REK3.011biii
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Reading Standard 3.011biii - Level K
Focus on word after word in sequence (voice-print match).
Standard in Kid Friendly Language
Kindergarten students will point to each word as they read.
Standard Unwrapped
KNOW
Kindergarten students will demonstrate an understanding of directionality and voice-print match by following print word for word when listening to familiar text read aloud.
ABLE TO DO
Students will match word by word the words printed on a page to spoken words. They will apply this to both reading and writing tasks.
Instructional Strategies
Voice 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.(Coined by New Zealand educator Marie Clay)
Resources for teaching Literacy
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.
Multi-sensory Instruction: is based on the belief that most students learn best when the abstract concept of reading is made concrete through the use of several different hands-on modalities (Preston, 1998). A multi-sensory approach appeals to those learning styles: visual, auditory, and kinesthetic-Tactual senses. Methods such as tracing, hearing, writing, finger taps or squeezes, music, play dough, clay, hair gel, sand, magnetic letters, string, dry erase boards, buttons, etcetera are viable examples of a multi-sensory approach to teaching reading. Teaching the system of language, connecting and linking instruction to both oral and written language using these instructional strategies is essential in developing a cohesive, eclectic K-12 Reading Approach (Smassanow, 2005). Reference to Statement
Assessment Strategies
Harcourt Brace Concepts of Print Assessment
Resources
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). Students can come up and circle the various expectations in daily message: for instance they can circle the sight words.
Stop and Go Game: Place a big book on your easel. Then discuss with the class about a traffic light and what green and red 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. Reread the first page and then have children place a 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.
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
