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

• engage children in activities that promote phonemic/phonological awareness (e.g., rhyming, vocal play, fingerplays, experimenting with shapes and sounds of letters)

• expose children to high frequency and meaningful sight words (e.g., names, colors, numbers, foods) through word games, songs, stories, labeling common items,

• during daily read-alouds, point out and have children identify parts of a book (front and back, title, page, author, illustrator, etc.); how print works (e.g., left-to-right, top-to-bottom); letters of the alphabet, words, sentences, and how print and pictures relate to each other)

• teach children letters and letter-sound relationships in familiar, new and meaningful words (e.g., the child's name, labels in the home and classroom, print in the environment, etc.) through letter games, magnetic letters, word walls

• teach phonemic/phonological principles (e.g., initial, medial and final sounds, blending, identifying syllables)

• teach children high frequency and meaningful sight words indirectly through shared reading, and directly with games, flash cards, word banks, word walls, etc.

• use instructional strategies from K-1 for children who continue to struggle with early literacy concepts.