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Phonological awareness is one's knowledge of phonological structure and/or the structure of sound of words. Phonological awareness supports the identification and manipulation of spoken language. The aspects of spoken language that covered by phonological awareness are word, syllable, onset/rime, and phonemic awareness level. These aspects can be through individual words, phrases, or sentences. The progression skills that pertain to phonological awareness are word awareness, rhyme recognition during word play, repetition and create of alliteration during word play, syllable counting or identification, and onset and rime manipulation.

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Phonics is the teaching of how letters and sounds correlate with one another. Also in teaching phonics, students will learn how the sound/letter correlations can help in decoding words or the pronunciation of words. Phonics is how students will learn connections between sounds and letters. Phonics is important because it improves reading comprehension. It instills a knowledge of aural patterns and correspondences in children and creates a segway for children to learn how to spell words in relation to how they sound.

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Duke, N. K., & Pearson, P. D. (n.d.). Effective practices for developing reading comprehension. What Research Has to Say About Reading Instruction, 205–242. https://doi.org/10.1598/0872071774.10

MCLASS with DIBELS 8th edition: Oral reading fluency (ORF). YouTube. (2019b, November 1). https://youtu.be/-RE3kqHv5c8

National reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. (2000). . National Institute of Child Health and Human Development, National Institutes of Health.

Nevada academic content standards for ela. (n.d.). https://webapp-strapi-paas-prod-nde-001.azurewebsites.net/uploads/K_12_ELA_Standards_ADA_Accessible_ee73596bc7.pdf

Printable templates - free printables and document templates. PrintableTemplates. (2017, May 28). https://printabletemplates.com/

Reutzel, D. R., & Cooter, R. B. (2019). Strategies for reading assessment and instruction: Helping every child succeed. Pearson Education, Inc.

Rhyming Bingo. Pinterest. (2013, March 11). https://www.pinterest.com/pin/105834659965554262/

Segmenting words into syllables with Liz Quezada. YouTube. (2023, July 14). https://youtu.be/kO3xEAsbtR4?si=kgqrmLHDLF7SPFhH

Shepard, A. (n.d.). Tips on scripting. RT Tips, Chapter 1 ~ Tips on Scripting. http://www.aaronshep.com/rt/Tips1.html#Narration

Smith, R. (2004). Conscious classroom management: Unlocking the secrets of great teaching. Conscious Teaching, US.

What is conscious classroom management?: Classroom Management. YouTube. (2018b, October 1). https://youtu.be/KK11UpzwjYo

Why we should all be reading aloud to children: Rebecca Bellingham: Tedxyouth@beaconstreet. YouTube. (2015, December 30). https://youtu.be/ZBuT2wdYtpM?si=ST02xGicmq29bXr5

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Vocabulary associates with word recognition and word meaning. Reading vocabulary is words that are recognized or used in print. Vocabulary is very important when learning to read. Children must know what the words that they are reading mean to fully understand the material. To help expand student vocabulary, texts should be read to younger children and encouraged to read independently. When teaching reading vocabulary is successful, students will foster a deeper knowledge of word meanings. This will require the implementation of reading, writing, talking, and listening. Reading vocabulary is important for students to learn because they should be able to understand what they reading to expand their knowledge.

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Comprehension is the understanding and interpretation of information provided within a text. To learn reading comprehension there are strategies that can be used combinations. These strategies are question asking, monitoring, summarization, question answering, story mapping, graphic organizers, cooperative grouping, prior knowledge, and mental imagery. If students do not have the skills to decode text, they will struggle with texts that are too challenging. Ultimately, students will be better able to comprehend text best while reading. The end goal of reading comprehension is for students to be able to independently utilize the strategy after being taught through teacher modeling. Comprehension is important for students to learn to have the skills to process information that can guide their thinking.

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Oral reading fluency is the competence to read text aloud with accuracy, speed, and appropriate expression. Oral reading is more beneficial for students than silent reading. Having students listen to a text being read to them and having them read the text repeatedly is also highly beneficial to fluency. The last beneficial practice of fluency is being provided feedback. While practicing fluency, students should still be challenged. Give patience when practicing fluency, students should be given the opportunity to self-correct, decode, and comprehend. Fluency helps with comprehension for students because it enables the focus to be on the message of the text instead of individual words.

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What is conscious classroom management?: Classroom Management. YouTube. (2018b, October 1). https://youtu.be/KK11UpzwjYo

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What Is Conscious Classroom Management? | Classroom Management

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Classroom management is essential to providing high quality instruction for students. It is important for teachers to remember that is it their job to model and teach appropriate behaviors. This can be achieved by using "I do", "We do", "You do" modeling. Every year, a student will have different expectations in their new classrooms, and it is key that teachers recognize this. Time must be set aside to teach and practice the new expectations. During the learning process, students should be approached with patience and understanding to create a safe relationship with students.

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Phonemic awareness is the capability to hear and manipulate individual sounds within words. Phonemic awareness breaks down the sound of a word into smaller, individual sounds of each phoneme. This is not to be confused with phonics, which is how sounds and letters correspond to each other. Phonemic awareness is when learning because it is an essential early reading skill. It is a preparation step to leading to phonics (making connections between sounds and letters). The outcome of phonemic awareness is the ability to easily segment words. The general progress of phonemic awareness is phoneme identity, phoneme isolation, phoneme blending, phoneme segmentation, phoneme addition, phoneme substitution, and phoneme deletion.

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RF.K.1 Demonstrate understanding of the organization and basic features of print.

Reader's Theatre Scripts create an opportunity for students to practice oral fluency while being engaged. The scripts should be simple and able to involve 2+ readers to collaborate.

Shepard, A. (n.d.). Tips on scripting. RT Tips, Chapter 1 ~ Tips on Scripting. http://www.aaronshep.com/rt/Tips1.html#Narration

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L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Syllable segmenting (syllable counting or identification) is a way for students to understand how to syllables are broken up and put back together to create words. The teacher will say the word and model how the syllables will be broken apart. Then the students will join the teacher in the process. Together, the teacher and students will say the word (Fists together), break up the syllables (fists apart), bring the word together again (fists together). This activity provides a visual for students on how they can segment syllables on their own to practice.

National reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. (2000). . National Institute of Child Health and Human Development, National Institutes of Health.

Segmenting words into syllables with Liz Quezada. YouTube. (2023, July 14). https://youtu.be/kO3xEAsbtR4?si=kgqrmLHDLF7SPFhH

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Segmenting Words into Syllables with Liz Quezada

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RF.K.2.A Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words

Rhyme recognition during word play allows students to have fun while becoming familiar with rhyming words. This activity creates connections of multiple rhyming words and is a way for teachers to assess who is or is not understanding the concept of rhyming. For this activity, each student will receive bingo cards with images that will have a rhyme word to be paired with. The teacher will call words from her list (i.e., best) to be paired with the image of the nest. Students will play Rhyme Bingo until a student gets a "BINGO!". The process will be repeated until the time allocated for this lesson is over.

Rhyming Bingo. Pinterest. (2013, March 11). https://www.pinterest.com/pin/105834659965554262/

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L.K.1.F Produce and expand complete sentences in shared language activities.

Students will listen and clap for each word they hear in the sentence read by their teacher. This will provide practice for word awareness while engaging students. The sentence will also be displayed before the students. This activity ensures that all students can participate and have fun while doing so. The teacher will say a sentence aloud while point to the words from the sentence display. "The dog runs fast". Then the teacher will model how the students will clap. "The" (clap), "dog" (clap), "runs" (clap), "fast"(clap). The students will then join their teacher in the activity and do as was modeled.

(Image: 25 Activities for Getting to Know Your New Elementary Students - Teaching Expertise)

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Reutzel, D. R., & Cooter, R. B. (2019). Strategies for reading assessment and instruction: Helping every child succeed. Pearson Education, Inc.

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Assessment #2 Phonemic Awareness Assessment

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Assessment #2 Phonemic Awareness Assessment

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RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

This simple assessment combines assessing initial sounds, final sounds, blending sounds, and segmenting sounds. The teacher will be able to identify the skills that the student knows and the skills that the student needs more support in learning. The teacher will say the name of each image to the student at a time. "We are going to first identify initial sounds. Tell me the first letter/sound of the words I'm going to say. Duck. What is the first sound you heard?" Then the teacher will introduce the next categories (final sounds, blending sounds, segmenting sounds) and do the same action.

Reutzel, D. R., & Cooter, R. B. (2019). Strategies for reading assessment and instruction: Helping every child succeed. Pearson Education, Inc.

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RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

Students will use Letter Display to use with guidance from teacher to practice their letter/sound knowledge. This activity will be done daily in whole group and small groups. One letter will be the focus each day. To do this activity, the teacher and students will say each word(s) under the image, sound of letter, and then the letter name. "Apple, apple, /a/ /a/, A. Baby bear, baby bear, /b/ /b/, B. Cutie cat, cutie cat, /c/ /c/ C."

Reutzel, D. R., & Cooter, R. B. (2019). Strategies for reading assessment and instruction: Helping every child succeed. Pearson Education, Inc.

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Activity #2 Long and Short Vowel Sorting

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Activity #2 Long and Short Vowel Sorting

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RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

Students will use sorting mats to practice distinguishing between long and short vowel sounds. This activity can be done individually or in small groups. Students can self-assess their answers by looking on the back of each sorting piece to see either a long or short vowel letter. Students will pick a sorting mat and the sorting pieces that are with it. Students will put out all the sorting pieces and say which each one's image is. They will then look at the short vowel they are looking for and stick the images that match that sound onto the sorting mat.

Reutzel, D. R., & Cooter, R. B. (2019). Strategies for reading assessment and instruction: Helping every child succeed. Pearson Education, Inc.

(Image: Sorting mats for short and long vowels - The Measured Mom)

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RF.K.3c Read common high-frequency words by sight.

Students will get to string letter blocks onto strings to create high-frequency words. Reference cards will be included in the activity for students to look to help build words. Students will look at the reference cards and identify the letter that make up the word. They will then look for the matching letter in block form. Then they will string those letters in the correct order to create the word again.

(Image: High Frequency Words (15 Fun Sight Word Activities) - Little Learning Corner)

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Assessment #1 The Starpoint Phonics Assessment (SPA)

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Assessment #1 The Starpoint Phonics Assessment (SPA)

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Reutzel, D. R., & Cooter, R. B. (2019). Strategies for reading assessment and instruction: Helping every child succeed. Pearson Education, Inc.

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Assessment #2 Sound Recognition Assessment

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Assessment #2 Sound Recognition Assessment

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RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

The Letter Sound Assessment is an early year assessment that be used until students have mastered each letter. It will give teachers an accurate assessment of where each student at and where re-teaching is needed. The teacher will say each letter and have students say the sound of the letter. If the student says the sound correctly, the teacher will write in a checkmark. If the student answers incorrectly or not at all, the teacher will write in an X. There will be no score but an informative assessment to know which letter sounds need to be gone over again.

(Image: pin on kindergarten beginning of year - 5 best images of kindergarten letter assessment printable - Allisson Lara)

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Activity/Lesson #1 Vocabulary Lesson Plan

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Activity/Lesson #1 Vocabulary Lesson Plan

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L.K.6 Use words and phrases acquired through conversations, reading, and being read to, and responding to texts.

This activity allows student to be in control of their learning by allowing them to choose which vocabulary words they want to learn more about. Word Walls specifically provide a space where students can practice word identification skills (decoding) and as a tool for word recognition (understanding word meanings and concepts).

Reutzel, D. R., & Cooter, R. B. (2019). Strategies for reading assessment and instruction: Helping every child succeed. Pearson Education, Inc.

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Lesson Plan for Vocabulary Lesson (Word Wall)

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L.K.6 Use words and phrases acquired through conversations, read and being read to, and responding texts.

Being read to as an activity supports vocabulary growth in reading and listening. This activity is important to do not only at school but at home as well. Reading aloud is an indirect form of instruction that opens the minds of children all while encouraging a love of reading.

National reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. (2000). . National Institute of Child Health and Human Development, National Institutes of Health.

Why we should all be reading aloud to children: Rebecca Bellingham: Tedxyouth@beaconstreet. YouTube. (2015, December 30). https://youtu.be/ZBuT2wdYtpM?si=ST02xGicmq29bXr5

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Why we should all be reading aloud to children | Rebecca Bellingham | TEDxYouth@BeaconStreet

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L.K.5c With guidance and support from adults, explore word relationships and nuances in word meanings. Identify real-life connections between words and their use.

This activity allows students to explore person titles with the connections to them in their real lives. Students will be able to identify who is in their family by titles and discuss what other names family member may be called through nuances in word meanings.

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Reutzel, D. R., & Cooter, R. B. (2019). Strategies for reading assessment and instruction: Helping every child succeed. Pearson Education, Inc.

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L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Students will use this worksheet to assess their understanding of antonyms. This assessment helps their teacher get a clear view of their understanding of vocabulary terms and their connections to antonyms of those vocabulary terms. The teacher will read through the word list and the names of the images. Students will then find the antonym for each image. Students are encourage to ask the teacher for any support in the reading of the words so they will not be assessed on their reading level but their vocabulary knowledge instead.

Reutzel, D. R., & Cooter, R. B. (2019). Strategies for reading assessment and instruction: Helping every child succeed. Pearson Education, Inc.

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Activity/Lesson #1 Wordless Picture Activity

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Activity/Lesson #1 Wordless Picture Activity

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RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

SL.K.1: Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.

These activities create a way for students to tap into complex thinking processes. Metacognition (comprehension monitoring) is also a benefit of this activity as it requires the students to reflect on their understandings to ensure they are comprehending the material.

Reutzel, D. R., & Cooter, R. B. (2019). Strategies for reading assessment and instruction: Helping every child succeed. Pearson Education, Inc.

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RF.K.4 Read emergent-reader texts with purpose and understanding.

When echo reading, the teacher will read a section of the material aloud and the students will repeat what their teacher just read. Echo reading is teaching method that helps teach fluency to students without placing a heavy emphasis on literal reading. The activity provides strong support for all emerging literacy students.

National reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. (2000). . National Institute of Child Health and Human Development, National Institutes of Health.

(Image: Echo Reading - Strategies for Students (weebly.com))

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RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

Repeated readings provide students with consistent practice of reading familiar texts that are level appropriate. The repetition supports the expansion of knowledge of sight words a student will recognize instantly and improves confidence of readers.

National reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. (2000). . National Institute of Child Health and Human Development, National Institutes of Health.

Reutzel, D. R., & Cooter, R. B. (2019). Strategies for reading assessment and instruction: Helping every child succeed. Pearson Education, Inc.

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RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Running records is an assessment method that show's teachers their students' decoding abilities through reading aloud as this student skill is essential for learning to read. This assessment also provides a way for teachers to find and present students with level appropriate reading materials.

Reutzel, D. R., & Cooter, R. B. (2019). Strategies for reading assessment and instruction: Helping every child succeed. Pearson Education, Inc.

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RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

The DIBELS Oral Reading Fluency assessment assesses a sample of each student's knowledge, ability, and skills. It is somewhat of a quick shot of where the student's fluency is.

MCLASS with DIBELS 8th edition: Oral reading fluency (ORF). YouTube. (2019b, November 1). https://youtu.be/-RE3kqHv5c8

Reutzel, D. R., & Cooter, R. B. (2019). Strategies for reading assessment and instruction: Helping every child succeed. Pearson Education, Inc.

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mCLASS with DIBELS 8th Edition: Oral Reading Fluency (ORF)

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Strategy #1 Values, Rules, & Consequences

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Strategy #1 Values, Rules, & Consequences

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It is important to establish the values, rules, and consequences in a classroom so students can be very aware of their teacher's expectations. Having these expectations posted in the classroom allows the teacher and students to have a point to reference to when reminders are needed.

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Visual Cue Cards are a great way to answer a student's questions or regain student attention to enhance their learning experience. Visual cue cards can prevent a teacher from having to stop their lesson while still being supportive to their students.

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Strategy #3 Activities to Extend Learning 

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Strategy #3 Activities to Extend Learning 

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Challenging behaviors can greatly take a student's focus from literacy learning. To help prevent and manage challenging behaviors, the teacher must be aware of how to do so. By finding what antecedents (triggers) are affecting their students with challenging behaviors, a teacher can adjust their practices to better support the learning of all their students.

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Strategy #4 Breaking Up Direct Instruction

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Strategy #4 Breaking Up Direct Instruction

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This strategy ensures that students stay engaged during instruction and continually interested in learning literacy. The idea of this strategy is to not overwhelm students but teach them in a supportive way while challenging them. Give students opportunities to reflect on what they are learning through T-P-S (Think-Pair-Share) or class discussions.

Smith, R., & Dearborn, G. (2004). Conscious classroom management: Unlocking the secrets of great teaching (2nd ed.). Conscious Teaching, US.

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R.L.K.10 Actively engage in group reading activities with purpose and understanding.

K-W-L (Know-Want to Know-Learned) Charts help assess students' prior knowledge and support their extended learning. It also gives students control on what they are interested in learning to direct their overall comprehension. Before a teacher dives into a lesson, they will ask their students about any previous knowledge they have on the topic. Previous knowledge will be put under the Know category. Then after the lesson, the teacher will have students what they have learned and that will go under the Learned category. The Want to Know category can be filled in at any time with questions or more information that the students are curious about.

Reutzel, D. R., & Cooter, R. B. (2019). Strategies for reading assessment and instruction: Helping every child succeed. Pearson Education, Inc.

Printable templates - free printables and document templates. PrintableTemplates. (2017, May 28). https://printabletemplates.com/

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RL.K.1 With prompting and support, ask and answer questions about key details in a text.

Semantic mapping as an activity allows students to summarize what knowledge has been gained with the visual support of a graphic organizer. Research suggests that almost any approach to teaching the structure of informational text improves both comprehension and recall of key text information. For semantic mapping, students must first identify the main topic or idea. That will go into the center. They will then use the attached boxes to fill in about more information that relates to the main idea or topic.

Duke, N. K., & Pearson, P. D. (n.d.). Effective practices for developing reading comprehension. What Research Has to Say About Reading Instruction, 205–242. https://doi.org/10.1598/0872071774.10

(Image: Semantic Map {All About Dolphins!} by Organized Chaos | TPT (teacherspayteachers.com))

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Assessment #1 Comprehension (Oral Language Assessment)

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Assessment #1 Comprehension (Oral Language Assessment)

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Assessment #2 Comprehension (Reading Assessment)

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Assessment #2 Comprehension (Reading Assessment)

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                               Deven Webb

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                               Deven Webb

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Great Basin College

(Full-Time Student)

AA in Early Childhood Education

d.webb1992@hotmail.com

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-Dolly Parton founder of the Imagination Library