1. Supporting Language and Literacy Development through Environmental Print Adapted from: National Head Start Training STEP 2002 C.I.R.C.L.E. 1

2. The Beginning Environmental print is the beginning of reading! It is the moment when a child makes a connection between a graphic word or symbol and a spoken word! 2

3. A central goal of preschool is to enhance children’s knowledge of concepts about print. Print-rich environment Opportunities to see and use written language Awareness of book and print concepts 3

4. Functions of Print Obtaining information and knowledge Communicating information and knowledge Entertaining Solving problems Children need to understand that print is meaningful in their daily lives and has many functions. Starting Out Right p. 32 4

5. Functions of print continued: Children come to understand that different text forms are used for different functions (as they watch the adults in their lives): lists, recipes, newspapers, letters, etc. 5

6. Print-Rich Environment Labels Children’s names Lists Charts/graphs Schedules Homemade books Displays of songs, chants, nursery rhymes, and poems Rebus charts Message boards 6

7. Charts for Emergent Readers Song charts Nursery Rhymes Pocket Charts Rebus Recipe Charts 7

8. Graphic Organizers Graphic organizers are a visual way to organize information. Venn Diagram Web K-W-L Story map Graph 8

9. Environmental Print Environmental print is the first type of print that many children learn to recognize. Environmental print introduces children to the relationship between print and meaning. 9

10. Book Concepts Knowledge that a book is for reading Location of the front, back, top and bottom of a book Where to begin reading Books have a title and an author Illustrations carry meaning (but cannot be read) How to handle books 10

11. Instruction for book and print awareness Big books can be used when reading to groups of children to point out features of books and printed text. The repetitive or predictable structure of many big books provides children with clues as to what the text is says. 11

12. Making Class Books “The process of making books helps children understand the power of written language as a way of expressing their ideas and sharing their experiences.” National Head Start STEP Training 2002 12

13. Book Handling Skills and How to Take Care of Books Children learn: Respect for books by observing how adults handle them Proper ways to hold books, turn pages and return them to appropriate areas. 13

14. Summing Up Teachers should: Show children that printed materials are all around them by reading examples from everyday life. Have the children help make signs and labels for projects or for special areas in the room. Draw the children’s attention to the many ways that you use printed letters and words everyday. Distinguish between children’s beginning writing and drawing. Teaching Our Youngest, 2002. 14

15. Resources National Head Start STEP Training, 2002. C.I.R.C.L.E. Starting Out Right, National Research Council, 2002. Teaching Our Youngest, A Guide for Preschool Teachers and Child Care and Family Providers, 2002. 15