1.  Find dress up clothes that represent several community helpers 
   1.  For example, firefighter hat and boots, gardening gloves and tools
2.  Create a name card for each community helper 
   1.  Write the names in clear, lowercase letters
3.  Right before the activity begins, invite several students to dress up as the community helpers 
   1.  Do this while the rest of the students are engaged in other activities

1.  Introduce each community helper to the class (without using their title) and have everyone guess who they are and what they do 
   1.  Ask students to support their ideas based on clues from the community helpers appearance
   2.  Ask students to elaborate on their answers by asking questions 
      •  For example: Right! This person does have a job related to flowers. Can you tell me more about what you think this person does?
   3.  If students are having difficulty, think-aloud about how you are able to guess the community helpers identity
2.  For each community helper: 
   1.  Show the class the cards with the names of your community helpers
   2.  Ask them to think about the first sound they hear in the community helpers name
   3.  Invite a student to come up and choose the correct card based on their knowledge of letter-sound correspondences 
      •  Praise the student if they are correct or provide support if they have difficulty choosing the correct card
      •  Have the student give the card to the community helper to hold
3.  Repeat this process until all the community helpers have been identified
4.  Then, review each name as a class

- Give students more exposure to information about each community helper if they are not familiar with them
- Encourage these students to actively participate by allowing them to dress up as one of the community members
- Define and practice new vocabulary words (such as "firefighter" or "hose")

- Some students may need additional help observing clues and making guesses
- If students struggle with letter-sound correspondences, provide assistance if you invite them to choose the correct name card

- Ensure that students are not assigned "stereotyped" roles (for example: male firefighter, police officer, and doctor, female nurse, teacher, and mother)
- Use gender-neutral job titles, such as "police officer" instead of "police man"

- Allow some or all students to guess the name of the community helper by writing the names with inventive spelling and holding up their guess

1. Motivation for Literacy
   Activities that stimulate enjoyment of books and appreciation for the usefulness of reading and writing motivate students to become engaged with the magic of the written word.
2. Oral Language
   Understanding and speaking in oral language are fundamental to the development of reading and writing, so teachers need to provide rich opportunities for students to communicate in the classroom.  
3. Knowledge Building
   New learning builds upon what students already know, so exposing them to novel concepts and encouraging inquiry and exploration enhances their school success. 
4. Concepts of Print
   Explicitly showing students the features of written language, including how books "work", how letters and words are used, and how text is organized serves as an important introduction to literacy. 
5. Writing Conventions
   To communicate effectively in writing students need to be explicitly taught the "mechanics" such as handwriting and when and how to use capitalization and punctuation. 
6. Phonemic Awareness
   Young children need to be taught that the words they say can be broken into parts, based on individual speech sounds, known as phonemes, and this phonemic awareness plays an essential role in sounding out and spelling words. 
7. Letter-Sounds & Phonics
   Understanding the relationships between spoken sounds and written letters is also essential for the development of reading and writing, particularly in the early elementary years, and students best learn these letter-sound connections through systematic and explicit teaching. 
8. Spelling & Word Study
   To be successful readers and spellers students need to learn spelling patterns that are the building blocks of most words, through word analysis and useful spelling strategies, but they also need to read and spell automatically those tricky, irregularly spelled words (such as: the, two, laugh) that they encounter frequently.
9. Vocabulary
   An understanding of word meanings is essential to high levels of reading comprehension and written expression, so students need to have many opportunities in the classroom to hear and use words in ways that promote vocabulary growth.
10. Reading Fluency & Expression
    It is not enough for students to identify the words to understand the meaning in text, they also need to recognize them effortlessly in order to focus their attention on the ideas, thus teachers need to use effective strategies to promote the growth of fluency and expression.
11. Reading Comprehension Strategies
    Students have to be aware when they do not understand what they are reading and problem-solve to figure out the meaning of the text, so teachers need to model and promote the use of effective comprehension strategies.
12. Writing Processes & Strategies
    Learning to write is a complex process involving sub-processes such as word choice, organization of ideas, as well as the foundational skills like spelling and handwriting, so teachers must provide many engaging opportunities in for students to learn to plan, organize, edit and revise written compositions.
13. Text Structures & Genres
    Exploring genres and structures in fiction and non-fiction texts develops students’ understanding of the importance of purpose, audience and message, so teachers must provide opportunities for them to write for authentic purposes and teach them structures and genres to support those purposes.
14. Classroom Organization & Time Management
    A positive and well-organized classroom environment is fundamental for student productivity and success in all subject areas, so teachers need to prepare activities and plan instructional time to build an engaging learning community where students feel confident and are motivated to learn. 
15. Assessment for Instruction
    Assessing students' skills and understanding and providing them with formative feedback on a regular basis is essential to the promotion of student growth and learning. As well as guiding the students, assessment provides direction to the teacher for whole class and small group instruction.