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Teachers read a book aloud, modeling fluent reading over the course of a several days, students are also actively involved in this process

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Engaging students in the reading process, before, during and after reading.

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Discussion about stories in which students explore the big idea, deepen their comprehension skills and reflect on their feeling.

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Groups of students or the whole class read aloud a brief text together, this increases reading fluency and learning to read with expression.

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Teachers sit one-on-one with a student and ask them to retell a story they just read aloud or listened to and organize this information they remember in a summary to help the teacher understand where their level of comprehension is.

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A visual representation of a sequence of important events from a book or video watched in class. This should have pictures and text of the important event.

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Where the teacher and the students collaborate to create a written text

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Integrates personal experiences and oral language into reading in writing by having the students share their ideas/experiences and the teacher then transcribes it.

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High-frequency or thematic words are displayed on a wall to support literacy development. These words serve as a reference for students during reading, writing, and vocabulary learning.

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An activity where students categorize words based on patterns, meanings, or sounds. They can be open or closed, which helps develop phonics, vocabulary and critical thinking skills.

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A type of graphic organizer that uses a grid to compare and contrast characteristics of words, concepts, or ideas. It helps students understand relationships between vocabulary terms.

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A three-column graphic organizer that guides students through learning:

K: What they already Know about a topic.

W: What they Want to learn.

L: What they have Learned after instruction or exploration.

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A type of interactive role play activity where the teacher and the student take on a role of the character and answering questions as the character would.

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Short, engaging presentations by students or teachers to promote a book. It often highlighting the themes, characters, and plot, with little detail in order to not spoil the whole story.

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Students learn how to hold a book and turn pages, they understand the message is coming from the text not the pictures.

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Aquire the concept of what a letter, what a word is and what a sentence is. With this understanding, students can identify words, letters and sentences on a page. They also become aware of capital and lowercase letters, as well as punctuation.

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Recognizing visuals in their environments such as certain logos. They eventually begin to develop linking form and meaning as they gain more reading and writing experience.

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Write a brief and friendly letter/message to the students each day. They read the message out loud and can point out vocabulary they know, count letters, and answer the questions if any are asked.

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Understanding the rules and understanding of written language such as letters, words and punctuation.

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Students ability to navigate and understand spatial awareness such as up and down, left to right.

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The connection between letters (graphemes) and the sounds (phonemes) they represent. This knowledge helps children decode words while reading and encode words when writing.

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A broad skill that includes recognizing and manipulating spoken parts of words and sentences, such as syllables, rhymes, and onsets and rimes. It is essential for early reading development.

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A specific aspect of phonological awareness that focuses on identifying and manipulating individual sounds (phonemes) in spoken words. For example, recognizing that "cat" is made up of the sounds /c/, /a/, and /t/.

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The smallest units of sound in spoken language that distinguish one word from another. For example, the word "bat" has three phonemes: /b/, /a/, /t/.

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Onset is the initial consonant sound(s) of a syllable, while rime is the part of the syllable that contains the vowel and any following consonants. For example, in the word "cat," /c/ is the onset, and /at/ is the rime.

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The ability to recognize and identify similar sounds in words. For example, determining which word starts with the same sound as "bat" from a set of words like "ball," "cat," and "dog."

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The ability to identify individual sounds in a word. For example, recognizing that the first sound in "dog" is /d/.

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The skill of combining individual phonemes to form a word. For example, hearing the sounds /s/, /u/, and /n/ separately and blending them to say "sun."

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The understanding that letters and letter patterns represent the sounds of spoken language. It is the foundation for decoding words and learning to read.

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The ability to break a word into its individual sounds. For example, breaking the word "cat" into /c/, /a/, and /t/.https://aplusclassroomcreations.com/wp-content/uploads/2021/06/how-to-teach-phoneme-segmentation-Short-pin-1.png

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The ability to manipulate sounds in words by adding, deleting, or changing phonemes to form new words. For example, changing the /c/ in "cat" to /h/ to make "hat" or adding an /s/ to "top" to create "stop."

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Phonics is a method of teaching reading and spelling that focuses on the relationship between letters (graphemes) and sounds (phonemes). It helps children decode words by recognizing letter-sound patterns.

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Orthography refers to the conventional spelling system of a language, including spelling rules, letter patterns, and writing conventions.

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Etymology is the study of the origin and history of words, including how they have evolved in meaning, spelling, and pronunciation over time.

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A grapheme is the written representation of a phoneme (sound). It can be a single letter (e.g., "b" in "bat") or a combination of letters (e.g., "sh" in "ship").

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Consonants are speech sounds produced when airflow is partially or completely blocked by the lips, teeth, tongue, or vocal cords (e.g., b, d, m, s, t).

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A consonant blend is a group of two or more consonants in which each sound is heard individually (e.g., "bl" in "blue," "str" in "street").

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A consonant digraph is a pair of consonants that work together to make a single sound (e.g., "sh" in "ship," "ch" in "chat," "th" in "think").

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Vowels are speech sounds produced without any obstruction of airflow. The five main vowels in English are A, E, I, O, and U (sometimes Y).

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A vowel digraph is a pair of vowels that work together to make one sound (e.g., "ea" in "beach," "oa" in "boat," "ai" in "rain").

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A diphthong is a complex vowel sound that begins as one vowel and glides into another within the same syllable (e.g., "oi" in "boil," "ou" in "house").

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Word families are groups of words that share a common spelling pattern and similar sounds. They often have the same rime (ending part of a word), such as:

"-at" family: cat, hat, mat, sat

"-og" family: dog, log, fog, jog

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Phonology is the study of the sound system of a language, including how sounds function and interact within words. It involves phonemes (individual sounds), stress patterns, intonation, and syllables.