REK3.011bii
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Reading Standard 3.011bii - Level K
Understand directionality of print.
Standard in Kid Friendly Language
Students will understand that readers moves from right to left and top to bottom.
Standard Unwrapped
KNOW
Kindergarten students will understand directionality of print.
ABLE TO DO
Students will develop book and print awareness by demonstrating an understanding of directionality of print from left to right, beginning at the top and working to the bottom and identify a return sweep on a page (going on to a new line of text, the child returns to the left-hand side of the paper and works across the page again).
Instructional Strategies
Direction of Print: can be taught using shared reading of Big Books, enlarged charts and poems, or other kinds of engaging texts. It can also be taught through interactive writing, language experience dictations, or exploring print in the classroom environment.(by New Zealand educator Marie Clay)
Modeling: as you read big books together as a class, show how to track print by pointing to each word as you read together.
Reading Aloud to Children: teacher reads to students.
Shared Reading: teachers read with students.
Guided Reading: students work in group to read a book with the teacher as a guide.
Independent Reading: students read alone or with peer.
Listening Center: students will listen to books on tapes.
Homework and Practice: throughout the year the teacher will send home leveled readers to practice reading at home with family.
Resources for Teaching Literacy
Assessment Strategies
Harcourt Brace Concepts of Print Assessment
Resources
Teacher Resource:Presentation on Teaching Print Awareness
Teacher Resource: Teaching Concepts of Print Rubric
Building Print Knowledge: Supporting Early Print Discoveries. In Scaffolding With Storybooks (pp. 13-25). Newark, DE: International Reading Association.
Strickland, D.S., & Schickedanz, J.A. (2004). Strategies for Developing Concepts of Print. In Learning About Print in Preschool (pp. 33-46). Newark, DE: International Reading Association.
A Balanced Approach to Beginning Reading Instruction A Synthesis of Six Major U.S. Research Studies by John Edwin Cowen © 2003 | 120 pp. ISBN 10: 0-87207-515-X | ISBN 13: 978-0-87207-515-3
Concepts About Print: What Have Children Learned About the Way We Print Language? by Marie M. Clay
Projects and Activities
FIND IT GAME- Choose books with multiple copies for this reading game. Have students pointing to all the concepts of print and see how fast they can find each item you list (Find the top of your book....find the bottom of your book....where is the title.....where is the beginning of your story?, etc). Do not move to the next concept until you have seen every child pointing to what you ask. It may be fun to time them and see if they get faster. Have students help each other and check their neighbors to increase speed.
Daily News-on large chart paper, have students help you write a message (topic: weather, day of week, and special activity of the day). Have students notice the different aspects of the message (top to bottom, left to right, period, question mark, letters, words, sight words). Using different colored markers, have students come up and circle the various expectations in daily message: for instance they can circle the periods or question marks, first word last word.
Stop and Go Game- Place a big book on your easel. Then discuss with the class about a traffic light and what the green and red light mean. After the discussion introduce the basic parts of the book, and then proceed on to the first page of the story. Using a pointer, read the story orally while pointing to each word stressing the directionality of left to right and top to bottom. Reread the first page and then have children place a green colored dot under each word. This process allows the children to "see" the words and how they are used to construct a sentence. They can place a green dot under each word and then a red dot at the end of the sentence or under the punctuation. You can also use colored highlighting tape and different pointers to make the activity more fun. The teacher then models for the students how to read the sentences and stopping at punctuation and then returning to the next line.
Print Concept
1. Gather students in the designated group meeting area. Tell them that you will be rereading "Kittens." Ask them what they remember about reading it before, and what it was about.
2. Show students the chart paper with the poem written on it (see Preparation, Step 2). Ask a student where you will start reading the nursery rhyme. (Have him or her come up and point to the proper place.) Then read the nursery rhyme aloud while you indicate the words with a pointer.
3. Ask a student to come up and point to the words in the nursery rhyme as the entire class reads it aloud chorally. The student you choose may either be one that understands one-to-one matching or one who does not. If you choose the latter, be sure to offer assistance by pointing with the student.
4. Ask students if they see any words they know. Any letters? Have individual students come up and point to the word or letter with a pointer. Have them tell you what it is. If a student incorrectly identifies a letter or word, praise the attempt and then show the correct letter or word in the poem if it is there. If not, use a white board to write the correct response.
5. Point to the words in the poem as you read through the poem one more time with the entire class. ReadWriteThink Web Site
Variety of Print:
Picture books, Big books, Predictable books, Rhyming books, Child made books, Pop-up books, Fiction/non-fiction books, Picture dictionary, Magazines/comics, Pamphlets, Newspapers, Foreign language books, Calendars/birthday charts, Posters/signs/messages, Notes • Signs and print in foreign languages, Story time/ quiet reading time, Shared reading, Making books, Alphabet/letter awareness games, Board and card games, Simple recipes for cooking, Reading packets, bottles etc., Teacher’ daily messages, Annotate children’s creative work, Bulletin board for children’s messages, Computer, Telephone Directory
