Foundational Skills Practice Strategies Kindergarten And .

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Foundational Skills Practice Strategies—Kindergarten and First GradeTo develop their foundational skills in reading and writing, students need practice. All students will need some practice, and many students benefitfrom lots of practice opportunities—likely more than your curriculum provides.Here are some examples and resources you can use to supplement your kindergarten or Grade 1 foundational skills instruction. For each, considerhow you will adapt the content of the activity to match student needs and your scope and sequence to reflect current or previously taught skillsthat require additional practice.These activities will be most effective with a structured foundational skills program that includes a scope and sequence. Two standards-alignedprograms, available for free, are Core Knowledge Language Arts and EL Education. In addition, please ensure that these activities align with yourstate’s standards.Supplementing your structured foundational skills program may be necessary to give your students sufficient practice to cement their learning, butit must be done strategically. To select an effective practice activity, ask yourself these questions when considering planning for your class orindividual students based on data: What scope- and sequence-based skill(s) are students practicing with this activity?How does the activity help students master the targeted skills?Does your selected practice activity require teacher involvement/instruction or can students complete it without direct teachersupport?

Print ConceptsLearn more here.ContentLetter Recognition *The ability to recognize and name allupper and lowercase letters of thealphabet.Teacher-Led Instruction and Practice(Whole Group, Small Group)The Florida Center for Reading Research: Letter RecognitionNon-Teacher-Led Practice Tasks that Can BeCompleted Without Teacher Support(Centers, Small Group, Partners, IndependentWork)Upper Case/ Lower Case Matching Activities fromFlorida Center for Reading ResearchRollins Center For Language and Literacy: Activities for Teaching Alphabet KnowledgeFreeReading.net: Letter Writing AccuracyHandwritingPrinting upper and lowercase lettersclearly and consistently.EL Education Handwriting Guidance (pg. 31)Handwriting Practice SheetsProvide explicit instruction on: pencil grip letter formation (i.e., curves and lines) size use of lined paperInformation on the importance of teaching handwriting.How Books and Print Work *Recognizing the features of books(e.g., front and back cover, title, firstpage, where the text begins, etc.),and how print works on the page(e.g., where to start, reading from leftto right, spaces between words, etc.).Review these with every read-aloud early in the year: point out the cover, author,illustrator, first page, and where the text begins!Print Awareness: Guidelines for InstructionFreeReading.net: Follow Words from Left to RightFreeReading.net: Return SweepFreeReading.net: Page By PageUse any shared reading or writing (poems on chart paper, the daily agenda, a schoolmemo) to reinforce words, spacing, directionality and other print concepts.Rollins Center for Language and Literacy Concepts of Print Guidance (note: this link willredirect you to download a PDF)*Denotes kindergarten-only skill.Ample time for students to read and write.

Phonological AwarenessLearn more here.ContentGeneral ListeningListening with intention.Teacher-Led Instruction and Practice(Whole Group, Small Group)Reading Rockets: Listening to Sequences of SoundsNon-Teacher-Led Practice Tasks that Can BeCompleted Without Teacher Support(Centers, Small Group, Partners, IndependentWork)Students in a small group can play a game of“telephone.”Reading Rockets: NonsenseCKLA: Listening for the direction of a soundRhymingThe ability to recognize and producewords (or nonsense words) withendings that sound the same.CKLA Nursery: Rhymes & SongsCreate a bin of sound-making objects. One studentat a time is the soundmaker. While other studentsclose their eyes, two objects are selected, and thesoundmaker student makes two sounds. Otherstudents must name the two sounds in order.Variation: create cards with picture prompts suchas clap, whisper, sneeze to use instead of objectsounds.Florida Center for Reading Research: RhymingActivitiesFlorida Center for Reading Research: Rhyming ActivitiesFreeReading.Net: Identifying and Generating Rhyming Words, Body Part GameRollins Center for Language and Literacy: Triedand True Recipes for Phonological Awareness (pg.47)Rollins Center for Language and Literacy: Tried and True Recipes for PhonologicalAwareness (pg. 47) (note: this link will redirect you to download a PDF)Blending and SegmentingSyllablesBlending involves putting togetherwords from individual syllables;segmenting involves breakingdown/taking apart words into theirindividual syllables.Reading Rockets: Clapping NamesOnset/RimeOnset is the initial phonological unit orsound in a word, and rime is the letteror letters that follow (most frequently,a vowel and end consonants).VPK Learning Center Activities: Phonological Awareness: Onset and Rime*Denotes kindergarten-only skill.Florida Center for Reading Research: PhonologicalAwareness ActivitiesFreeReading.Net: Blending Syllables Name GameRollins Center for Language and Literacy: Tried and True Recipes for PhonologicalAwareness (pg. 34) (note: this link will redirect you to download a PDF)Fun Preschool and Pre-K Phonological Awareness Activity Blending Onset-Rime (Video)Rollins Center for Language and Literacy: Tried and True Recipes for PhonologicalAwareness pg. 43Rollins Center for Language and Literacy: Triedand True Recipes for Phonological Awareness (pg.34) (note: this link downloads a PDF)Florida Center for Reading Research: PhonologicalAwareness: Onset and Rime

ContentTeacher-Led Instruction and Practice(Whole Group, Small Group)Isolating*/Identifying*/Blending/Segmenting PhonemesPhonemes are the smallest units ofsound that combine to make upwords. Isolating and identifyingphonemes involves hearing,recognizing, and naming theindividual speech sounds in words.Blending and segmenting withphonemes involves breaking wordsdown into their individual sounds(segmenting) and putting them backtogether again (blending).Non-Teacher-Led Practice Tasks that Can BeCompleted Without Teacher Support(Centers, Small Group, Partners, IndependentWork)Florida Center for Reading Research: PhonemeIsolatingFreeReading.Net: Phoneme Identification WithSound-It-Out Chips (for practice activities with otherphonemes, go here.Students use picture cards to identify the number ofsounds in each word using Elkonin boxes. Studentswill push one tile (or other object) into a box foreach sound (e.g., kite /k/ /ie/ /t/ )Effective Enhancement for Foundational Skills Instruction (Note: this resource includessuggestions for both phonological awareness and phonics tasks.)Finding Things: Initial PhonemesTwo-Sound WordsFreeReading.Net: Phoneme Segmenting AccuracyBlending Picture CardsIdentifying phonemes with “I’m thinking of something ” game: Give students riddles ofthings that contain the target sound at the beginning or end of the word. (e.g., for /ar/ - I’mthinking of something you drive, what is it? I’m thinking of something you can see in thesky at night, what is it?). See this activity being modeled here.Adding/Substituting PhonemesAdding and substituting phonemesinvolves adding a new phoneme to aword (as in, what word do you get ifyou add /b/ to “at”) or swapping onefor another (take off the /c/ sound in“cat” and add /r/ instead—what worddid you make?Word Pairs I: Take a Sound Away (Analysis)Word Pairs II: Add a Sound (Synthesis)For more ideas around phonemic awareness, see Reading Rockets Phonemic Awareness Activities.*Denotes kindergarten-only skill.Florida Center for Reading Research: PhonologicalAwareness: Phoneme Manipulating

Phonics & Word RecognitionLearn more here.ContentLetter Sound IdentificationRecognizing the name of the printedletter and the sound or sounds itrepresents, on sight.Encoding (out of context)The process of using letter/soundknowledge to represent spoken wordsin writing.Teacher-Led Instruction and Practice(Whole Group, Small Group)EL Education: Learning LettersSound CardsFlorida Center for Reading Research: Letter-SoundCorrespondence Note: Need to match to scopeand sequenceDictation: Dictate words with taughtsound and spelling patterns.Florida Center for Reading Research: Encodingand Decoding Activities Note: Need to match toscope and sequence Ask student to write the wordsyou say on a paper orwhiteboard.Use a sentence along withtarget words to help connect tomeaning/build. vocabulary(e.g., “Spell ‘mat.’ I stood onthe mat at the front door.‘Mat.’”).Ask students to self-correct as needed.Pro tip: Try adding in a few nonsense words (e.g., wat, zad, hab).Chaining: *Denotes kindergarten-only skill.Non-Teacher-Led Practice Tasks that Can BeCompleted Without Teacher Support(Centers, Small Group, Partners, IndependentWork)Ask students to spell a word containing taught sound and spelling patternsTell students to change one sound in the word in order to make a new word.(e.g., Change the /m/ to /p/. What word do you have now?)Repeat. (e.g., “Change the /a/ to /i/”)Chaining variations:o See this variation of chaining if you have letter tiles available.o See this variation where students use letter cards to spell words inteams. Download your own large letter cards here.o Check out this teacher engaging in chaining with whiteboards.o For sample chaining folders and letter cards, see these resources.

ContentDecoding (out of context)The process of reading words byrecognizing the letters and thesounds they represent, and thenblending them together accurately.“Out of context” refers to readingwords in isolation, or out of thecontext of connected text.Teacher-Led Instruction and Practice(Whole Group, Small Group)Decoding words: Write words with taughtsound and spelling patterns large enoughso that all students can see them. Askstudents to sound out the words quietly.When you give a signal, ask students tochorally read the words—this allows formore students to do the thinking thancalling on one student at time.Non-Teacher-Led Practice Tasks that Can BeCompleted Without Teacher Support(Centers, Small Group, Partners, IndependentWork)Florida Center for Reading Research: Encodingand Decoding Activities Note: Need to match toscope and sequenceVariations: High Frequency WordsWords that occur most frequently intext.Ask students to hold letter up lettercards while other students read the spelled words. Download your own largeletter cards here.Use a pocket chart or whiteboard to create chains of words - changing one letterat a time (e.g., at mat cat : cab).Read it! Act it out! Ask students to read words and then act out what they mean(e.g., students read the word “run” and then act out running in place).For guidance on how to address sight words see: High Frequency Words? Sight Words? Is There a Difference?Teach “Sight Words” As You Would Other WordsFlorida Center for Reading Research: HighFrequency Words Note: Need to match to scopeand sequenceWatch this teacher introduce high-frequency words that both “play by the rules” (includetaught sound and spelling patterns) and those that don’t.Decodable Text (in-contextpractice)Text that is intentionally constructed,consisting of primarily taught, highfrequency words and words thatcontain taught sound and spellingpatterns for students to practicedecoding connected sentences.Decodable Reader Protocol follow up reads—achance for teachers to assess/monitor studentperformance.Re-reading decodable readers that consist ofsounds students are not yet decoding withaccuracy/automaticity.Decodable Reader Protocol for full-group reads*Denotes kindergarten-only skill.

For access to free decodables see: CKLA includes free decodables starting in Unit 7 of kindergarten called “StudentReaders,” available as PDFs within each unit’s materials. The end of eachreader has a chart with included sound and spelling patterns and high-frequencywords for your reference.EL Education includes free decodables texts along with its resources. Todownload, click on “Access the Curriculum.” Sign up for a free account. Finddecodables under the “Skills” section for the grade level.The Reading League’s list of decodable texts. Please note that many of theseare not free resources.Note that unless you are following the scope and sequences of the above programs,students may need additional support to decode words with untaught sound and spellingpatterns.FluencyLearn more here.ContentTeacher-Led Instruction and Practice(Whole Group, Small Group)Non-Teacher-Led Practice Tasks that Can BeCompleted Without Teacher Support(Centers, Small Group, Partners, IndependentWork)Fluency (any text)The act of reading with accuracy,automaticity, and appropriate rate.Students need some practice with arange of different text types.K-2 Non-Decodables Protocol for Reinforcing LearningNon-Decodables Protocol for Reinforcing LearningWhich Texts for Teaching Reading: Decodable, Predictable, or Controlled Vocabulary?Readers Theater: more information here and here.Fluency (decodables)Same as above, with a focus ondecoding words with taught soundand spelling patterns.Decodable Reader ProtocolDecodable Reader ProtocolSee these Kindergarten and Grade 1 samples of how you might use decodable texts toreinforce taught foundational skills with games and riddles, as well as connect to meaningthrough comprehension conversations.Students re-read decodables on their own or withpartners.*Denotes kindergarten-only skill.Re-read familiar texts in silly voices (e.g., operasinger, ghost). For cards see here.

Bridging the Standards(Reading, Writing, Speaking & Listening, Foundational Skills, Language)ContentTeacher-Led Instruction and Practice(Whole Group, Small Group)Non-Teacher-Led Practice Tasks that Can BeCompleted Without Teacher Support(Centers, Small Group, Partners, IndependentWork)Evidence-Based WritingWriting about text, using informationgained from reading or listening toread-aloud.Practice writing while building knowledge with a mini research project (read multiple textson one topic and ask students to demonstrate their new knowledge through writing anddrawing). See a model here.Create a bin of recent read-aloud texts. Askstudents to draw, label, and write about what theylearned or their favorite parts of the text.Retelling/ Rereading TextsRetelling a story orally, reading textsover and over.Read-Aloud Lessons with Text SetsRetelling Station: Tell a favorite read aloud to your readingbuddy/ stuffed animal. Act out a favorite story “Reread” your favorite read aloudReader’s TheaterKnowledge BuildingBuilding knowledge and vocabularythrough reading of multiple texts onthe same topic.*Denotes kindergarten-only skill.Read-Aloud Lessons with Text SetsCreate topic-based Book Baskets from yourclassroom library. More information here and here.Ask students to keep a “Knowledge Notebook”where they write and draw about their learning frombook baskets.

Foundational Skills Practice Strategies—Kindergarten and First Grade To develop their foundational skills in reading and writing, students need practice. All students will need some practice, and many students benefit from lots of practice

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