# data[].attributes.body
Skill: The concept of print means understanding their meaning, telling apart letters, words, and sentences, and handling books (turning pages, reading left to right).

Age/ Grade Range:

The ability to read from left to right and top to bottom (from Pre-K to Kindergarten).

Learning that letters form words and words form sentences (Kindergarten).

Reading from beginning to end (Kindergarten).

Assessment:

1. Informal Reading Inventory (IRI): Measures student ability to track print and recognize letters.

2. Concepts of Print Assessment: An assessment of students' ability to recognize letters, words, and sentences.

Evidence-Based Instruction:

Shared Reading: By pointing to words as they are read, teachers can show print positioning and demonstrate the difference between words and pictures.

Differentiation:

Visual Support: Make sure picture books have large, clear text to help English learners (ELs) connect words with images.

Multi-sensory Activities: Incorporate tactile activities, such as writing in sand or using magnetic letters, to help dyslexics.

# data[].attributes.body
Skill: Phonological awareness allows recognizing and modifying syllables, rhymes, and patterns in language.

Milestones:

Identifying rhyming words (Pre-K to Kindergarten).

Syllable counting (Kindergarten).

Recognition of the initial sounds in words (Kindergarten to First Grade).

Assessment:

1. Phonological Awareness Literacy Screening (PALS): Assesses students' ability to recognize rhymes, separate words into syllables, and identify initial sounds.

2. Hearing and Recording Sounds in Words (HRSIW): A phonological awareness tool that assesses students' ability to hear and record sounds.

Evidence-Based Instruction:

Identification Sounds: Students can identify the beginning, middle, and ending sounds in words through games and activities.

Differentiation:

Visual and Kinesthetic Learning: Students with dyslexia can benefit from using audio boxes.

Repetition and Chants: Use rhyming songs and chants for engaging ELs and developing their phonological awareness.

# data[].attributes.body
Skill: Phonemic awareness is the ability to hear, identify, and manipulate individual phonemes (small units of sound).

Milestones:

Putting sounds together to form words (Kindergarten through First Grade).

Learning how to break down words into individual sounds (First Grade).

Adding or removing sounds (First Grade).

Assessment:

1. Dynamic Indicators of Basic Early Literacy Skills (DIBELS): It measures phonemic awareness, such as fluency in separating phonemes.

2. Student Assessment of Phoneme Segmentation: Students take this test to assess their abilities to break downwords.

Evidence-Based Instruction:

Teachers can use sound boxes to help students isolate and segment sounds. Consider: "The word is cat. Let's count its sounds: /c/ /a/ /t/."

Differentiation:

Visual indicators : By showing pictures of objects, you can help ELs connect sounds with words.

Explicit Instruction: Provide step-by-step instruction and immediate feedback to students who have dyslexia.

# data[].attributes.body
Skill: Letter-naming knowledge involves recognizing uppercase and lowercase letters and understanding their corresponding sounds.

Milestones:

Identifying and naming 10-15 letters (Pre-K).

Recognizing all uppercase and lowercase letters (Kindergarten).

Letter-sound associations (Kindergarten to First Grade).

Assessment:

1. Letter Recognition Assessment: Students name random letters presented to them.

2. Alphabet Knowledge Test: Measures a student's ability to recognize and name letters both alone and in words.

Evidence-Based Instruction:

Alphabet Arc: An alphabet arc can be used by teachers to help students recognize letters and sequence them. A magnetic letter can be matched to an arc letter.

Differentiation:

Multisensory Learning: Engage dyslexic students through hands-on activities like tracing letters in sand or using playdough.

Interactive Games: Engage ELs with digital or hands-on games involving letter recognition.