Familiarize yourself with the standards of reading education specific to your state for Kindergarten through grade 2. California, for example, expects Kindergartners to achieve word analysis, fluency, and systematic vocabulary development before progressing to grade 1; whereas, The Massachusetts Board of Education requires students to also achieve phonetic awareness, or the ability to recognize the sounds that letters and words make.
Develop a curriculum that meets the guidelines outlined in your state's reading standards for grades K-2. In addition to considering the standards for your state, you might consider the framework for your course through the eyes of your students. That is, ask yourself what you want your students to learn before reading, during reading, and after reading.
Prepare a list of activities that you plan to use with your students that incorporate the goals of your curriculum. Some things you might wish to consider are using flash cards to promote sight-recognition of one-syllable words for kindergartners which might include rhyming words, while also including homonyms (words that sound alike but are spelled differently) as you progress to grades 1 and 2.
Develop a bulletin board into a word wall in each classroom for grades K-2. Word walls are tools that display relevant vocabulary flash cards in a systematic way to develop language literacy, sight recognition, spelling, phonetic skills, and comprehension. Reading comprehension begins with vocabulary.
Read storybooks to children. When reading to a group of children, ask them to make predictions about the text. You might consider stopping every three to four pages and asking the children what they think of the story so far and what they anticipate will happen next. At the end of the story, ask them to process what the story means to them. When reading with children as they follow along or read aloud to you or a group, consider asking process questions about the story afterward, such as "what was it about?" or "why did the character do that?"