1. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-1 Principle 1 Children need to develop an awareness of print

2. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-2 Language Reading Writing Ready to Read

3. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-3 Developmental Stages of Writing Sensorimotor Early scribbling Writing first letters

4. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-4 Early Scribbling Examples

5. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-5 Writing First Letters Examples Shopping List

6. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-6 Develop an awareness of print Develop fine motor hand skills Engage in meaningful writing experiences 3 Writing Principles

7. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-7 Principle 1: Develop an Awareness of Print Outcomes Adults will be able to add more items to the environment that will encourage print awareness. Adults will point to and read meaningful print to children.

8. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-8 Principle 1: Develop an Awareness of Print Early Learning Standard Children engage in early reading experiences. Benchmarks Children show awareness of environmental print. Children recognize the printed form of their name in a variety of contexts.

9. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-9 Chinese word for “Crisis” Danger Hidden opportunity

10. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-10 Strategies Structure the environment to encourage awareness of print Point to and read meaningful print aloud to children Principle 1: Develop an Awareness of Print BLOCK CENTER

11. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-11 Strategy Structure the environment to encourage awareness of print Labels Lists Signs Charts Principle 1: Develop an Awareness of Print

12. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-12 Write Children’s Names Uppercase or capital letter at the beginning Followed by lowercase letters EXAMPLES Tamara Pedro Shannell

13. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-13 ALL UPPERCASE OR CAPITAL LETTERS Examples VANESSA CHARLETTA JUAN Write Children’s Names

14. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-14 BLOCK CENTER GROCERY STORE The Music Shop Sample Labels

15. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-15 SH-SH-SH! QUIET WASH YOUR HANDS Sample Signs

16. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-16 WEEKLY HELPERS LINE LEADER LITERACY HELPER MESSENGER SNACK SERVER Sample Charts

17. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-17 Find peer partner and photos or diagrams of your setting Form a group of four with two other peer partners What current labels, lists, signs, and charts do you display indoors and outdoors? Where do you display these ideas? Other ideas you have seen? Group Activity Directions

18. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-18 Practice/Reflection Log Directions Decide (with your peer partner) 3 or more ideas you can add to your environment to help children become aware of print Use group ideas generated for labels, lists, signs, and charts

19. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-19 Principle 1: Develop an Awareness of Print Strategy Point to and read meaningful print aloud to children

20. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency ::: W1-20 Find your peer partner, daily schedule, and photos or diagrams of your environment Explain when you point to and read meaningful print to children Write at least 5 more times to point to and read meaningful print; use Handout W-5 Peer Partner Directions