Model fluent reading.

Teach early literacy concepts (e.g., conventions of print, phonemic awareness, phonological awareness, letters of the alphabet, letter-sound relationships, sight words).

Teach reading strategies that make use of meaning, structural, and visual cues.

• Teach reading strategies that make use of meaning, structural, and visual cues

• model strategies that help children decode fluently (e.g., adult reading aloud fluently, picture reading of a story, repeated reading of grade-level text, echo and choral reading, etc,)

• teach and strategies that integrate meaning, structural and visual cues (e.g., self-monitoring, self-correcting, rereading, peer reading to provide feedback on accuracy)

• provide constructive feedback on children's use of reading strategies

• engage children in activities that promoite continued development of reading strategies (e.g.,practice reading instructional-level text with repetitive language and texts with a variety of sentence patterns)

• provide opportunities for children to read silently at their independent reading level.

• model strategies that help children decode fluently (e.g., adult reading aloud fluently, repeated reading of grade-level text, echo and choral reading, etc,)

• teach and strategies that integrate meaning, structural and visual cues (e.g., self-monitoring, self-correcting, rereading, peer reading to provide feedback on accuracy)

• provide constructive feedback on children's use of reading strategies

• engage children in activities that promoite continued development of reading strategies (e.g., practice reading instructional level text with with a variety of sentence and paragraph patterns; have children audiotape their reading aloud)

• provide opportunities for children to read silently at their independent reading level.