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is the ability to notice, think about, and work with the individual sounds (phonemes) in spoken words (Reading Rockets, n.d.). Manipulating the sounds in words includes blending, stretching, or otherwise changing words. Children can demonstrate phonemic awareness in several ways, including:

recognizing which words in a set of words begin with the same sound

(“Bell, bike, and boy all have /b/ at the beginning.”)

isolating and saying the first or last sound in a word

(“The beginning sound of dog is /d/.” “The ending sound of sit is /t/.”)

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Listening to Sounds: Students listen (with closed eyes) for any sounds they can hear for a few minutes. The teacher lists them. Could also make an audio recording.

Sequences of Sounds: Eyes closed. The teacher makes a single sound, e.g. blowing, tapping a wall, etc. Students identify the sound. Then move to sequences of 2 sounds. They have to identify in the correct order.

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The goal of phonics instruction is to help children learn the alphabetic principle — the idea that letters represent the sounds of spoken language — and that there is an organized, logical, and predictable relationship between written letters and spoken sounds.

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Use a chart to practice saying beginning sounds: Similar to anchor charts, displaying an alphabet chart with corresponding pictures boosts letter-sound recognition and automaticity (Marshall, 2024).

Make magic spoons: Write beginning or ending patterns on a spoon and the other parts of the word on a piece of paper. Read mixed and matched words by moving the spoon around to create new words (Marshall, 2024).

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is one of the five essential components of effective reading instruction, alongside phonemic awareness, phonics, fluency, and comprehension. The subset components of vocabulary are decoding skills, sight words, vocabulary knowledge, and contextual clues (Voyager Sopris Learning, n.d.).

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Vocabulary Tic-Tac-Toe

Add a strategic twist to vocabulary practice with Tic-Tac-Toe. In this rendition, Xs and Os are replaced with vocabulary words, and students must correctly define a word to place their symbol on the board.

Memory Match

Lay out cards face down, challenging students to flip and match words by recalling the corresponding words. This game promotes concentration, focus, and a keen memory.

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is the ability to read a text accurately, quickly, and with expression. Fluent reading builds stamina for reading lengthy or complex texts. Reading fluency serves as a bridge between word recognition and comprehension. Fluency in language has three core components:

Accuracy: Reading words correctly.

Rate: The speed of word identification, usually recorded as words read per minute.

Prosody: The sound of the reading, including appropriate expression

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Beat the Timer

Write letters or words on a sentence strip or place those same notecards from the previous activity in a pocket chart.

Flip over a timer and see how many letters or words your student can read before the timer runs out.

Echo Reading

You will display a sentence or page from a book. You read the page fluently. Then, your students will echo you and try to match your phrasing and expression.

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refers to the understanding of the meaning of a passage and the context in which the words occur. Reading comprehension depends on various underlying components including decoding (the ability to translate words in print into speech), knowledge of word meanings (vocabulary), fluency, the ability to understand and interpret spoken language, and knowledge of text structure.

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Complete an ABC Activity: After reading a book, have students come up with a word that is related to the book - and write a sentence using that word - for each letter of the alphabet!

Examples using Charlotte's Web:

A - Fern's brother Avery climbed into a crate and pretended to be a pig.

B - Mrs. Zuckerman thinks Wilbur should have a buttermilk bath before the fair.

C - Charlotte the spider befriends Wilbur and helps save his life.

Whole Class Find Someone Who Activity:

For this activity, students are given a list of questions or tasks.  Instead of answering the questions themselves, however, students have to Find Someone Who can do it for them!

Students will be up out of their seats, walking around the classroom, and interacting with their peers.  While they are looking for classmates to answer the questions on their page, their classmates will be asking them to answer questions on their pages!