Early Literacy Methods - D669 Part 2 |\ |\ |\ |\ |\ |\ |\
QUESTIONS WITH ANSWERS |\ |\
Which skills relate to print awareness?
|\ |\ |\ |\ |\
Understanding that print moves left to right |\ |\ |\ |\ |\ |\
Identifying letters on a page |\ |\ |\ |\
Locating the front cover of a book |\ |\ |\ |\ |\ |\
Identifying spaces in between words |\ |\ |\ |\
Understanding that print moves left to right |\ |\ |\ |\ |\ |\
Print awareness skills help students understand that print is
|\ |\ |\ |\ |\ |\ |\ |\ |\
organized in a certain way and is an important skill to build a
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
foundation for reading. |\ |\
Mr. Costa has gathered his class together for a read-aloud and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
would like to model an understanding of concepts of print. What
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
is one activity he should do before reading?
|\ |\ |\ |\ |\ |\ |\
Point out the front cover and the back cover of the book.
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Promoting Print Awareness: While Reading |\ |\ |\ |\
Ensure students understand book organization, teaching them
|\ |\ |\ |\ |\ |\ |\
basics like reading left to right and top to bottom, recognizing
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
print
Read aloud from books with large, easy-to-read print and stories
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
featuring predictable words. |\ |\
Use "big books"
|\ |\
Teach and practice print conventions such as left-to-right
|\ |\ |\ |\ |\ |\ |\ |\
directionality
,Teach proper book handling and reinforce book awareness.
|\ |\ |\ |\ |\ |\ |\
Promoting Print Awareness: In the classroom |\ |\ |\ |\ |\
Label classroom objects to reinforce print recognition.
|\ |\ |\ |\ |\ |\
Reinforce print conventions seen in classroom materials like
|\ |\ |\ |\ |\ |\ |\ |\
signs, labels, posters, and calendars.
|\ |\ |\ |\
Recognize letters in places outside of books |\ |\ |\ |\ |\ |\
Ensure classroom decor is full of print.
|\ |\ |\ |\ |\ |\
Incorporate books, letters, songs, or rhymes in different parts of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
the curriculum.
|\
Promoting Print Awareness: At Play |\ |\ |\ |\
Encourage preschoolers to engage with print through pretend
|\ |\ |\ |\ |\ |\ |\ |\
activities like writing shopping lists, creating signs, composing
|\ |\ |\ |\ |\ |\ |\ |\
letters, or making cards. |\ |\ |\
Recognize letters in places outside of books. |\ |\ |\ |\ |\ |\
Play with letters of the alphabet in centers or during free play.
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Have things available like letter fridge magnets in a play kitchen.
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Include letters in art or sensory activities, like building letters
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
with clay or finding letters in a sensory bin.
|\ |\ |\ |\ |\ |\ |\ |\
Assess Print Awareness |\ |\
Locate the front and back cover of the book.
|\ |\ |\ |\ |\ |\ |\ |\
Identify the title of the book.|\ |\ |\ |\ |\
Determine where to start reading. |\ |\ |\ |\
Determine the direction in which to read and where to go at the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
end of a line.
|\ |\ |\
Point out a letter.
|\ |\ |\
, Recognize capital and lowercase letters. |\ |\ |\ |\
Identify a word. |\ |\
Recognize the first and last word of a sentence.|\ |\ |\ |\ |\ |\ |\ |\
Locate the first and last words on a page.
|\ |\ |\ |\ |\ |\ |\ |\
Identify punctuation marks. |\ |\
Print Awareness
|\
the understanding that printed text carries meaning, including
|\ |\ |\ |\ |\ |\ |\ |\
the recognition of words, letters, and the functions of various
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
elements in a book or written material |\ |\ |\ |\ |\ |\
Letter Awareness |\
The understanding that letters are representations of sounds
|\ |\ |\ |\ |\ |\ |\
Book awareness
|\
the understanding of how books work, including concepts such as
|\ |\ |\ |\ |\ |\ |\ |\ |\
reading from left to right, turning pages, and recognizing the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
front and back covers
|\ |\ |\
Word Awareness |\
the recognition and understanding of individual words as distinct
|\ |\ |\ |\ |\ |\ |\ |\ |\
units of language, including their sounds, meanings, and
|\ |\ |\ |\ |\ |\ |\ |\
spellings
Concepts about print |\ |\
the understanding of how printed materials, such as books and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
other written texts, function and are structured
|\ |\ |\ |\ |\ |\
Say each sound. Which sounds do you make using only your
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
teeth and lips? |\ |\
/f/
/v/
Say each sound. Which sounds are made with a stop (when you
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
momentarily stop your airflow to make a sound)? |\ |\ |\ |\ |\ |\ |\
QUESTIONS WITH ANSWERS |\ |\
Which skills relate to print awareness?
|\ |\ |\ |\ |\
Understanding that print moves left to right |\ |\ |\ |\ |\ |\
Identifying letters on a page |\ |\ |\ |\
Locating the front cover of a book |\ |\ |\ |\ |\ |\
Identifying spaces in between words |\ |\ |\ |\
Understanding that print moves left to right |\ |\ |\ |\ |\ |\
Print awareness skills help students understand that print is
|\ |\ |\ |\ |\ |\ |\ |\ |\
organized in a certain way and is an important skill to build a
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
foundation for reading. |\ |\
Mr. Costa has gathered his class together for a read-aloud and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
would like to model an understanding of concepts of print. What
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
is one activity he should do before reading?
|\ |\ |\ |\ |\ |\ |\
Point out the front cover and the back cover of the book.
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Promoting Print Awareness: While Reading |\ |\ |\ |\
Ensure students understand book organization, teaching them
|\ |\ |\ |\ |\ |\ |\
basics like reading left to right and top to bottom, recognizing
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Read aloud from books with large, easy-to-read print and stories
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
featuring predictable words. |\ |\
Use "big books"
|\ |\
Teach and practice print conventions such as left-to-right
|\ |\ |\ |\ |\ |\ |\ |\
directionality
,Teach proper book handling and reinforce book awareness.
|\ |\ |\ |\ |\ |\ |\
Promoting Print Awareness: In the classroom |\ |\ |\ |\ |\
Label classroom objects to reinforce print recognition.
|\ |\ |\ |\ |\ |\
Reinforce print conventions seen in classroom materials like
|\ |\ |\ |\ |\ |\ |\ |\
signs, labels, posters, and calendars.
|\ |\ |\ |\
Recognize letters in places outside of books |\ |\ |\ |\ |\ |\
Ensure classroom decor is full of print.
|\ |\ |\ |\ |\ |\
Incorporate books, letters, songs, or rhymes in different parts of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
the curriculum.
|\
Promoting Print Awareness: At Play |\ |\ |\ |\
Encourage preschoolers to engage with print through pretend
|\ |\ |\ |\ |\ |\ |\ |\
activities like writing shopping lists, creating signs, composing
|\ |\ |\ |\ |\ |\ |\ |\
letters, or making cards. |\ |\ |\
Recognize letters in places outside of books. |\ |\ |\ |\ |\ |\
Play with letters of the alphabet in centers or during free play.
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Have things available like letter fridge magnets in a play kitchen.
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Include letters in art or sensory activities, like building letters
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
with clay or finding letters in a sensory bin.
|\ |\ |\ |\ |\ |\ |\ |\
Assess Print Awareness |\ |\
Locate the front and back cover of the book.
|\ |\ |\ |\ |\ |\ |\ |\
Identify the title of the book.|\ |\ |\ |\ |\
Determine where to start reading. |\ |\ |\ |\
Determine the direction in which to read and where to go at the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
end of a line.
|\ |\ |\
Point out a letter.
|\ |\ |\
, Recognize capital and lowercase letters. |\ |\ |\ |\
Identify a word. |\ |\
Recognize the first and last word of a sentence.|\ |\ |\ |\ |\ |\ |\ |\
Locate the first and last words on a page.
|\ |\ |\ |\ |\ |\ |\ |\
Identify punctuation marks. |\ |\
Print Awareness
|\
the understanding that printed text carries meaning, including
|\ |\ |\ |\ |\ |\ |\ |\
the recognition of words, letters, and the functions of various
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
elements in a book or written material |\ |\ |\ |\ |\ |\
Letter Awareness |\
The understanding that letters are representations of sounds
|\ |\ |\ |\ |\ |\ |\
Book awareness
|\
the understanding of how books work, including concepts such as
|\ |\ |\ |\ |\ |\ |\ |\ |\
reading from left to right, turning pages, and recognizing the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
front and back covers
|\ |\ |\
Word Awareness |\
the recognition and understanding of individual words as distinct
|\ |\ |\ |\ |\ |\ |\ |\ |\
units of language, including their sounds, meanings, and
|\ |\ |\ |\ |\ |\ |\ |\
spellings
Concepts about print |\ |\
the understanding of how printed materials, such as books and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
other written texts, function and are structured
|\ |\ |\ |\ |\ |\
Say each sound. Which sounds do you make using only your
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
teeth and lips? |\ |\
/f/
/v/
Say each sound. Which sounds are made with a stop (when you
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
momentarily stop your airflow to make a sound)? |\ |\ |\ |\ |\ |\ |\
