Remake of Remake of Foundations of Early Reading Instruction by

What is it?

cottersberg — 2025-10-13 02:50:14 UTC

It is the ability to comprehend how print works, including book/print awareness (front/back of the book, left-to-right, top-to-bottom), word concept, letter vs. word, punctuation, spaces, title/author, and more.

Milestones

cottersberg — 2025-10-13 02:52:25 UTC

Pre-K: Finds the front, back, and print; uses a finger to track the print while reading aloud.

K: Identifying letters from words; recognizing spaces and basic punctuation; pointing to the first or final word on a line; demonstrating 1:1 finger-point reading in well-known literature.

Age/ Grade range

cottersberg — 2025-10-13 02:53:16 UTC

Pre-K–K (with remediation as needed in Grade 1+).

Assessment

cottersberg — 2025-10-13 02:54:09 UTC

Clay's Concepts About Print (CAP): standardized items to track progress and identify specific misconceptions, such as directionality and letter/word concepts.

During shared reading, the teacher records the accuracy of the 1:1 tracking and the left-to-right sweep. This observational running record is utilized once a week to track the students' transition to real material.

PALS-K Print/Word Awareness (if available): Informs small-group targets by screening for letters, words, and word concepts.

Evidence based instruction

cottersberg — 2025-10-13 02:55:04 UTC

During read-alouds, use print referencing (Justice & Ezell) by pointing to the print directly, modeling directionality, and asking questions (e.g., "This is the first word"). What is the sentence's end?

Differentiation

cottersberg — 2025-10-13 02:56:02 UTC

Make use of huge, high-contrast books with larger text and punctuation icons; include gestures to indicate direction.

To help dyslexic students improve their word concepts, use multilingual labels and anchor charts (ELs) as well as repeated rereadings with finger tracking.

What is it?

cottersberg — 2025-10-13 02:57:07 UTC

Knowledge of spoken language's sound structure, which includes onset-rime, rhyme, alliteration, sentence-to-word segmentation, and syllable blending/segmenting.

Milestones

cottersberg — 2025-10-13 02:57:50 UTC

Pre-K: Recognizes rhyming and claps words and names.

K: Matches starting sounds; counts words in a phrase; blends/segments syllables and onset-rime.

Age/ Grade range

cottersberg — 2025-10-13 02:58:19 UTC

Pre-K–K (with intervention in Grades 1–2 as needed).

Assessment

cottersberg — 2025-10-13 02:59:02 UTC

DIBELS 8th: FSF/PSF (if applicable): Every two to four weeks, quick screeners are used to track early PA growth.

CTOPP-2 (Selected Subtests: Phonological Awareness Composite, Blending Words): A diagnostic tool for identifying certain PA deficiencies in order to organize a solution.

The Phonological Awareness Screening Test, or PAST, uses hierarchical, criterion-referenced activities to allocate children and monitor their development along a PA continuum.

Evidence based instruction

cottersberg — 2025-10-13 02:59:38 UTC

Elkonin Boxes (No Letters): Blend and segment syllables and onset-rime orally using chips or tiles; model → guided → independent with instant feedback.

Differentiation

cottersberg — 2025-10-13 03:00:54 UTC

For vocabulary load (ELs), include mouth-picture cues, articulatory descriptions (such as "lip popper /p/"), and realia.

Tasks should be explicit, cumulative, and brief. Distributed practice should be increased, and directed repetition should be used to imitate error correction (dyslexia).

What is it?

cottersberg — 2025-10-13 03:02:14 UTC

The ability to recognize and work with individual phonemes, which are the smallest speech sounds, including blending, segmenting, adding, deleting, and substituting.

Milestones

cottersberg — 2025-10-13 03:02:59 UTC

K (late)–Grade 1: Segment and mix 3–5 phoneme words orally.

Grades 1–2: Increase the automaticity of basic phoneme operations (add, remove, and substitute).

Age/Grade range

cottersberg — 2025-10-13 03:03:31 UTC

K–2 (and older striving readers in intervention).

Assessment

cottersberg — 2025-10-13 03:04:04 UTC

DIBELS 8th: PSF: Phoneme segmentation brief progress monitoring.

For advanced phoneme skills, use the CTOPP-2 (Elision, Blending, Phoneme Isolation) diagnostic.

PAST: Growth tracking and sensitive placement at all levels of manipulation.

Evidence based instruction

cottersberg — 2025-10-13 03:04:45 UTC

Phoneme–Grapheme Mapping (PGM): Link phonemes to graphemes to facilitate orthographic mapping (say–tap–map–write–read); transition from oral segmentation to writing sound spellings in boxes.

Differentiation

cottersberg — 2025-10-13 03:05:27 UTC

Pre-teach vocabulary by pairing sounds with mouth-form images and consistent grapheme cards.

Increase the level of difficulty by using small groups (3–5), frequent practice, instant feedback, and cumulative review. Before moving on to manipulation, maintain assignments within the student's range of success.

What is it?

cottersberg — 2025-10-13 03:06:28 UTC

Quick and precise recognition of capital and lowercase letter names serves as the basis for subsequent letter-sound learning and print navigation.

Milestones

cottersberg — 2025-10-13 03:07:09 UTC

Pre-K–K: By mid/late K, names are 18–26 capital and 10–26 lowercase, with increasing automaticity.

Age/Grade range

cottersberg — 2025-10-13 03:07:30 UTC

Pre-K–K (monitor/boost in Grade 1 if needed).

Assessment

cottersberg — 2025-10-13 03:08:01 UTC

Letter Naming Fluency (LNF) is a timed screening and progress assessment measure for DIBELS 8th (monthly or biweekly for at-risk).

To plan instruction, PALS-K Alphabet Recognition is an untimed diagnostic tool that determines which letters are known or unknown.

Teacher Letter-ID Checklist: A quick way to target particular letter sets in the classroom.

Evidence based instruction

cottersberg — 2025-10-13 03:08:40 UTC

For a quick, daily practice, mix one or two unknown letters with seven or eight known letters. To improve accuracy and fluency, rotate the unknowns into the known set.

Differentiation

cottersberg — 2025-10-13 03:09:16 UTC

Using visual mnemonics, multisensory letter formation (trace, say, skywrite) is possible. Anchor words are used to link letter names to sounds.

Provide frequent review, retrieval practice with prompt corrective feedback, and instruction in short, cohesive sets (confusables separated).

Upper grades and Intervention

cottersberg — 2025-10-13 03:10:42 UTC

Examine older students for deficiencies in PA, print ideas, phoneme skills, and letter knowledge; provide clear remediation while making an instant connection to decoding/encoding using text that can be decoded.

Use brief daily routines (5–10 minutes) in conjunction with word study and linked reading exercises.