Age/Grade Range: Most children develop these skills between ages 3 and 6, typically during preschool and kindergarten.

Assessment: Teachers can use a print awareness checklist or a Concepts About Print (CAP) test to observe how students handle books and identify print features. A teacher might also use informal observation during shared reading to see if a child can point to words while reading. These tools help determine if students understand the basic structure and direction of text.

Evidence-Based Instruction: A strong instructional strategy is shared reading. The teacher models how to hold a book, track words, and point out letters and spaces while reading aloud. This helps children connect spoken and written words.

Differentiation: For English learners, teachers can pair print concepts with pictures to connect meaning across languages. For students with dyslexia, teachers can use multisensory methods like tracing words with fingers while reading to strengthen print awareness.

Age/Grade Range: Students typically develop these skills between ages 4 and 7, during preschool through first grade.

Assessment: Teachers can use the Phonological Awareness Test (PAT-2) or use rhyme and syllable games to measure understanding. They can also observe students during group activities like clapping syllables in words to check progress.

Evidence-Based Instruction: One research-based strategy is rhyming games. Teachers say two words and ask if they rhyme. This helps children notice sound patterns and builds a foundation for reading and spelling.

Differentiation: English learners can use songs and chants in both English and their home language to connect sounds. For students with dyslexia, teachers can provide visual symbols for sounds and extra practice with sound sorting activities.

Age/Grade Range: These skills develop between ages 5 and 7, during kindergarten through first grade.

Assessment: Teachers can use the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) or Phoneme Segmentation Fluency (PSF) tests to track progress. Teachers can also assess through oral activities, such as asking students to say the first sound in a word or blend sounds together.

Evidence-Based Instruction: A strong strategy is phoneme segmentation using counters or blocks. Students move one counter for each sound they hear in a word. This activity helps them break down words into sounds, reinforcing their ability to decode.

Differentiation: For English learners, teachers can model mouth movements for sounds that may not exist in their home language. For students with dyslexia, teachers can use multisensory approaches like tapping or clapping for each sound.

Age/Grade Range: Most children gain letter-naming knowledge between ages 4 and 6, during preschool and kindergarten.

Assessment: Teachers can use letter identification assessments like the Letter Naming Fluency (LNF) test or alphabet flashcards to measure progress. They can check how many letters a child can name in one minute and note letters that cause confusion.

Evidence-Based Instruction: A helpful strategy is using alphabet songs and letter cards. The teacher introduces a few letters at a time, showing both uppercase and lowercase forms while saying their names and sounds.

Differentiation: For English learners, teachers can connect letters to words and pictures in both English and the student’s first language. For students with dyslexia, teachers can use tactile letters made of sandpaper or foam so students can trace while saying the letter names.

Reading Rockets. (n.d.). Phonological awareness: Instructional and assessment guidelines. Reading Rockets. https://www.readingrockets.org/topics/phonological-and-phonemic-awareness/articles/phonological-awareness-instructional-and

Victoria State Government. (n.d.). Concepts of print (emergent literacy). Literacy Teaching Toolkit. https://www.vic.gov.au/literacy-teaching-toolkit-early-childhood/learning-foci-emergent-literacy/concepts-print-emergent