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Description: The ability to control and utilize the smallest of sounds when speaking. Can be distinguished as individual sounds of letters. This is basic foundational skill for phonological awareness.

Strategy: Sound Blocks
Young students needs to manipulate letters physically to create and play with sounds. Therefore using some thing like play bricks to construct sounds and words will benefit students. Seeing the connection of putting words together will begin creating the essential understanding of how to decode, encode and decipher more complex sounds and words. Use the Sound Blocks to create fun games for students and let students explore sounds and build nonsense words.

Reading/Writing Support:
Phonemic awareness can be considered a fundamental building block of reading. Students must explore the sounds individual letters make and how they are connected. Eventually reading comprehension and writing cannot happen without a strong base to build from. Therefore it is imperative to focus at an early age on different strategies to improve phonemic awareness and then tying in those skills to the world around young students.

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Description: A group of skills to use and work with the sounds of spoken and written language; understanding the relationships between sounds and their effect on words. The foundation for reading skills.

Strategy: Syllabication Chop
Once students begin working with multisyllabic words, words get much more complex, especially for younger students. Words become daunting the bigger they get. A strategy for young readers to employ is to split words into smaller segments and reading the parts an d them combining the sounds. One way to make this fun is by having students create a chop with their hands. This silly move will get students to part words into fragments that are easier to handle. This can be done with a whiteboard or on sentence strips and is effective in small groups.

Reading/Writing Support:
Without phonological awareness students will not be able to become strong readers. While it's true that students can gain phonological awareness from simply reading and observing patterns, the intentional teaching of phonics will create a strong foundation for the decoding and understanding of bigger words. This in turn leads students to becoming better writers as students can read more texts, thus finding other patterns within their writing schema.

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Description: The ability to read with accuracy , speed and assertion . The act of reading should sound smooth as if speaking with confidence.

Strategy: Readers Theatre
Obtaining fluency comes from practice. As students become more confident in their abilities, they are able to add expression and set a tone with their reading. Readers Theatre is an activity which has students participate in a script reading. Students practice their individual parts over and over, each time adding more expression. It's a fantastic way to practice fluency, while gaining confidence in their abilities.

Reading/Writing Support:
Reinforcement of fluency practices helps to make students more fluent when reading out loud and in their own head. The faster and more accurately students can read, the more information they can gather. The information they can gather, the more creative and dynamic their writing can be. While a great fluency rate is not indicative of comprehension, it is a factor that can lead to students becoming better readers and writers.

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Description: The ability to find meaning in words and use while reading and writing. Students develop and internal bank of vocabulary words the more they read and develop skills to define words while reading with context clues and prior knowledge.

Strategy: Semantic Maps
A semantic map allows students to create a visual representation of the relationship between ideas and different pieces of information. This should first be done as a class, in which a teacher puts up a new word(usually topic focused) and have the students offer ideas and other words related to the new word. Eventually sub categories can be created and there is a better idea of the definition of the word based on its relationship to other ideas. Eventually students will be able to create their own semantic maps, even in their heads for future use.

Reading/Writing Support:
The development of vocabulary acquisition and use has irect effects on students abilities to comprehend more complex text, and the ability to use complex language in their writing to create authentic and creative writing pieces. Students with higher vocabulary abilities tend to become better writers.

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Description: Understanding and using the information gathered from reading in a meaningful way. The goal of reading is to understand what is being read and being able to use that information effectively. Students can then make predictions, connect ideas and examine different outcomes and make their own creative investigations.

Strategy: Building Prior Knowledge
For students that struggle with comprehension, it is important to build their initial understanding of a subject or topic. There are a variety of methods to do this like playing a game, watching a video or doing an activity that sparks up a friendly conversation. Giving students this boost can alter the way they understand a text. They can make other connections that would have been otherwise unattainable.

Reading/Writing Support:
Comprehension is the goal of reading. Comprehension allows for writing to be meaningful and effective. By building prior knowledge and connecting all the other pillars, students are able to create more complex writing and develop their own understanding of the world around them. Comprehension allows students to dictate their own values and explore further.