Concepts Of Print

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Aug 1, 2016 - Explore Mikaela's board 'Concepts of print' on Pinterest. See more ideas about Emergent readers, Concepts of print, Kindergarten reading. IEP Goals: Given a book, STUDENT will demonstrate knowledge of concepts of print, by identifying the front cover, back of book, title page, book spine, page of book, author, title, and illustrator, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. PLEASE NOTE: You may focus on specific areas by omitting/including the parts of the. Print Concepts: CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1.a Follow words from left to right, top to bottom, and page by page.

WHAT ARE THE CONCEPTS OF PRINT?

10 Ways to Develop Concepts of Print 1. Point to the words in books as you read-aloud to develop one-to-one correspondence between spoken and written words. Point out words, spaces, letters, lines of print, left to right, top to bottom, direction of print during your. Use environmental print. Concepts of print involves understanding how books and print function and their conventions and the ability to distinguish print from images and understanding that both can (co)construct meaning. Concepts of print means that children understand reading flows from left to right across the page, from top to bottom and sweeps from one line to the.

Concepts of Print “can be viewed as basic knowledge about how print in general, an books in particular, work” (Ezzo) Concepts of print are the general understanding of how reading works.

Concepts of print can include:

  • Directionality
  • Concept of word
  • Alphabetic Principle
  • The idea that illustrations are related to the print
  • The orientation of letters matters

Directionality is the idea that we read words from left to right, and from top to bottom. Also when reading we use this “return sweep.” When one finishes a line they move down a line and then start back at the left again. Concepts of words is the general idea that space separates words. “Words, sentences, and texts have a beginning and end.” (Ezzo) There is also a beginning letter, middle letter, and ending letter. Punctuation, capitalization, alignment, and fonts all fall under this category of concepts of words. The orientation of a letter is very important. A b, p, q, and d can all easily be mistaken for each other if written incorrectly. The

Alphabetic Principle is ” a concept of print or closely related to concepts of print. The alphabetic principle is the understanding that words are made of letters, which stand for the sound we say when we say the words. It includes the understanding that by putting letters together in different ways, we make different words.” (Ezzo)

WHY ARE THEY IMPORTANT?

Concepts of print are the basic building blocks of a written language. Concepts of print teach children at an early age how to orient themselves in terms of reading. Many times fluent readers can take concepts of print for granted, because they are second nature to the reader. These concepts are foreign to beginning readers (Stahl & McKenna, 2009). In order to become a conventional reader and writer concepts of print are essential. Concepts of print are a great predictor in a child’s future success as a reader. Concepts of print influence a child’s fluency and accuracy as a reader later in life.

Instructors will assume that all children know the concepts of print when the student enters the classroom, but that is not always true. Students enter a classroom at all different learning levels. Teachers and parents must educate their students on the concepts of print and the alphabetical principle. (Stahl & McKenna, 2009).

HOW DO THEY DEVELOP?

At a very early age concepts of print can begin to develop. The concepts may still be developing well into elementary school, and for certain punctuation it may still be developing well beyond.

Certain concepts are more likely to be developed before others. For example some infants have the knowledge of directionality. The are able to tell when a book is held upside down. However, there is no set structure of when each concepts is learned. The best way to help students master concepts of print is practice.

The link posted above gives examples of what parents at home can do to help their children develop concepts of print. One example that stood out to me was:

  • Read to your children! The number one thing you can do for your children to help them learn concepts about print is to read to them everyday. A bedtime story is an excellent opportunity to read to your children. Make sure the book is interesting to your children. Ask them to predict what will happen in the book and guide their fingers along the words.

This is something that can be both enjoyable for both the parent and child. This is also something that teachers can do during story time with the class as a whole. I feel one of the best ways to allow your child/student to have the essential concept of print knowledge is exposure to the different concepts.

HOW CAN WE ASSESS THEM?

One of the best ways to get an idea of the knowledge your students has about concepts of print is an informal assessment, as shown in the video above. The teacher can ask questions about:

  • The book orientation
  • Print representing the language
  • Directionality
  • Concept of what a letter, word, and different types of punctuation are

Pages 90-96 in McKenna and Stahl have good examples of questions a teacher can ask while assessing the student.

both of these links will help provide more examples for assessing students.

WHAT ISSUES CAN THEY CASUE FOR SECOND LANGUAGE LEARNERS?

One issue for a SLL involving concepts of print can be different languages have different concepts of print. For example, Arabic and Hebrew read from right to left while English, Spanish and French all read left to right. It may also be hard for the SLL to communicate with his/her teacher. This will cause another road block in helping the SLL with concepts of print.

CHILD STUDY!

Leslie has many of the concepts down. I assessed her using pages 91-93. Below is a video giving an example of this assessment.

Leslie had no problem showing me the different parts of the book. However, when it came time to ask questions about different punctuation parks Leslie was very unsure and only knew the period and question marks.

After reading Leslie a book I asked her questions that were connecting the pictures and the text. Leslie was able to answer most of my questions accurately. When I showed her the title of the book she was unable to give me a reasonable answer as to predicting what the book was going to be about. Over the next few weeks I will be working on making this connection. I plan on assisting Leslie in creating her own books. At first I will give her titles and have her write a story about the title. Later I will ask her to make titles for stories I have already written out. Then finally I will have Leslie complete all steps of making a book.

References:

Ezzo, Dawnmarie. Concepts of Print Powerpoint. Michigan State University, Spring 2012

Concepts Of Print Apps

Drzyzga, Joy, Aperil Sellers, and Sam Simon. “Concepts About Print.” Data Dawgs. Version Spring 2001. N.p., n.d. Web. 10 Mar. 2012. <www.coe.uga.edu/epltt/impaticas/concepts–print-script.pdf>

McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction, second edition. New York: Guilford

Drzyzga, Joy, Aperil Sellers, and Sam Simon. “Concepts About Print.” Data Dawgs. Version Spring 2001. N.p., n.d. Web. 10 Mar. 2012. <www.coe.uga.edu/epltt/impaticas/concepts–print-script.pdf>.

“Emergent Literacy: Concepts About Print.” Mason academic research system (mason.gmu.edu). N.p., n.d. Web. 10 Mar. 2012. <http://mason.gmu.edu/~cwallac7/TAP/

“Concepts of Print.avi – YouTube .”YouTube – Broadcast Yourself. . N.p., n.d. Web. 10 Mar. 2012. <http://www.youtube.com/watch?v=nQG9iK6yIiE

Developing concepts of print is an important part of the emergent literacy process. The best thing about teaching concepts of print to young children is that you don’t need any extra tools or supplies, you just need books!

What Are Concepts of Print?

Concepts Of Print

The basic understandings of how books and print work are referred to as concepts of print.

These print concepts include:

  • Letters and words hold meaning
  • Print is what we read
  • Illustrations correspond to the print
  • We read from left to right
  • We read from top to bottom
  • Return sweep – when we get to the end of a line on a page we return to the next line and begin reading on the left again
  • Books have a front, back, and an author
  • Difference between a letter and a word
  • Spaces between words
  • Where to start reading
  • One-to-One Correspondence – Print matches spoken words
  • Punctuation

Why Are Print Concepts Important?

Before children can begin to read, they must understand how books and print work. Considered precursors to reading and writing, concepts of print are crucial for future reading success.

How Do Children Develop Concepts of Print?

Young children may begin to develop concepts of print at a very young age. How quickly young children learn concepts of print is directly related to how often they are read to.

The best way to teach young children about concepts of print is to invite them to explore books, writing, and drawing as often as possible.

Concepts Of Print - Video Results

10 Ways to Develop Concepts of Print

1. Point to the words in books as you read-aloud to develop one-to-one correspondence between spoken and written words.
2. Point out words, spaces, letters, lines of print, left to right, top to bottom, direction of print during your morning message.
3. Use environmental print to make references to words, spaces, letters and lines of print.
4. Have children suggest where the teacher should begin reading the words on the page of a big book.
5. Count the words in a line of print or clap for each word spoken aloud can help develop concept of a word.

Concepts Of Print List

How to Teach Concepts of Print

6. Use student name cards and classroom labels to help children recognize words that are most meaningful to them.
7. Use a variety of hands-on activities to develop an awareness of letters, e.g., play with letter cars, magnetic letters, plastic letters and alphabet games.
8. Display an alphabet chart at children’s eye level and refer to it daily.
9. Provide both upper and lowercase magnetic letters of the alphabet for children to use daily.
10. Invite each child to dictate a sentence. Write each child’s sentence on a sentence strip twice. Cut one sentence into individual words and encourage children to match words to the second sentence strip, specifically using “first word,” “last word.”

The Teaching Tribe

Teaching concepts of print is important, but it’s only one small piece of the literacy puzzle. If you really want to bring your A game, the best place to learn current best teaching practices and get the support you need is in the Teaching Tribe. We have many printable lessons and on-demand video trainings to help you become the best teacher you can be! If you want to get on the waiting list for the Teaching Tribe, do it soon so you don’t miss the next open enrollment period!

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