Recognizing and naming upper/lowercase letters.

Names some uppercase letters (~4 yrs); most by Kindergarten.

DIBELS Letter Naming Fluency (LNF).

Flashcard recognition tasks.

Curriculum-based timed/untimed checks.
➡️ Monitor weekly for students needing extra support.

Strategy: Systematic letter instruction paired with phonemic awareness.

Teach high-utility letters first; use games and decodable texts.

Multimodal learning—visuals, tracing, tactile letters, and repetition.

Introduce letters in small sets; allow additional practice time.

Focusing on individual phonemes (sounds).

Blends sounds to form words (Kindergarten).

Segments and manipulates sounds (K–1).

CTOPP-2 (Comprehensive Test of Phonological Processing).

DIBELS PSF (Phoneme Segmentation Fluency).

Teacher-made phoneme manipulation tasks.
➡️ Screen with CTOPP; monitor progress biweekly.

Strategy: Phoneme segmentation and blending with Elkonin boxes.

Integrate phoneme-grapheme mapping during guided practice.

Orton-Gillingham multisensory methods—tiles, tracing, and mouth cues.

Small-group, slower-paced intervention with cumulative review.

Recognizing sound patterns—words, syllables, onsets, and rimes.

Claps syllables (4 yrs).

Recognizes and produces rhymes (3–5 yrs).

Understanding how print works (left-to-right, top-to-bottom, words vs. pictures).

Recognizes book cover and title (3–4 yrs).

Tracks print and identifies words vs. letters (4–5 yrs).

DIBELS Phonological Awareness

PAST (Phonological Awareness Screening Test)

Curriculum-based rhyme/syllable tasks.
➡️ Used to group students and track progress in intervention.

Clay’s Concepts About Print (CAP)

Teacher observational checklist during shared reading

Mini-assessments: Identify first/last word or title.
➡️ Used for screening and progress monitoring every 4–6 weeks.

Strategy: Explicit, sequential lessons focusing on syllable and rhyme awareness.

Activities: syllable clapping, rhyme matching, sound play.

Strategy: Shared and interactive read-alouds using large print books.

Focus: Print directionality and tracking.

Teacher models print tracking, students imitate using “I do, we do, you do.”

Support in home language to connect sound awareness.

Multisensory practice—tapping, clapping, and manipulatives.

Combine gestures, visuals, and home-language support.

Use repetitive predictable texts, small groups, and tactile letter materials.