

Measures speed and accuracy of letter naming

One minute trials administration

Tracks progress through benchmark scores

AIMSweb Letter Naming

Standardized assessment tool

Provides national norms for comparison

Identifies students who are at risk for reading difficulties

Alphabet Recognition Assessment

Multiple Font assessment

Recognition of both uppercase and lowercase letters

Letter recognition

Evidence-Based Instruction

Letter Recognition and Formation

Introduction of letters systematically

Multi-sensory approaches

Opportunities for daily practice

Connect to meaningful text

Differentiation Strategies:

English Learners

Incorporate movement and music

Connection of familiar words in both languages

Provide bilingual letter-sound correspondence

Students with Dyslexia

Use of tactile materials such as playdough

Technology incorporation

Allow extra time for processing

Color coding strategies

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Adams, M. J. (2019). Beginning to read: Thinking and learning about print. MIT Press.

Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167-188.

Ehri, L. C. (2020). Development of sight word reading: Phases and findings. The Science of Reading: A Handbook, 135-154

International Literacy Association. (2019). Meeting the Challenges of Early Literacy Phonics Instruction.

McArdle, J. (2024, June 24). 12 Effective strategies for teaching phonemic awareness. My Teaching Cupboard. https://www.myteachingcupboard.com/blog/effective-strategies-for-teaching-phonemic-awareness

National Early Literacy Panel. (2018). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction.

Piasta, S.B., &Wagner, R.K. (2020). Learning to read: A meta-analysis of early literacy interventions. Review of Educational Research, 80(1), 50-80

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice.

Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), 130-143.

Recommended Websites:

Reading Rockets (www.readingrockets.org)

International Dyslexia Association (www.dyslexiaida.org)

Florida Center for Reading Research (www.fcrr.org)