Nevo and vaknin nusbaum mention using stories and

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ones she has in her class, English Language Learners (ELLs). Nevo and Vaknin-Nusbaum mention, "using stories and embedded activities, can enhance language and print concepts in kindergarten children," and that this "motivation to read" is an important stepping stone to their "language and literacy abilities" (2018, p. 545).
3Another area I noticed that is within the Literacy Framework, is her working with students on their phonemic awareness and comprehension (Walden University, n.d.). "Phonemic awareness includes recognizing words, syllables, the first sound, final sound and sound units" (Altinkaynak, 2019, p. 90). She does this by first choosing a book that centers around the alphabet and rhyming words. In the video, she mentions that at this point, her students have alphabet knowledge. They know their alphabet and sounds; she says they are in the process of those sounds together (Laureate Education, 2014). As the graphic shows, each of the two areas mentioned, all lead to helping her students achieve better oral language communication (Walden University, n.d.). "Children who start to understand the structure of sounds can make significant progress in the early literacy process" (Altinkaynak, 2019, p. 90).The Literacy Framework is a great visual to use to make sure that I am providing my students with the most effective literacy instruction. In looking at it, concerning the Common Core State Standards (CCSS), the framework provides a map detailing the important componentsof literacy instruction (Walden University, n.d.). Although the media is showcasing a kindergarten classroom, students in upper-grade levels can benefit from this as well. This year, we have been given time in our schedule to read aloud to our students every day. Within those fifteen minutes, I can focus on specific standards that relate to vocabulary instruction and comprehension instruction, just as the teacher decided to (Walden University, n.d.). The read-

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