• Differentiation:

  • Pre-K: Use two-sound words with picture prompts

  • 1st Grade: Include sound substitution ("Change the /m/ in 'mat' to /c/")

  • 2nd Grade: Introduce multisyllabic segmentation

• Differentiation:

  • K: Use picture-supported CVC words

  • 1st: Introduce blends and digraphs

  • 2nd: Use word families and inflectional endings

1. Letter-Sound Flashcards / Tarjetas de Sonidos de Letras

• 26 uppercase & lowercase letters with picture cues

  • Example:

    • A a – Apple / Manzana

    • B b – Ball / Pelota

• English and Spanish on each card

• Picture included to support recognition

Tip: Print on cardstock or glue to cardboard. Use them for letter identification, sound matching, and games like "Find the Sound!"

2. CVC Word Building Mats / Tapetes para Formar Palabras CVC

Includes:

• 10 printable mats with image prompts

• Space to place letters or write words

• Sample CVC words (e.g., cat, dog, sun, bed)

Instrucciones (bilingües):

• Say the word together.

• Stretch the sounds: “c-a-t.”

• Match letters to the sounds.

• Blend the sounds to read the word.

• Optional: write the word in the box.

Materiales sugeridos:

• Letter tiles, bottle caps with letters, or cut-out letters provided.

3. Family Instructions / Instrucciones para Familias

In both English and Spanish, at an accessible reading level.
Instructions include:

• How to introduce letters and sounds.

• How to use the flashcards and mats.

• Tips for working with children even if the adult cannot read.

Sample:

English: “Say the letter name. Make the sound. Point to the picture. Repeat with your child.”
Español: “Diga el nombre de la letra. Haga el sonido. Señale la imagen. Repita con su hijo o hija.”

https://www.readingrockets.org/literacy-home/reading-101-guide-parents/your-kindergartener/phonological-and-phonemic-awareness

• Differentiation:

  • Emerging readers: Use echo reading with adult or peer support

  • Intermediate: Pair reading with fluency rubrics

  • Advanced: Self-assess using performance recordings

• Differentiation:

  • K–1: Use picture clues and sentence frames

  • 2nd–3rd: Include dictionary work, synonyms, and antonyms

• Differentiation:

  • Pre-K–1: Use visual supports and partner sharing

  • 2nd–3rd: Provide sticky notes for text-based evidence and reflections

Rasinski, T. (2010). The Fluent Reader: Oral & Silent Reading Strategies for Building Fluency, Word Recognition & Comprehension. Scholastic.

Reading Rockets. (n.d.). Vocabulary and comprehension videos and guides. https://www.readingrockets.org

Echevarria, J., Vogt, M., & Short, D. J. (2017). Making Content Comprehensible for English Learners: The SIOP Model (5th ed.). Pearson.

Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing Words to Life: Robust Vocabulary Instruction (2nd ed.). Guilford Press.

Rasinski, T. (2010). The Fluent Reader. Scholastic.