_______ __ _______ are developed intentionally and incidentally through ______ and ______ experiences.
Concepts of print
language and literacy experiences
Parts of a book
title, front cover, author, pages, spine, back cover
Print concepts
Print concepts is a term that refers to the knowledge of how written language works, including letters, words, directionality, and punctuation. Print concepts support the development of print awareness, contributing to oral language, vocabulary, and reading comprehension development.
Words, letters, sentences, books
foundational knowledge- concepts of print 3 things
- Functions of print- Print carries meaning. Print can be used for different purposes. Print corresponds to speech word for word.
- Conventions of print- Print is print, no matter its form. (Grammar rules for writing)
- Book conventions- traditional book layout
Development of concepts-5
- Observation- watch others read and write
- Interaction with print- interaction with print rich environment like signs, book, printed materials
- Interaction with others- discussions about stories, books, etc.
- Explicit instruction- specific print concepts, such as letter-sound relationships, punctuation, and the organization of text.
- Language specificity- language specific rules
Reading Development-8
- Children read picture books
- Children learn how to read a book by identifying front cover, spine and turning pages
- Children learn that words not pictures carry the meaning
- Children can read left to right/top to bottom and track
- Children focus on words and realize they are unique
- Children learn about authors and illustrators, book titles, and page numbers. They begin to recognize punctuation, dialogue, and even specific sight words.
- Children begin to learn about book genres.
- Children begin to understand the way a text’s organization, or structure, communicates meaning in more complex texts.
How to measure concepts-3
- Observation
2.Engagement in reading and writing - Assessment tools
- Differentiated assessment
Research supported instructional practices
- Print referencing read alouds
- interactive writing
- Finger pointing for print to speech match
- Literacy enriched drama play
- Modeling and explicit instruction
Modeling and explicit instruction
- Directionality- use pointer finger
- Capitalization- discuss and identify
- Punctuation- tone and vocal inflection
- Book concepts-model proper book handling
- Read aloud
- Visual aids- use during lessons
Environmental print
Young learners can develop a degree of print awareness through exposure to environmental print. This term refers to the words that children frequently encounter in their surroundings, such as brand names, road signs, company labels, and menu items at dining establishments.
Phonological awareness includes
Knowing sentences can be segmented into words
Knowing words can be segmented into syllables
Knowing words can be segmented into their sounds
Knowing the individual sounds of words can be blended
Knowing the individual sound of words can be manipulated (added to, deleted from, or substituted)
Phonological awareness is
IS: auditory skill,
can be taught with eyes closed and lights off,
language is made up of sounds, larger units of sounds (words) are made up of smaller unit sounds (phonemes), foundation for coding and decoding
Phonological awareness is not:
NOT: identification of letters,
letter/sound knowledge
ability to read words,
vocab knowledge
Phonology
Phonology is the study of the basic sound units of language and is one of the five components of oral language.
Phonemes, graphemes, letters
Phonemes - individual speech sounds
Graphemes - individual letters or groups of letters that represent phonemes
Letters - The visual building blocks of written words
Phonemic awareness
Phonemic awareness is the most complex skill within the phonological awareness continuum. Remember, phonemes are distinct units of sound and are the basic units of language.
Phonics
Phonics instruction is the step-by-step process of teaching the alphabetic principle. It focuses on teaching the consistent, predictable sounds connected to letters in our written language. Essential to phonics instruction is a subset of the alphabetic principle - letter-sound correspondence. Letter-sound correspondence is a foundational skill for effective phonics instruction, as most phonics strategies require students to draw from their memory bank of letter sounds.
3 ways to teach phonics
- links sounds to letters early
- provide explicit and systematic instruction that focuses on only 1 or 2 phonemic awareness skills at a time. Ex. segmenting and blending words
- use classroom-based instructional assessments to provide ongoing feedback that guides your instruction
Ways to build phonological awareness
Listening, rhyming syllables, Guessing games, Sing, blend sounds, take words apart
Alphabetic principle
The alphabetic principle is the idea that letters, and groups of letters, match individual sounds in words. A child’s knowledge of letter names and shapes is a strong predictor of their ability to learn to read. Children cannot understand and apply the alphabetic principle until they can recognize and name letters. Children acquire alphabetic knowledge in a sequential way that begins with naming letters, recognizing letter shapes, and then finally, letter sounds.
5 components of reading
The five components of reading are phonemic awareness, phonics, fluency, vocabulary, and text comprehension, along with integrating spelling and writing instruction with reading instruction.
The first piece of the alphabetic principle refers to
The first piece of the alphabetic principle refers to the student’s ability to connect the sound, or phonemes, to the letters and letter patterns, or graphemes.
Alphabetic principle framework
- Each letter of the alphabet has a name
- Each letter has a specific shape
- Each letter has a sound
Alphabetic principle plan of instruction-4
- Teach letter-sound relationships explicitly and in isolation
- Implement opportunities for students to practice letter-sound relationships daily.
- Cumulatively review previously taught sound-letter relationships while providing practice time for new sound-letter relationships.
4.Plan opportunities early and often for children to apply their new and expanding knowledge of sound-letter relationships to the reading of phonetically spelled words that are familiar to them. - When teaching upper and lowercase letters, be sure to expose children to different fonts so that they can fluently identify them.
