Print Concepts

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Print Concepts (RF.K–1.1) A

Print concepts include the organization and basic features of print. Among these are that English is read from left to right, top to bottom, and page by page; spoken words are represented in written language by specific sequences of letters; words are separated by spaces; and sentences are distinguished by certain features, such as capitalization of the first word and use of ending punctuation. Print concepts also include recognizing and naming upper- and lowercase letters of the alphabet. Research indicates that young children’s knowledge of the forms and functions of written language is an important precursor of skillful reading (Justice and Piasta 2011). Knowledge of letter forms and names, in particular, provides a basis for learning about the alphabetic system (Evans and Saint-Aubin 2011). Indeed, a “deep, ready, and working knowledge of letters” (along with knowledge of their relationships to the sounds of speech; see Phonics and Word Recognition section of this document) is crucial for literacy development and overall educational success (Adams 2013, 1).

Print Concepts (RF.K–1.1) B

Children learn print concepts through extensive exposure to and active, close interactions with a variety of print materials. Adults should model daily how print works and make explicit references to print, directing children’s attention to a variety of print features, as they share books with children and write for and with children. They should teach the letters of the alphabet explicitly and ensure that children observe and use letters in meaningful print experiences. In a discussion of the research on the development of alphabet knowledge, Adams (2013) advises teaching the names and shapes of the uppercase letters before the lowercase letters because the former are visually much easier to learn and provide an anchor for learning lowercase letters. All letters (upper- and lowercase) should be taught sufficiently well so that children can name them accurately, confidently, and effortlessly. The starting point along the sequence of instruction and the pacing of instruction should be determined by the skills of the children and by the task. More time may be needed, for example, to assist children with distinguishing between letters that are visually similar (e.g., b, d, p, q) or that appear different in upper- and lowercase forms (e.g., E and e, R and r). The sounds the letters represent should be taught later in the instructional sequence to avoid overwhelming the learners. (Knowledge of letter-sound and spelling-sound correspondences is targeted in the Phonics and Word Recognition substrand of the standards and discussed in the so-named section of this paper.)

Print Concepts (RF.K–1.1) C

Some children’s understandings of the basic features of print may be well developed upon entry to transitional kindergarten or kindergarten depending upon their prior experiences at home, preschool, or in the community. Other children may have less well developed print concepts. Teachers should be skilled at assessment (especially formative assessment) and provide instruction and practice that is suitable for each child. (See Chapter 8 in the ELA/ELD Framework for guidance on assessment.) The ELA/ELD Framework makes clear that it is inappropriate both to provide too little attention so that print concepts are not learned thoroughly and to provide too much attention when the concepts are already well known. Instruction should be differentiated based on the varying needs of the learners.

Excerpts from the ELA/ELD Framework and Accompanying Foundational Skills Resource http://www.cde.ca.gov/ci/rl/cf/documents/foundskillswhitepaper.pdf

DMU Timestamp: May 24, 2016 02:30