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For second language learners, students of varying reading skill, and younger learners

Incorporate print into blending and segmenting the individual sounds in words with students who know the spelling-sound correspondences in the words.

Use picture-centered activities to support English-learners and younger students.

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For second language learners, students of varying reading skill, and younger learners

Incorporate print into blending and segmenting the individual sounds in words with students who know the spelling-sound correspondences in the words.

Use picture-centered activities to support English-learners and younger students.

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For second language learners, students of varying reading skill, and for younger learners

Teachers may wish to have Spanish copies of the shared reading books.

Books can be kept in an area accessible to students for independent and familiar rereading by students.

Ask students to draw about their own similar story using the same theme of the book that has been shared.

Teachers can use sentence strips and have students retell or build the story by putting the strips in order.

Have students discuss their predictions based upon what would happen next if the story were to continue.

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For this activity, in PK, the text could be substituted for letters, sight words, images or word parts.

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For second language learners, students of varying reading skill, and younger learners

Scaffolding instruction by providing prompts for each section of the story map you are using. For example, in the “Beginning” box of your map, write in prompts such as: Who is the story about? Where does the story happen?

Varying the complexity of story maps and sequencing words used. Some students may benefit from the very simple beginning-middle-end format. More complex sequences, such as first-next-then-last, can be used with students who are ready.

Using wordless books. There are many wordless books that can be used for sequencing with younger students and with English language learners or students with limited English proficiency. For younger students, Pancakes for Breakfast by Tomie dePaola, which humorously details a woman making pancakes from scratch, or the wordless adventures by Mark Newgarden about a small dog named Bow-Wow (e.g., Bow-Wow Bugs a Bug) are good options. Books by Barbara Lehmann and David Weisner are helpful for older or more sophisticated students practicing sequencing.

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(PK) Students will use the template to draw a picture of what occurred in the story read. Teacher can scribe their thoughts. 

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For second language learners, students of varying reading skill, and younger learners

Scaffolding instruction by providing prompts for each section of the story map you are using. For example, in the “Beginning” box of your map, write in prompts such as: Who is the story about? Where does the story happen?

Varying the complexity of story maps and sequencing words used. Some students may benefit from the very simple beginning-middle-end format. More complex sequences, such as first-next-then-last, can be used with students who are ready.

Using wordless books. There are many wordless books that can be used for sequencing with younger students and with English language learners or students with limited English proficiency. For younger students, Pancakes for Breakfast by Tomie dePaola, which humorously details a woman making pancakes from scratch, or the wordless adventures by Mark Newgarden about a small dog named Bow-Wow (e.g., Bow-Wow Bugs a Bug) are good options. Books by Barbara Lehmann and David Weisner are helpful for older or more sophisticated students practicing sequencing.

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T calls out the letter and Ss identify. T may differentiate by also giving the sound, showing a picture or showing the uppercase letter. 

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For second language learners, students of varying reading skill, and younger learners

Begin with a very simple, plain alphabet font like Zaner Bloser. As children become more familiar with letter shapes, progress to different fonts that may present letters slightly differently. For example, consider how the letters ‘a’, ‘g’, and ‘t’ appear in different fonts.

Decide how many letters a child or group should work with at one time. Very emergent learners should begin with fewer letters; other students can manage working with more letters at one time.

Just for fun! Serve alphabet soup or use Alpha-bits cereal as an extra reinforcement of letters.

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For second language learners, students of varying reading skill, and younger learners

Begin with a very simple, plain alphabet font like Zaner Bloser. As children become more familiar with letter shapes, progress to different fonts that may present letters slightly differently. For example, consider how the letters ‘a’, ‘g’, and ‘t’ appear in different fonts.

Decide how many letters a child or group should work with at one time. Very emergent learners should begin with fewer letters; other students can manage working with more letters at one time.

Just for fun! Serve alphabet soup or use Alpha-bits cereal as an extra reinforcement of letters.

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For PK, this would be whole group with the teacher facilitating the learning and eliciting the thoughts of the Ss and scribing. 

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For second language learners, students of varying reading skill,  and younger learners

Give students who need extra help the chance to work with a partner.

Allow students to use pictures to illustrate when appropriate.

Adjust the number of words students need to map.

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For PK, Ss can use their vocabulary cards or a template (with visuals) to find the matching word in the class or in a book.

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For second language learners, students of varying reading skill, and younger learners

Have students check to find new words they can add to the word wall.

Ask students to find words on the word wall that they can group together in categories.

Record the words on chart paper for a whole-class display (with visuals).

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Starfall is an amazing resource not just for school teachers but for families. This website is student friendly and easy to navigate. My 2 year old toddler navigates the app with minimum assistance from me. This website covers all the skills: phonemic awareness, phonics, vocabulary, fluency and comprehension. A ONE STOP SHOP!!!

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Starfall is an amazing resource not just for school teachers but for families. This website is student friendly and easy to navigate. My 2 year old toddler navigates the app with minimum assistance from me. This website covers all the skills: phonemic awareness, phonics, vocabulary, fluency and comprehension. A ONE STOP SHOP!!!

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Starfall is an amazing resource not just for school teachers but for families. This website is student friendly and easy to navigate. My 2 year old toddler navigates the app with minimum assistance from me. This website covers all the skills: phonemic awareness, phonics, vocabulary, fluency and comprehension. A ONE STOP SHOP!!!

# data[].attributes.body
Starfall is an amazing resource not just for school teachers but for families. This website is student friendly and easy to navigate. My 2 year old toddler navigates the app with minimum assistance from me. This website covers all the skills: phonemic awareness, phonics, vocabulary, fluency and comprehension. A ONE STOP SHOP!!!

# data[].attributes.body
Starfall is an amazing resource not just for school teachers but for families. This website is student friendly and easy to navigate. My 2 year old toddler navigates the app with minimum assistance from me. This website covers all the skills: phonemic awareness, phonics, vocabulary, fluency and comprehension. A ONE STOP SHOP!!!

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This activity assists with letter recognition and starting with the letters in their name is important.

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Use the letter, number or word cards and time the student. Ensuring they are focusing on saying the word correctly as well.

This activity helps our students' fluency skills, builds their confidence and in return with help comprehension on reading.

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This activity helps with the foundation of word decoding. This is also a precursor for great spelling.

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Reading to your child can help their vocabulary development which research shows in connected to the success of comprehension. This also helps with their listening skills and attention span which is needed for comprehension as well, especially for the PK students.

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Wordless picture books are told entirely through their illustrations — they are books without words, or sometimes just a few words. Sharing wordless books with a child provides an opportunity for literacy-rich conversations. Each “reader” listens and speaks, and creates their own story in their own words. Sharing wordless books also reinforces the idea that, in many books, the story and the pictures are connected (Sharing Wordless Picture Books | Reading Rockets, n.d.).