Print Concepts
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WHY?
In developing print awareness, a child begins to understand what print looks like, how it works, and the fact that print carries meaning (Strickland & Schickedanz, 2004). Teachers who have an understanding of what aspects of print their students are attending to can introduce students early on to print conventions through experiences in both reading and writing—especially through focused instruction in the first six months of school (Clay, 2000, pp. 24-25).
Assessments
MLPPLiteracy Beginnings
Fountas and Pinnell (2011)
Observation Opportunities
1st Grade: Recognize the distinguishing features of a sentence.
Kindergarten: Knows parts of books (front, back, title, index, etc.).
Pre-Kindergarten: Orients book correctly, turns pages front to back, understands where to start reading and the direction to follow.
In developing print awareness, a child begins to understand what print looks like, how it works, and the fact that print carries meaning (Strickland & Schickedanz, 2004). Teachers who have an understanding of what aspects of print their students are attending to can introduce students early on to print conventions through experiences in both reading and writing—especially through focused instruction in the first six months of school (Clay, 2000, pp. 24-25).
Assessments
MLPPLiteracy Beginnings
Fountas and Pinnell (2011)
- Concepts About Print Interview p. 224
- Concepts about Print p. 97
- Book Handling Knowledge Guidelines p. 98-100
Observation Opportunities
- During any library time, independent reading time - how are they handling books? How are they interacting with the text and pictures?
1st Grade: Recognize the distinguishing features of a sentence.
Kindergarten: Knows parts of books (front, back, title, index, etc.).
Pre-Kindergarten: Orients book correctly, turns pages front to back, understands where to start reading and the direction to follow.