session 3 emergent readers concept of print 2014 sample

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September 23, 2014 Concepts of print are the understanding of how print/text works to create meaning.

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Page 1: Session 3  emergent readers concept of print 2014  Sample

September 23, 2014

Concepts of print are the understanding of how print/text works to create meaning.

Page 2: Session 3  emergent readers concept of print 2014  Sample

Questions about the blogs

My apologies for the glitch this week!

1. Are you reading your peer/my comments?

2. How do you choose which blogs to read?

Page 3: Session 3  emergent readers concept of print 2014  Sample

2 Stage Models of Literacy DevelopmentPiaget’s Theory of Cognitive Development

Chall’s 5 Stages of Cognitive Development

Page 4: Session 3  emergent readers concept of print 2014  Sample

Piaget’s Theory of Cognitive Development

Retrieved from: http://projects.coe.uga.edu/epltt/index.php?title=Piaget's_Stages

Page 5: Session 3  emergent readers concept of print 2014  Sample

Key Points in Developmental Stages

The child can use language and process in an abstract way

Abstract Reasoning

Formal Operational(adolescence to adulthood)

The child will use concrete representation to help them understand the abstract.

Conservation

Concrete Operational:(7-11 years)

Rapid language development occurs. Children at this stage of development form categories and organize information to keep equilibrium in their world.

Egocentrism

Preoperational(2-7 years)

Knowledge of the world through sensory stimulus and motor behavior

Object Permanence

Sensorimotor(0-2 years)

Key PointsStage

(Tracey & Mandel Morrow (2006)

Page 6: Session 3  emergent readers concept of print 2014  Sample

How does this apply to reading?

Children continue to hone their abstract reading skills and become more interpretive readers.

Formal operational(adolescence to adulthood)

The children begin to read to learn. They can use their knowledge of concrete information to help them understand the abstract. However, their knowledge of the abstract is limited.

Concrete Operational(7-11)

Language development occurs. Children begin symbolic play and deferred imitation. They begin to develop a repertoire of sight words. They begin to create categories in which to store and retrieve new words. (schema)

Preoperational(2-7)

The beginning of developing schemas that build the foundation for later stage reading and language development.

Sensorimotor(0-2)

(Tracey & Mandel Morrow (2006)

Page 7: Session 3  emergent readers concept of print 2014  Sample

Chall’s Five Stages of Reading Development

Stage 0: Prereading Stage 1: (Grade 1) Learning the alphabetic principleStage 2: (Grades 2 & 3) Children become more fluent and can sound out and decode words in print.Stage 3: (Grades 4-9) Reading is used to learn new ideas, gain new knowledge, and gain new viewpoints.Stage 4: (High school) Students can read widely from complex and various materials both expository and narrative.Stage 5: (College) The most mature level of reading in which readers construct their own meaning from text.

Chall, Jacobs, & Baldwin (1990)

Page 8: Session 3  emergent readers concept of print 2014  Sample

Diagnostic Study Group

Discussion with your group regarding:● Your parent survey● Print Referencing Strategy● Kidwatching chapters 3 & 4

3-2-1 Bridge Thinking Routine

Page 9: Session 3  emergent readers concept of print 2014  Sample

3-2-1 Bridge for Concepts of Print

Page 10: Session 3  emergent readers concept of print 2014  Sample

Common Core Expectations: Foundational Skills-K

Page 11: Session 3  emergent readers concept of print 2014  Sample

Common Core Expectations: Foundational Skills: 1

From Common Core State Standards, National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards (insert specific content area if you are using only one) Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010

Page 12: Session 3  emergent readers concept of print 2014  Sample

Concepts of Print● A student’s individual understanding of the conventions we use to

communicate meaning in print.

● varied amongst children with roots in family and older sibling’s print exposure.

● A student with developing print awareness will begin to realize that books have some common characteristics.

● By assessing understanding and misunderstandings within these concepts, we can identify what students already know was well as what needs to be learned. This assessment is usually given to kindergarteners and struggling readers in grade 1.

Book Suggestion: Clay, M. (2000) Concepts about print: What have children learned about the way we print language? Portsmouth, NH: Heinemann.

Page 13: Session 3  emergent readers concept of print 2014  Sample

● It is print that we read, not pictures.● Illustrations are related to the print.● Print represents language.● There are many purposes for print.● Words don’t change between readings.● We read words from left to right (directionality).● We read from word to word from left to right.● We read from top to bottom.● We use return sweep- when we get to the next line down,

we start at the left again (like a typewriter)

(Adapted from Duke, 2008)

Page 14: Session 3  emergent readers concept of print 2014  Sample

● Space separates words.● Words, sentences, and texts have a beginning and end.● Words have a “first letter”, “last letter”, and “middle letters”.● The orientation of letters matters in print. (For example, a p could be a

p, q, d, or b depending on the orientation of the letter).● There is a “right side up for print”.● We hold a book a certain way.● We open books a certain way.● Pages are turned from left to right.● Books have a front, back, cover, author and sometimes an illustrator.● There are other important parts in some books, such as an index,

glossary, and table of contents.● Knowledge of punctuation and upper and lower case letters.

(Adapted from Duke, 2008)

Page 15: Session 3  emergent readers concept of print 2014  Sample

Common Concepts of Print Inquiries

● Where is the front of the book?● Where does the story start?● Where am I reading from?● What is a letter?● What is a word?● Where do I start reading?● Where do I go after that?● Questions of book-reading vocabulary: word,

letter, beginning of sentence, top of page, bottom of page

Page 16: Session 3  emergent readers concept of print 2014  Sample

Guidelines for Choosing a Text

● Should be engaging● Consistent layout of words and texts● Good spacing● basic sight words● basic punctuation● Should have salient print within the body of

the text as well as within illustrations.

The teacher should read the book to the child with the child looking on and responding to questions.

Page 17: Session 3  emergent readers concept of print 2014  Sample

Concepts About Print Tool

Tools are meant to discover all the student has experienced and noticed or ignored. We are not trying to figure out all they know about print.

This link can be found on Blackboard under content, assessment tools. TC Concepts of Print Tool

Kidwatching: Pages 105-109Teacher Admin

If you already use a protocol at your school, you may use that one. You should have various protocols in your toolkit though!

Page 18: Session 3  emergent readers concept of print 2014  Sample

Four Domains of Print Knowledge

● Print Meaning Domain○ Print Function○ Environmental Print○ Concept of Reading

● Book Order and Organization Domain○ Page order○ Title of book○ Top and bottom of

page○ Print direction○ Author's role

● Letters Domain○ Names of Letters○ Concept of Letters○ Upper and Lower

case letters

● Words Domain○ Concept of word in

print○ Short vs. long words○ Letters vs. words○ Word identification

Justice, Sofka, Sutton, & Zucker (2006)

Page 19: Session 3  emergent readers concept of print 2014  Sample

Thoughts...

Concept of print is often assumed but seldom assessed or taught. Why you think a concept of print is often just expected in classrooms?

Page 20: Session 3  emergent readers concept of print 2014  Sample

Ways to Build Concept of Print

● Daily Interactive read alouds that include print referencing, repeated reads

● Morning Meeting with chart writing and reading practice● Talk during conferences that includes book-reading

vocabulary● Print-referencing: Verbal and nonverbal references to

print○ Tracking print○ pointing to print○ request ○ comment○ question

Zucker, Ward, Justice (2009)

Page 21: Session 3  emergent readers concept of print 2014  Sample

Concepts about Print: Planning Instruction

Concepts of Print instruction can take place in:● Whole class

instruction● Small Groups● One-One

conferences

Zucker, Ward, Justice (2009)

Call attention to all salient print in text:● Print in illustrations

○ labels○ diagrams○ visible speech○ visible sound○ letters in isolation○ environmental print

● Print in body of text○ Font changes○ Bold or unique fonts

Page 22: Session 3  emergent readers concept of print 2014  Sample

3-2-1 Bridge for Concepts of Print

Page 23: Session 3  emergent readers concept of print 2014  Sample

To Do for Next Time● Assessment in Perspective Chapter 3

● Lane. Pullen, Eisele, & Jordan. (2002) Preventing Reading Failure: Phonological awareness assessment and instruction. Preventing School Failure.

● Blog post by Sunday night at 8:00 PM (One paragraph)

● Administer Concepts of Print Tool to your reader.