Assessing Emergent Literacy Concepts About Print Alphabetic Principle Phonemic Awareness Blending Rhyming Segmenting

Assessing Emergent Literacy Concepts About Print Alphabetic Principle Phonemic Awareness Blending Rhyming Segmenting

Assessing Emergent Literacy Concepts About Print Alphabetic Principle Phonemic Awareness Blending Rhyming Segmenting

Assessing Emergent Literacy Concepts About Print Alphabetic Principle Phonemic Awareness Blending Rhyming Segmenting

Concepts About Print California Language Arts Content Standards Kindergarten: 1.1, 1.2, 1.3, 1.4, 1.5

Concepts About Print front of book print, not picture, read directionality –left to right –top to bottom concept of letter concept of word

Concepts About Print front of book print, not picture, read directionality –left to right –top to bottom concept of letter concept of word

Concepts About Print front of book print, not picture, read directionality –left to right –top to bottom concept of letter concept of word

Concepts About Print front of book print, not picture, read directionality –left to right –top to bottom concept of letter concept of word

Concepts About Print front of book print, not picture, read directionality –left to right –top to bottom concept of letter concept of word

Concepts About Print Sample Assessment Question 1. Does child know the concept of front of book? Hand book to child in vertical position, spine towards the child. SAY: Show me the front of the book. Score 1 point for correct answer.

Your Turn Practice giving the CAP

Letter Names and Sounds The Alphabetic Principle California Language Arts Content Standards Kindergarten 1.6, 1.14

Letter Names and Sounds The Alphabetic Principle California Language Arts Content Standards Kindergarten 1.6, 1.14

Your Turn Review with a partner the Alphabetic Principle and discuss how the previous assessments fit with that concept.

Phonemic Awareness Blending Sounds DIRECTIONS: Clearly say the phonemes in each of the words. Then ask the student to tell you the word. Be careful not to distort sounds by adding an (uh) at the end. 1.I am going to say something slowly. See if you can guess what I’m saying. Example: cow (pause) boy — What is it? Cowboy s (pause) un — What is it?Sun

Your Turn Practice with a partner. Give the Blending Sounds Assessment Each do one section

Segmenting DIRECTIONS: In this assessment the child is asked to segment a word into its separate phonemes. A child’s ability to segment phonemes in words is highly predictive of later reading success. Listen: at. Help me break it apart: /a/ /t/.

Your Turn Practice with a partner. Give the Segmenting Sounds Assessment Each do one section