1. Three Primary Domains of Reading and Writing Oral Language Phonological Processing Print Knowledge Print Knowledge 1 Literacy How, Inc.

2. Understanding Concepts of Print 2 Literacy How, Inc.

3. The Role of Environmental Print...Using environmental print to teach children to read may form a bridge from the known to the new that helps them more readily invoke the entire contents of their knowledge of printed language and word analysis strategies to read in a variety of new situations and contexts. Reutzel, Fawson, Young, Morrison, & Wilcox, 2003 Known New 3 Literacy How, Inc.

4. Environmental Print Literacy How, Inc.4

5. window desk Window desk bench doorchair Literacy How, Inc.5 Environmental print cont’d Labeling objects in classroom

6. EMERGENT READERS earliest attempts at reading visual word reading cue word recognition sign reading (McDonalds) picture reading (Golden Arches) letter recognition begins 6 Literacy How, Inc.

7. Pre- Alphabetic/ Emergent Reading Cannot segment the speech stream Cannot match speech to print Focuses on illustrations when “reading” May recognize environmental print in context Focuses on initial sounds first then initial and final sounds as they transition out of the stage Writing Uses drawings & pretend writing to express ideas Cannot consistently read his/her own writing Writing does not represent sounds until the end of the stage (salient sounds) and does not correspond to word boundaries Spelling Has incomplete knowledge of the alphabet; does not understand the letter/sound connection

8. 8 Haskins Laboratories Pre-alphabetic/Preliterate earliest attempts at reading visual word reading sign reading (McDonalds) picture reading (Golden Arches) letter recognition begins (M for McDonalds) does not have ‘alphabetic insight’ M

9. Pre-alphabetic Spelling Samples

12. Print reflects the words (and meaning) and not other parts of books, like the pictures or the spaces between words. 12 Literacy How, Inc.

13. Shared Reading Teacher demonstrates that the print carries the meaning of the text. As teacher reads, she points to the each word in the text. Literacy How, Inc.13

14. Shared Writing/Experience Chart Story Teacher Demonstrates that Print Carries Meaning Literacy How, Inc.14 The teacher writes the words that students dictated.

15. Research Some students enter school already possessing a knowledge of how print and text works, while others do not (Yaden & Templeton, 1986). Many young children have limited access to text and learning opportunities around books (Neuman, 1999; Neuman& Celano, 2001). 15 Literacy How, Inc.

16. Research Concepts of print knowledge plays a critical role in early reading development (Hiebert, Pearson, Taylor, Richardson, & Paris, 1998). Learning concepts of print early on influences children’s language development, phonemic awareness, phonics, word reading, and reading/writing development (Morris, 1993; Roberts, 1992). 16 Literacy How, Inc.

17. Research How important is print awareness to early reading achievement? Johns (1980) found that beginning kindergarten print awareness was highly predictive of end- of- first--grade reading achievement. The NRP Report (2000) ranked print awareness among the best predictors of early reading achievement. 17 Literacy How, Inc.

18. Can print awareness be taught? YES! Children can be taught how and what to look at in print. – – (Reutzel,Oda& Moore, 1989) 18 Literacy How, Inc.

19. Can print awareness be taught? YES! Children can be taught how and what to look at in print. – – (Reutzel,Oda& Moore, 1989) 19 Literacy How, Inc.

20. Book Knowledge Instruction Model how to read and handle books. Discuss parts of books. Teach concepts of print. 20 Literacy How, Inc.

21. Book Handling Front of the Book Knows book title Knows that print contains the author’s message Knows where to start reading Knows which way to go when reading (Top to bottom) Knows which way to go when reading (left to right) Return sweep to the left 6 0002 21 Literacy How, Inc.

22. Front/Cover and Back Literacy How, Inc.22

23. We read from the cover/front to the back. We read the left page before the right page. Literacy How, Inc.23

24. Print Awareness Instruction Q: Where does print awareness instruction fit in early reading instruction? A: Print awareness should be fostered in pre-school, kindergarten, and first grade. It should be taught in connection with oral language, vocabulary, reading aloud, phonemic awareness, and learning letters. 24 Literacy How, Inc.

25. Concepts of Print (continued) 1. Word by word matching 2. First and last concepts 3. Bottom of the page 4. Left page before right 5. Points out beginning, middle, end of a book adapted from Teaching Children to Read. Reutzel, Ray and Cooter, Robert B. Prentice Hall, 2004. 25 Literacy How, Inc.

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27. Concepts of Print 1. The teacher can “finger point” the cover/front and the back. 2. The teacher can finger point the “Title” 3. The teacher can finger point the “author” (and identify him/her as the person who “wrote” the words. 4. The teacher can finger point the “illustrator” (and identify him/her as the person who “drew” the pictures. Literacy How, Inc.27

28. Shared Reading Experience The teacher can... -finger point at text to reinforce the concept of word and word boundaries as well as directionality. 28 Literacy How, Inc.

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30. Synchromesh Concept of Word: Synchromesh Refers to a child’s ability to finger- point/read a sentence and then go back and identify target words within the sentence. 30 Literacy How, Inc.

31. Concept of Word/Synchromesh 1, 2 Buckle My Shoe 1, 2 buckle my shoe 3, 4 shut the door 5, 6 pick up sticks 7, 8 lay them straight 9, 10 a big fat hen. 15 002 31 Literacy How, Inc.

32. Activities to Develop Synchromesh Finger point to familiar rhymes (engage with pointers of different sizes, relate to theme). Morning message Language experience stories Patterned text, predictable text Cut-up sentences Be the Sentence (students are the words) 32 Literacy How, Inc.

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34. Letter Identification Readers at the Emergent stage need to learn how to identify/name letters. Readers at the Emergent stage need to learn how to form letters. The best procedure for teaching letter identification is to teach students how to form letters (i.e. through handwriting). Literacy How, Inc.34

35. There are 26 different letters in English. Letters can look different and still be the same letter, as is the case of upper and lower case letters or different print styles) Literacy How, Inc.35 a a

36. Letter Recognition: Rapid Letter Naming Children who can recognize letters with accuracy and speed have an easier time learning about the sounds associated with letters than those children who are struggling with alphabet recognition. Automatic recognition frees up students’ “mental energies” so they can focus on learning sound-spelling relationships. Marilyn Jager Adams, 1990 36 Literacy How, Inc.

37. Letter Knowledge If students cannot recognize and discriminate one letter shape from another teaching phonics will make little sense. 37 Literacy How, Inc.

38. 38 Alphabet/ Letter Recognition Activities Use Child’s Name Alphabet Song and Tracking Choose a plastic letter and name it, describe it Rebuilding the alphabet Alphabet books Alphabet poems Alphabet Concentration Sorting letters with different print styles/ font 38 Literacy How, Inc.

39. Students name the letter as teacher points a b c d e f g h i j k l m n o p q r s t u v w x y z Literacy How, Inc.39

40. Students touches each letter as they say its name abcdefghijkl m / n opqrstuvwxyz Literacy How, Inc.40

41. Students name each letter including the ones missing a b ___ a ___ c ___ b c Literacy How, Inc.41

42. Handwriting Teaching students to form letters is the best way to help them recognize letters because it is multi- sensory Teaching students to form letters is the best way to help them recognize letters because it is multi- sensory Literacy How, Inc.42

43. Begin Writing Instruction Early Writing plays a role in the beginning reader’s ability to recognize letters. Practice in writing letters focuses student’s attention on the particular features of the letter shape and thus helps reinforce letter recognition (Adams, 1990a). 43 Literacy How, Inc.

44. Letter Formation When teaching the names of the letter, begin with sky writing the letter to assist children to focus on the shape of the letters. As explicit instruction in letter sound connection begins, handwriting is an important component to include. Large muscles have better memories than small muscles. 44 Literacy How, Inc.

45. Handwriting 1. Skywriting –forming letters in the air using large arm muscles 2. Finger-writing large letters on carpet (rough surface provides tactile feedback). 3. Finger-writing large letters in sand (rough surface provides tactile feedback). 4. Tracing large models 5. Copying large and small models. 6. Writing letters from dictation. Literacy How, Inc.45

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47. Group of letters based on initial stroke c, a, d, g, o, s, f, q (“C” letters) l, t, i, u, r, n, m, h, b, k, p, j (“l” letters v, w, x, y, (“v” letters) e, z (“e” letters) Literacy How, Inc.47

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50. Writing Instruction in Kindergarten “If children laboriously form letters during text production, they often forget what they are trying to communicate through the writing process, because attentional resources are consumed by the working memory required simply to write letters and produce text.” Graham et al.,2000 50 Literacy How, Inc.