Engaging in early reading activities — Cambridge OCR Key Skills Foundations for Learning Revision

    This element introduces learners to foundational reading skills within a life and living context. It focuses on developing the ability to recognise letters

    Topic Synopsis

    This element introduces learners to foundational reading skills within a life and living context. It focuses on developing the ability to recognise letters, sounds, and simple whole words, and to derive meaning from short, familiar texts. The practical application is in real-life scenarios, such as reading signs, labels, and simple instructions, fostering independence and confidence in everyday communication.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Engaging in early reading activities

    CAMBRIDGE OCR
    vocational

    This element introduces learners to foundational reading skills within a life and living context. It focuses on developing the ability to recognise letters, sounds, and simple whole words, and to derive meaning from short, familiar texts. The practical application is in real-life scenarios, such as reading signs, labels, and simple instructions, fostering independence and confidence in everyday communication.

    41
    Learning Outcomes
    53
    Assessment Guidance
    54
    Key Skills
    40
    Key Terms
    63
    Assessment Criteria

    Assessment criteria

    Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Award in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Extended Certificate in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Extended Certificate in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Extended Certificate in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Award in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Extended Award in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Award in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Diploma in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Diploma in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Diploma in Life and Living Skills (Entry 2)

    Topic Overview

    Foundations for Learning is a core unit within the Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 2). It focuses on developing the basic skills needed to access further learning and everyday activities. This unit covers essential areas such as following instructions, organising materials, and reflecting on your own learning, which are crucial for building confidence and independence in educational settings.

    In this unit, you will learn how to prepare for a task, work through it step by step, and then review what you have achieved. You will practice listening carefully, asking for help when needed, and using simple strategies to remember information. These skills are not just for school—they help you in daily life, such as when following a recipe, completing a form, or learning a new hobby.

    Foundations for Learning is the starting point for many other life skills. By mastering these basics, you will be better equipped to tackle more complex topics in communication, numeracy, and personal development. This unit lays the groundwork for lifelong learning and helps you become a more effective and independent learner.

    Key Concepts

    Core ideas you must understand for this topic

    • →Following instructions: Understanding and carrying out simple spoken or written instructions in the correct order.
    • →Organising resources: Gathering and arranging the materials you need before starting a task, such as a pen, paper, or worksheet.
    • →Asking for help: Knowing when and how to ask a teacher or peer for clarification or support.
    • →Reviewing your work: Looking back at what you have done to check if it is correct and thinking about what you could do better next time.
    • →Staying on task: Focusing on the activity without getting distracted, and completing it within a given time.

    Learning Objectives

    What you need to know and understand

    • Identify letters of the alphabet and their common sounds.
    • Recognise a bank of high-frequency and personally relevant sight words.
    • Demonstrate one-to-one correspondence when tracking simple text.
    • Extract key information from short, illustrated texts or signs.
    • Use picture and context clues to support word recognition.
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Recognise and name at least 10 high-frequency sight words.
    • Identify common environmental signs and symbols (e.g., toilet, exit).
    • Match simple CVC words to corresponding pictures.
    • Track text from left to right and top to bottom when engaging with a simple book.
    • Respond appropriately to simple written instructions (e.g., 'stop', 'go').
    • Identify a given set of high-frequency and functional sight words in context
    • Apply phonic knowledge to decode simple regular words
    • Demonstrate engagement in shared reading by following text and responding appropriately
    • Recognise common environmental print signs and symbols in the community
    • Use simple comprehension skills to extract basic information from short texts
    • Identify and name all 26 letters of the alphabet in both uppercase and lowercase forms
    • Demonstrate understanding of at least 10 letter-sound correspondences (phonics)
    • Recognize a bank of 20 high-frequency sight words (e.g., a, the, and, stop, exit)
    • Participate in shared reading by following a simple story and pointing to pictures when prompted
    • Explain the meaning of common environmental print signs (e.g., toilet, exit, stop)
    • Use basic book handling skills, including holding a book correctly and turning pages from left to right
    • Demonstrate the ability to identify and articulate initial sounds in simple words
    • Recognise and read a bank of high-frequency and personally relevant words on sight
    • Apply decoding strategies to read unfamiliar consonant-vowel-consonant (CVC) words
    • Respond to literal questions about a short, simple text to show understanding
    • Select and engage with a range of reading materials for enjoyment and information
    • Identify all 26 letters of the alphabet by name and produce their associated sounds.
    • Read and recognise a set of high-frequency sight words (e.g., 'the', 'a', 'is').
    • Interpret common environmental print and symbols (e.g., stop sign, toilet signs).
    • Follow one-step written instructions in everyday tasks (e.g., 'push', 'pull').
    • Demonstrate emerging comprehension by answering simple 'what', 'who' questions about a short, familiar text.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for accurately naming and sounding out individual letters.
    • Evidence of recognising at least 10 high-frequency words (e.g., stop, go, exit, own name).
    • Demonstrating left-to-right directionality and pointing to each word when reading a simple sentence.
    • Correctly answering simple comprehension questions about a short text or sign (e.g., 'What should you do?').
    • Using initial letter sounds to attempt unfamiliar words with support.
    • Award credit for demonstrating the ability to hold a book upright and turn pages one at a time from front to back, showing an understanding of book handling.
    • Award credit for showing recognition of at least two familiar environmental print items (e.g., a stop sign, a favourite cereal logo) by pointing or naming them.
    • Award credit for engaging with a simple text or story being read aloud by looking at the pictures, making relevant comments, or predicting what might happen next.
    • Award credit for demonstrating the ability to hold a book the correct way up and turn pages one at a time with assistance if needed.
    • Award credit for pointing to, naming, or otherwise indicating recognition of familiar pictures or symbols in a text (e.g., from a favourite story or personal photographs).
    • Award credit for showing awareness that print carries meaning, such as by tracing a finger left to right along a line of text or pointing to a word when prompted.
    • Award credit for engaging with a reading activity for a short, sustained period, showing interest through gestures, vocalisations, or eye contact.
    • Award credit when the learner consistently demonstrates an understanding that print carries meaning by, for example, pointing to a STOP sign and stating its purpose, or matching a product picture to its packaging label.
    • Look for evidence of the learner using a combination of picture cues, initial letter sounds, and context to make informed guesses about unfamiliar words in simple, familiar texts, such as a community signs booklet.
    • Evidence should show the learner actively participating in shared reading experiences, such as turning pages, commenting on pictures, or repeating predictable phrases in a rhyme or story, demonstrating engagement and comprehension of the narrative.
    • Award credit for demonstrating the ability to identify and name at least 10 letters of the alphabet consistently.
    • Award credit for correctly matching a set of familiar simple words (e.g., 'cat', 'dog', 'stop') with corresponding pictures or objects.
    • Award credit for following a simple written instruction of 3-4 words (e.g., 'Read the word aloud').
    • Award credit for pointing to a specific word in a short text when asked to find it, showing emerging tracking skills.
    • Award credit for demonstrating consistent engagement with printed materials, such as tracking text from left to right or pointing to words when prompted.
    • Evidence should show the ability to identify at least 10 high-frequency words (e.g., 'stop', 'exit', 'bus') in real-world contexts.
    • Assessors should look for the correct interpretation of simple written instructions (e.g., 'push', 'pull', 'turn off') within a practical setting.
    • Award credit for demonstrating the ability to hold a book upright and turn pages one at a time from front to back.
    • Award credit for showing recognition of at least 4-6 high-frequency or familiar words in print, such as own name or common environmental signs.
    • Award credit for actively participating in a shared reading session, e.g., pointing to pictures, repeating phrases, or indicating understanding of a simple storyline.
    • Award credit for demonstrating the ability to hold a book or reading material correctly and turn pages from front to back.
    • Look for clear evidence of the learner pointing to or tracking words from left to right and top to bottom with their finger or eyes.
    • Credit should be given for correctly identifying letters and their corresponding sounds in a variety of contexts, such as matching letters to pictures or orally producing phonemes.
    • Evidence of engagement must show the learner participating actively in a shared reading session, for example, by repeating phrases, answering simple questions about the text, or predicting what might happen next.
    • Award credit when the learner demonstrates recognition of at least 10 high-frequency sight words in context (e.g., stop, exit, men, women).
    • Award credit for participating in a guided reading session by turning pages sequentially and following text from left to right.
    • Award credit for matching simple written words to corresponding pictures or objects, accurately identifying at least 5 pairs.
    • Award credit for identifying initial sounds of familiar words when presented orally and matching them to printed letters.
    • Award credit for evidence of consistent participation in reading sessions, such as pointing to pictures or turning pages appropriately.
    • Look for the learner's ability to identify at least one familiar word or symbol in a range of reading materials.
    • Assess the ability to demonstrate understanding of a simple narrative by sequencing picture cards or responding to questions with gestures or single words.
    • Credit evidence of independent or prompted vocalisation of key words or sounds during shared reading.
    • Award credit for demonstrating the ability to track text from left to right when following a simple story.
    • Award credit for correctly identifying at least three common environmental signs or symbols (e.g., exit, toilet, stop).
    • Award credit for participating in a shared reading activity, such as turning pages appropriately or repeating a repeated phrase.
    • Award credit for correctly pointing to or naming a specified sight word when shown.
    • Evidence of learner matching a given written word to an appropriate picture without verbal prompting.
    • Observation of learner following a simple written instruction in a practical setting.
    • Recognition of environmental signs in a real or simulated context, e.g., identifying the 'ladies' or 'gents' sign.
    • Award credit for correctly identifying at least 80% of target high-frequency words in an assessment activity
    • Observation of learner blending sounds accurately to read CVC words
    • Evidence of sustained attention and participation in a group reading session, e.g., turning pages, pointing to words
    • Marks for matching symbols or words to their real-world referents (e.g., linking a ‘STOP’ sign to meaning)
    • Award credit for answering simple literal questions about a short passage read by the learner
    • Award credit for accurate identification of at least 15 letters by name or sound
    • Credit evidence of correct matching of 5 sight words to corresponding images or contexts
    • Look for demonstration of left-to-right directionality when following text or turning pages
    • Assess the ability to point to named objects or characters in a simple picture book
    • In oral or practical tasks, reward consistent recognition of high-frequency words without prompting
    • Award credit for correctly pointing to and naming letters in response to their sounds
    • Look for evidence of the learner independently reading out common signs or labels in the learning environment
    • Expect accurate tracking of text with a finger or pointer when reading a simple passage
    • Assess correct responses to direct questions about a recently read sentence or short paragraph
    • Award credit for correctly naming and sounding out letters independently.
    • Credit for accurately reading 10 or more high-frequency words on sight.
    • Look for evidence of matching words to corresponding pictures or real-world objects.
    • Assess the learner's ability to follow a simple written command (e.g., 'draw a circle').
    • Credit for verbal or non-verbal responses to simple comprehension questions that indicate understanding.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Build a personal word bank of environmental print encountered daily (e.g., labels, road signs) to reinforce recognition.
    • 💡Practice blending sounds daily using simple CVC words before progressing to short sentences.
    • 💡When reading aloud, use a finger or card to track text and maintain focus.
    • 💡Discuss simple texts after reading to strengthen comprehension and show you are reading for meaning, not just decoding.
    • 💡Ask for clarification or re-read when a word or sentence does not make sense – this shows active reading strategies.
    • 💡Build a portfolio of evidence: include photographs or video clips of the learner engaging with different reading materials in various settings (e.g., at home, in the community).
    • 💡When reading a new text, encourage the learner to first look at the cover and pictures to make predictions—this builds engagement and comprehension before reading words.
    • 💡Use books with repetitive phrases and predictable patterns; this helps the learner join in and feel successful, which is key evidence of engagement.
    • 💡Build a routine of sharing books daily with a familiar adult, using exaggerated expression and pointing to words to model reading behaviours.
    • 💡Use multisensory materials (e.g., textured books, sound buttons, objects related to the story) to maintain interest and reinforce concepts.
    • 💡Focus on enjoyment and praise any attempt at interaction, as assessment is based on engagement rather than accuracy, reducing pressure and building confidence.
    • 💡To successfully meet the assessment criteria, ensure that activities are highly contextualised and functional, such as using a shopping list with picture symbols, and record the learner’s actions, choices, and any verbal or non-verbal responses in an observation log.
    • 💡When compiling a portfolio, include photographic evidence and witness statements that clearly annotate the level of support provided, highlighting moments of independent recognition or correct responses to prompts, to demonstrate the learner’s own achievement against the learning objective.
    • 💡When reading aloud, encourage the learner to use a finger or pointer to track each word to maintain focus and demonstrate one-to-one correspondence.
    • 💡Build a personal word bank (sight word list) of high-frequency words encountered in daily life (e.g., 'exit', 'stop', 'push') to enhance practical reading fluency.
    • 💡During assessment, allow the candidate to select reading materials that interest them, as engagement increases accuracy and demonstration of skills.
    • 💡Practise using environmental print regularly—encourage learners to spot and read signs, labels, and logos during daily routines.
    • 💡Use multimodal approaches: pair written words with images or objects initially, then fade supports to build independent recognition.
    • 💡During assessment, if unsure, learners should be prompted to look at the first letter sound and use context clues, but note that prompts may affect marking if overused.
    • 💡Encourage assessors to use familiar, repetitive texts with clear illustrations to build confidence and maintain interest.
    • 💡Model reading behaviours explicitly (e.g., left-to-right directionality) and provide verbal praise for any approximation of reading-like behaviour.
    • 💡In portfolio evidence, include annotated photographs or video clips showing the learner engaging with books, with assessor commentary linking actions to the learning outcome.
    • 💡During assessment, ensure the learner is given reading materials that match their personal interests and current reading level to promote genuine engagement and achievement.
    • 💡Use a consistent and structured approach to recording evidence, such as a reading log or video evidence, showing the learner’s progression in specific skills like letter recognition, blending, and comprehension.
    • 💡Encourage the learner to verbalise their thought process while reading (e.g., sounding out words, commenting on pictures) as this demonstrates understanding and meets assessment criteria for active engagement.
    • 💡Practice daily with a mix of familiar and new books to build fluency and sight vocabulary.
    • 💡Encourage the learner to point to each word as it is read to reinforce the connection between spoken and written language.
    • 💡Use multi-sensory approaches such as tracing letters in sand or forming them with play-dough to reinforce letter recognition.
    • 💡Provide video evidence of the learner actively participating in reading activities to capture subtle non-verbal responses and behaviours.
    • 💡Use a reading log or journal with dated entries, detailing specific interactions, materials used, and the learner's level of engagement.
    • 💡Incorporate a wide variety of reading materials (picture books, symbol charts, environmental print) to demonstrate the breadth of application.
    • 💡Ensure that assessment annotations clearly link observed behaviours to the learning objective, avoiding vague phrases like 'enjoyed the story'.
    • 💡For internally assessed tasks, ensure observations are recorded in varied contexts, such as during a shopping trip or in the classroom, to show generalization of skills.
    • 💡Use a communication passport or individual support plan to evidence non-verbal cues of engagement if the learner has limited speech.
    • 💡Ensure portfolio evidence includes photographic evidence or witness statements confirming the learner's independent engagement with reading tasks.
    • 💡When matching words to pictures, provide a limited choice (e.g., 2-3 options) to scaffold success at Entry 1.
    • 💡Build assessment tasks around real-life reading materials such as menus, timetables, or labels to demonstrate functional reading skills
    • 💡Encourage learners to verbalise their reading strategies, e.g., ‘I sounded it out’ or ‘I know that word’, to aid assessor observation of processes
    • 💡Use a personal reading log to record evidence of engagement with different types of text over time
    • 💡Use real-world materials like food packaging, road signs, or menus to reinforce print awareness
    • 💡Incorporate multi-sensory learning: trace letters in sand while saying the sound
    • 💡Start with a small set of sight words and ensure automatic recognition before adding more
    • 💡During shared reading, ask predictive questions (e.g., 'What do you think happens next?') to build comprehension
    • 💡Practice letter sounds daily in short, focused sessions to build fluency and confidence
    • 💡Build daily routines that include short, focused reading activities to improve fluency over time
    • 💡Encourage learners to use environmental print at home and in the community, such as reading food labels or bus numbers
    • 💡Use multi-sensory approaches like tracing letters in sand or forming words with magnetic letters to reinforce learning
    • 💡During assessments, remind learners to take their time and look at all parts of a word before attempting to read it
    • 💡Start by scanning the page for pictures or familiar words to build confidence before reading.
    • 💡Point to each word as you read to help focus and track the text.
    • 💡Use knowledge of letter sounds to sound out unknown words, then blend the sounds together.
    • 💡Practice common words regularly so you can spot them quickly in texts.
    • 💡If you get stuck, look at the first letter and the picture for a clue, then check if your guess makes sense.
    • 💡When following instructions, read or listen carefully to all steps before starting. Tick off each step as you complete it to avoid missing anything.
    • 💡In the review section, be honest about what went well and what was tricky. Use simple phrases like 'I found it hard to...' or 'Next time I will...' to show you are thinking about your learning.
    • 💡Organise your workspace before you begin. Having everything you need ready shows the examiner that you can prepare effectively, which is a key skill in this unit.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing visually similar letters such as b/d, p/q, and m/w.
    • Relying solely on memorisation of whole words without attending to letter-sound relationships.
    • Neglecting punctuation or capital letters when reading simple sentences, affecting meaning.
    • Guessing words based only on the first letter rather than blending through the word.
    • Losing tracking when reading longer or two-syllable words, leading to omission or repetition.
    • Assuming that reading is solely about decoding letters, leading to frustration when cued with picture-based or whole-word recognition tasks.
    • Trying to read from right to left or skipping pages randomly, reflecting a need for more practice with print directionality.
    • Memorising a text without actually looking at the words, which may be mistaken for reading proficiency but lacks decoding skill.
    • Confusing letters with similar shapes (e.g., ‘b’ and ‘d’) or mistaking pictures for words when asked to identify print.
    • Lack of awareness of reading direction, such as attempting to read from back to front or skipping pages randomly.
    • Passive participation: some learners may sit with a book but not actively engage or respond to prompts, which should not be mistaken for full engagement.
    • Learners often assume that 'early reading' is exclusively about decoding letters and sounding out words, overlooking the crucial stage of using visual cues, symbols, and environmental print to derive meaning from texts that are personally relevant.
    • A frequent error in evidence gathering is focusing solely on oral reading of word lists rather than capturing a holistic view of engagement, including the learner’s ability to handle books appropriately, follow text directionality, and connect stories to personal experiences.
    • Confusing letters that look similar (e.g., 'b' and 'd') without applying context clues.
    • Relying solely on memorization of whole words without phonemic awareness, leading to inability to decode new words.
    • Skipping lines or losing place when tracking text, especially in materials with small print.
    • Confusing visually similar words or letters, such as 'b' and 'd', or 'was' and 'saw', leading to misreading or hesitation.
    • Relying solely on memorisation of whole words without decoding skills, causing errors when encountering unfamiliar print.
    • Ignoring punctuation and text layout, resulting in a failure to understand meaning or follow instructions accurately.
    • Learner attempts to ‘read’ by memorising the entire story rather than attending to print, indicating overreliance on pictures.
    • Confusion between letters and numbers or between similar-looking letters (e.g., b/d, p/q).
    • Difficulty maintaining engagement or focus during a reading activity for more than 1–2 minutes without consistent adult prompting.
    • Confusing visually similar letters (e.g., 'b' and 'd') or sounds (e.g., /f/ and /th/), which leads to errors in decoding words.
    • Relying solely on picture cues rather than attempting to decode text, or guessing words based on the first letter without processing the whole word.
    • Not understanding the concept of words as separate units, for instance, running a finger continuously under a sentence without distinguishing spaces between words.
    • Losing engagement quickly if the reading material is too long or not of personal interest, resulting in off-task behaviour rather than sustained reading attempts.
    • Learners often confuse visually similar letters such as b and d, or p and q, which hinders word recognition.
    • Some learners may memorize words as whole shapes without understanding phonics, leading to difficulty decoding unfamiliar words.
    • Learners may not understand that printed words represent spoken language, thinking pictures are the only conveyors of meaning.
    • Confusing passive listening with active engagement—learners may appear attentive but lack physical or verbal interaction with the text.
    • Over-reliance on adult prompting without evidence of the learner's own initiation or recognition.
    • Misunderstanding that reading is solely about decoding text rather than holistic meaning-making, leading to repetitive drills without comprehension.
    • Assuming that engagement must be verbal; learners may demonstrate reading skills through non-verbal methods like pointing or using a communication aid.
    • Confusing letters with similar shapes (e.g., 'b' and 'd') when identifying them in environmental print.
    • Assuming that reading must involve perfect decoding and becoming discouraged when unable to read unfamiliar words, rather than using context or picture clues.
    • Learner confuses visually similar letters (e.g., b/d, p/q).
    • Reading environmental signs from memory of the context rather than the text (e.g., recognising a stop sign by its red colour and shape without reading the word).
    • Guessing words based on initial letter alone without decoding the rest of the word
    • Ignoring punctuation and reading without appropriate pauses or expression, affecting meaning
    • Treating reading as a silent solo activity and failing to demonstrate active engagement in shared reading tasks
    • Confusing visually similar letters such as 'b' and 'd', or 'p' and 'q'
    • Memorizing the order of the alphabet song but not recognizing letters in isolation
    • Struggling with blending individual sounds to read simple CVC words
    • Relying solely on picture cues without attempting to decode the text
    • Misreading common sight words that look alike (e.g., 'was' for 'saw')
    • Confusing visually similar letters, for example 'b' and 'd', or 'p' and 'q'
    • Guessing words based solely on the initial letter or surrounding pictures without full decoding
    • Omitting or inserting sounds when blending, such as adding a schwa after consonants
    • Struggling to distinguish between similarly spelled high-frequency words like 'was' and 'saw'
    • Confusing visually similar letters (e.g., 'b' and 'd', 'p' and 'q').
    • Relying solely on picture clues to guess words rather than attempting decoding.
    • Difficulty blending individual sounds to form words (e.g., c-a-t).
    • Assuming every word can be read phonetically, leading to misreading of common sight words.
    • Reversing letter order when trying to read simple words (e.g., 'was' for 'saw').
    • Misconception: 'I don't need to plan before starting a task.' Correction: Planning helps you understand what to do and saves time. Even a quick check of instructions can prevent mistakes.
    • Misconception: 'Asking for help means I'm not clever.' Correction: Asking for help is a smart way to learn. Everyone needs support sometimes, and it shows you are taking responsibility for your learning.
    • Misconception: 'Reviewing my work is a waste of time.' Correction: Reviewing helps you catch errors and improve. It is a key part of learning and helps you remember what to do next time.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic listening and speaking skills (Entry 1 level) to understand simple instructions.
    • •Ability to recognise and use common classroom resources like pencils, rulers, and worksheets.
    • •Some experience of working in a group or with a partner, as some tasks may involve collaboration.

    Key Terminology

    Essential terms to know

    • Letter and sound recognition
    • Sight word development
    • Simple text comprehension
    • Environmental print awareness
    • Reading for purpose
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Be able to engage in early reading activities
    • Letter recognition
    • Sight word reading
    • Environmental print awareness
    • Reading for meaning
    • Sight word recognition
    • Phonological awareness
    • Shared reading participation
    • Environmental print use
    • Reading for meaning
    • Letter recognition and sounds
    • Environmental print awareness
    • Sight word vocabulary
    • Story engagement and comprehension
    • Directionality and book handling
    • Phonological awareness
    • Sight vocabulary development
    • Basic comprehension strategies
    • Environmental print recognition
    • Reading for pleasure
    • Functional reading skills
    • Phonemic awareness
    • Sight word recognition
    • Environmental print
    • Letter-sound correspondence
    • Simple text comprehension

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