Sing nursery rhymes and songs. Children can learn through rhymes that the sounds in our language have meaning and fit into specific patterns (Reading Eggs, 2014). Together, educators and students or students and their families, can enjoy reading and reciting nursery rhymes and songs. Make sure to highlight the various sounds in each rhyme by emphasizing the rhyming phrases.

To accommodate the needs of learners at various developmental levels, create exercises for younger and lower-level readers using pictures instead of words, incorporate oral rhyming activities, add a writing assignment for students who are more advanced, and give more advanced students blank diagrams to complete (Rhyming Games, n.d.).

Word sorts. This activity is useful for comparing word patterns, such as vowel pairs, that have the same sound. They are also an excellent way to reinforce a wide range of phonics skills, which makes them an ideal exercise for easily differentiating instruction for students at various levels (Stake, 2023).

To accommodate the needs of learners at various developmental levels on Day 1: Explain the sort to the group as a whole or in smaller groups (3 Ways to Use Word Sorts in Your Classroom, 2020). Assigning different lists to your advanced, on-level, and intervention groups can help you effortlessly diversify instruction for your students. Day 2: Conduct a "blind sort" with partners. After reading the words, one student determines how to arrange them (without actually looking at the words). Partners then switch and repeat the process.

Model proficient reading. Students can learn how the reader's voice can contribute to the meaning of written text through listening to well-executed fluent reading models (Fluency: Instructional Guidelines and Student Activities, n.d.). Every day, read aloud to your students. You are modeling for young children how a fluent reader sounds when reading by reading with expression and ease.

To accommodate the needs of learners with varying developmental levels, assign a less proficient reader to a more proficient reader (Fluency: Instructional Guidelines and Student Activities, n.d.). The stronger reader sets an example for fluent reading by finishing a paragraph or page first. The identical text is then read aloud by the less proficient reader. The more proficient student supports the less proficient student with word recognition and offers encouragement and helpful feedback. It is not necessary to read aloud in pairs to someone who reads more fluently. Another type of partner reading involves pairing up students who read at the same level to reread a story that they have studied during a teacher-led portion of the class. After hearing the teacher read the material aloud, two readers of similar ability levels can practice reading it again.

Another tool is ABCya.com For students in PreK through 6th grade, ABCya offers more than 300 entertaining and instructive games (ABCYa! • Educational Computer Games and Apps for Kids, n.d.). Educators and parents create activities because they know that children learn best when they are having fun. Games on subjects including multiplication, parts of speech, typing, pattern recognition, and more are divided into grade and subject-specific categories. With so much diversity, students of all learning styles and levels can find something they enjoy.

One of the best ways to help children learn new words is to take a moment during the read-aloud to explain new words by supplying a brief definition, making connections to words they already know, and using the word in a sentence (Kluth & Chandler-Olcott, n.d.). The read-aloud fosters a sense of belonging among teachers and students in the classroom, offers a forum for discussion, is entertaining, requires little in the way of formal student participation (allowing all students to feel competent and confident), and connects the whole class to reading and books as a means for learning and enjoyment. One of the simplest ways to encourage language learning is to involve all students, even those with the most severe disabilities, in read-aloud. This is because exposure to real-world examples of people using printed materials and opportunities for social interaction around written materials are linked to the development of literacy skills in people with disabilities.

Two resources to assist families with developing vocabulary at home:

You can help your child learn to hear and read new words by talking to them and reading aloud to them (Rockets, 2019). One simple and non-threatening way to introduce new words into ordinary conversation is through conversations and questions about interesting words. Pick your words wisely while discussing them; if you discuss every new word, reading could start to appear like a chore. The most important words to go over with your child are those that are commonly used by adults but are less common in children's literature.

Parents who are limited in their English language proficiency can make significant contributions to their children's education (Empowering ELL Parents & Families at Home, 2015). Wordless picture books use images to convey stories. This can be an enjoyable way to curl up with books and discuss stories as a family. Children can learn to make predictions, understand how stories go, and grow to appreciate reading.

After reading a story aloud, have the class use their fingers to identify five key points from the story:

1. Characters: who was in the story?

2. Setting: where did the story take place?

3. Events: what happened in the story?

4. End: how did the story end?

5. Favorite character or part of the story (Comprehension: Activities for Your Kindergartener, n.d.).

The following is an example of a developmentally appropriate classroom activity that can be used to enhance comprehension and explain how it will meet the needs of students at different developmental levels: Students can recall, arrange, and summarize a text by using the brief, regular process of retelling (Kelley, 2024). Make an anchor chart with a labeled hand and each finger for visual guidance accommodate the needs of learners at various developmental levels. Put up the chart so the students can use it as a guide while they retell.

Two resources to assist families with developing comprehension at home:

Active Reading

Talking about the stories and topics in books is part of active reading, which involves reading with children as opposed to reading to them (Stein, 2023).

Read bilingual books

A wonderful approach for ELL children, their parents, and families to enjoy literature together is through bilingual books (Empowering ELL Parents & Families at Home, 2015). Along the way, they can both enhance their reading abilities.

• The Lion and the Mouse by Jerry Pinkney

Book that encourages...singing:

• Five Little Ducks by Ivan Bates

Book that encourages...reading:

• Chicka Chicka Boom Boom by Bill Martin

Two appropriate resources for ELL students to support the components of reading are:

My Car. My Bike, My Bus, By – Barton, B. (2001)

• ELL Stage: Early beginner

Do Crocodiles Moo? By – Leslie, A. (2000)

• ELL Stage: Intermediate beginner