KDI: KDI 26: Awareness of Phonology

Children learn to recognize and work with language sounds, including phonemic awareness, alliteration, and rhyme. According to The National Early Literacy Panel (2008) discovered that teaching young children phonemic awareness greatly enhances their spelling and reading skills.

Activity 1: Sound Sorting Game: Let individuals sort image cards according to their first sounds.

Differentiation: For young children with processing difficulties, use sound-alike images or fewer alternatives; offer alternatives.

Activity 2: Elkonin Boxes: For every phoneme of a word, have learners insert cotton balls into boxes.

Differentiation: For students with sensory demands, use tactile objects or visual aids.

Explanation: Using play-based learning, this practice helps all students develop their auditory discrimination skills and sound awareness.

Website: ABC mouse - Phonemic Awareness Description: Suitable for all learners, especially those with speech or language difficulties, interactive games allow kids to practice identifying sounds using auditory clues and adjustable difficulty.

KDI: KDI 27: Knowledge of alphabets

Children can recognize the names and sounds of letters and comprehend how spoken and written language are related.
All children benefit greatly from systematic phonics education, especially when it is started early, according to Ehri et al. (2001).

Activity 1: Match letters to the first sounds in images in Letter-Sound the bingo game.
Differentiation: Make use of repetitive models, bigger cards, or images with a lot of contrast.

Activity 2: Children use magnetic letters to create CVC words in the Build-a-Word activity.
Differentiation: Give students who struggle with fine motor skills access to voice-activated devices or tracing.

KDI: Vocabulary (KDI 25)

Children grasp and utilize a wide range of words and expressions to communicate and understand others. The significance of rich and clear vocabulary education was highlighted by Beck, McKeown, and Kucan (2013), particularly for kids from a variety of linguistic origins.

Activity 1: Storytime Word Maps: After reading, make a web of new words with illustrations.
Differentiation: For nonverbal learners, use items or iconography and link them with visuals or sign language.

Activity 2: Labeling the Classroom: Give common items word labels. 
Differentiation: For a varied student body, use label & multilingual labeling.

KDI: KDI 28: Print awareness and book knowledge

During collaborative reading, children show that they comprehend the rhythm and flow of books and print. According to Rasinski (2012) emphasized that oral reading exercises and repeated reading improve early readers' fluency and comprehension.

Activity 1: Echo Reading: When the instructor reads a phrase that contains an expression, the students imitate it.
Differentiation: Provide assistance with audio recordings or graphic sentence strips.

Activity 2: Poetry Recitation: Preschoolers recite and act out little rhymes.
Differentiation: For the children who are nervous or have speech delays, record performances rather than giving live speeches.

KDI: KDI 29: Understanding

Through question-answering, prediction-making, and detail recall, children show that they grasp narrative texts.
According to Duke and Pearson (2002), comprehension training has to start early and include techniques like summarizing, picturing, and asking questions.

Activity 1: Children use puppets to recount stories after they have been read to them.

Differentiation: Provide expressive help through dramatization or painting.

Activity 2: Photo Walk Predictions: Before reading, speculate on the story's plot by discussing the photos.

Differentiation: Offer AAC tools or sentence beginnings.