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Print awareness, also known as concept of print, is the knowledge that books include words and letters and that print has meaning. Understanding the functions of books and how they "work", how to flip the pages, locate the top and bottom of a page, and recognize the front and back covers are many aspects of print awareness. (Reading Rockets, 2024)

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Phonological awareness is the ability to hear and understand the sounds in spoken language. It includes recognizing syllables, rhyming words, and how sounds come together to form words. This skill helps us break words into sounds, blend them together, and notice sound patterns, which is important for learning to read and write.

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Key Milestones:

Recognizing that print carries meaning

Understanding book handling

Directionality of text

Distinguishing between letters, words, and sentences

Identifying Punctuation

Demonstration of Mastery:

If students can complete the following tasks:

Book Orientation: ask the child where the front/back cover of the book are, locate the title, point where they begin reading

Directionality: have the child show you or explain which direction text should be read from and point to where they continue after they have read a line.

Letter and Word Recognition: have the child point to a letter, a word, and a sentence on a page, have them count the number of words they see within a sentence.

Punctuation Awareness: ask the child to identify periods. question marks, exclamation points and explain their purposes within the sentences.

(Reading Rockets, n.d. Basics: Print Awareness 2024)

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Students begin acquiring literacy and are introduced to print long before they enter school, but they should have their print concept mastered by the end of their Kindergarten school year. In first grade, they are expected to have print concept already mastered and will continue working on finalizing the concepts such as punctuation. (Gunning, 2013) (Reading Rockets, 2024)

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Concepts of Print Assessment

Key Features:

Comprehensive Evaluation: the assessment covers a wide range of print concepts including: book handling, directionality, letter/word recognition, and understanding punctuation.

Structured Format: it consists of 22 specific items that guide educators in systematically assessing various aspects of print knowledge. This structure helps with identifying specific areas where a child excels or needs extra support.

Adaptability: the assessment is designed to be administered individually, allowing educators to personalize their approach based on each child's individual needs and responses.

Assessment Focus Areas:

Book Concepts: identifying the front and back covers, understanding the title, and recognizing the top and bottom of a page.

Reading Concepts: understanding that print carries meaning and distinguishing the difference between text and images.

Directionality Concepts: recognizing the correct direction to read (left to right, top to bottom) and knowing where to continue reading at the end of a line.

Letter and Word Concepts: identifying individual letters and words, understanding the difference between letters and words, and recognizing the first and last letters in a word.

Punctuation Marks: recognizing common punctuation marks such as periods, question marks, commas, and exclamation points.

Educators can gain insight into the child's print awareness and identify specific strengths and weaknesses the student is demonstrating through the assessment. The detailed nature of the assessment allows for precise identification of the concepts and covers multiple different concepts within one assessment.

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Book Handling- Guided Exploration of a Book

Educators will work with students to explore different parts of a book. They will introduce the book by starting with it held closed and showing the students. They will then begin to identify the parts of the book which demonstrates the print concepts. They will point and name the front cover, back cover, and even the spine. The teacher can discuss what each part of the book does, explaining how the front cover shows the title and author while the back cover shows a summary. They can will open the book and show how to turn pages gently from right to left, putting an emphasis on the correct order. Moving on to pointing out the top and bottom of the page, ensuring students understand that we read from the top to the bottom.

This strategy explicitly teaches students the physical aspects of book handling, ensuring they can navigate a book correctly, which is fundamental for independent reading.

Print Direction- Directional Tracking

Teachers will select a book, most likely one with large text and clear spacing. As they read the book aloud, they will use a pointer or finger to track the text, making sure they emphasize the reading happening from left to right and top to bottom. Then they can invite students to take turns pointing or tracking the text, pausing occasionally to discuss the importance of spaces between words, punctuation marks, and the differences between letters and words.

This strategy provides students with a clear visual and physical demonstration of print directionality, helping them internalize the flow of text, which is crucial for reading fluency.

(Michigans Mission, 2024)

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Personalized Differentiation:

For students that have a learning disability such as dyslexia, teachers can focus on multi-sensory learning. This can incorporate visual, tactile, and auditory aids.

Tactile Learning Ideas: textured materials with letters or words that students can point to. ex. sand or play-dough

Visual Learning Ideas: color coding different parts of a sentence to help students identify the individual parts.

Auditory Learning Ideas: read texts aloud to students while also verbally announcing the different parts of the book you are showing them.

Some key strategies are utilizing books with large print, bold font, and contrasting colors to better distinguish the letters on the page.

(Kean, n.d.)

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Phonological awareness is the understanding of the sounds within words. This includes the ability to perceive syllables and rhymes, as well as individual sounds (Gunning, 2019). Students are able to detect the separate words in sentences and separate syllables in a words as well as segment words into separate sounds (Gunning, 2019). Some examples of phonological skills include

1. Word Awareness (Counting words)

2. Rhyming (Identification & Production)

3. Syllables (Blending and Segmenting)

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Key Milestones in Phonemic Awareness Development:

1. Phoneme Isolation: Recognizing individual sounds in words.

2. Phoneme Identity: Recognizing the common sound in different words.

3. Phoneme Categorization: Identifying the word that doesn't belong in a set.

4. Phoneme Blending: Combining individual sounds to form a word.

5. Phoneme Segmentation: Breaking a word into its individual sounds.

6. Phoneme Deletion: Recognizing what word remains when a specific sound is removed.

7. Phoneme Addition: Creating a new word by adding a sound.

8. Phoneme Substitution: Changing one sound in a word to create a new word.

When you see a child demonstrate mastery it can look like this:

when a child can effortlessly and accurately perform tasks involving the manipulation of phonemes.

blending sounds to form words

segmenting words into sounds

addition, deletion, substitution

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Ages 3-4 (Preschool)

Recognize and produce rhyming words

Recognize that spoken words are made up of sounds.

Begin identifying syllables in words by clapping

Ages 4-5 (Pre-K - Early Kindergarten)

Identify the first sound in a word

Blend two or three phonemes into a word

Segment words into onset and rime

Ages 5-6 (Kindergarten - Early 1st Grade)

Segment words into individual sounds

Blend three or more phonemes into words

Delete initial or final sounds in a word to make a new one

Begin substituting sounds

Ages 6-7 (1st Grade - Early 2nd Grade)

Manipulate phonemes by adding, deleting, or substituting sounds in words

Fluently segment and blend words with multiple syllables and phonemes.

Use phonemic awareness skills to aid in spelling and decoding unfamiliar words.

(Reading Rockets. n.d. Phonemic Awareness Assessment 2025)

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1. Comprehensive Coverage: The assessment evaluates multiple phonemic awareness skills, including blending, segmenting, deleting, and substituting phonemes. It provides a clear progression of difficulty, ensuring that students demonstrate mastery across all essential skills.

2. Explicit and Structured Approach: The systematic format helps teachers pinpoint exactly where students struggle within the phonemic awareness continuum. It aligns with the Heggerty Phonemic Awareness Curriculum, ensuring continuity between instruction and assessment.

3. Quick and Easy to Administer: The assessment is oral and one-on-one, making it efficient while still yielding detailed insights into student abilities. Teachers can administer it in 5-7 minutes, making it practical for use in busy classroom settings.

4. Data-Driven Decision Making: The assessment provides clear scoring criteria, helping educators track growth over time. Results can be used to differentiate instruction and provide targeted interventions for struggling students.

Student Development

It includes the following tasks:

1. Rhyming Identification and Production

2. Onset Fluency

3. Blending Phonemes

4. Segmenting Phonemes

5. Phoneme Deletion

6. Phoneme Substitution

(Reading Rockets. n.d. Phonological and Phonemic Awareness: Activities for Your Second Grader 2025)

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When a child is mastering phonological awareness, some milestone areas that they will show progress in are word awareness, syllable awareness, onset-rime awareness, rhyming awareness, alliteration, and phoneme awareness (Gunning, 2019). A student will demonstrate mastery if they are able to perform tasks such as identifying and producing words that rhyme and identifying the first sound in words and being able to produce words that start with the same first sound (alliteration).

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1. Phoneme isolation- initial sound sorting

Students will have cards of pictures and will be asked to identify the first sound of the word they hear.

This strategy focuses on helping students isolate and identify the initial phoneme in words, enhancing their ability to recognize and differentiate sounds at the beginning of words.

2. Addition- Adding Sounds

“I can add sounds to make new word. Watch me. I say the first sound and slide a cap: /ī/ [slide a cap]. I add the last sound: /s/ [slide a cap so it appears left-to-right for students]. I touch and say the syllables: /ī/, /s/, ‘ice’ [sweep finger below the caps left-to-right]. The first sound is /ī/ [touch first cap]. The vowel sound is /ī/ [touch first cap]. The vowel label is long i [touch first cap]. The last sound is /s/ [touch last cap]. Do it with me.”  We then lead the group through two examples.

Note: We can add sounds in this manner: /m/ /ĭ/, /m/ /ĭ/ /s/, or /ĭ/ /s/, /m/ /i/ /s/. The only change in procedure is to announce whether adding a sound at the start or end of the word.

[Push the caps into a pile to show the start of a new word.]

Steps:

1. We say a sound and slides a cap.

2. All students repeat the sound and slide a cap.

3. We say whether adding a starting or ending sound, then dictates the sound and slides a cap.

4. All students repeat.

5. All students touch and say, and then blend the sounds into a word.

6. All students touch and say, then blend the syllables to say the word.

7. One student touches and says the first sound.

8. Another student touches and says the last sound.

9. Another student touches and says the vowel sound.

10. Another student touches and says the vowel label.

Repeat these steps with as many as 15 words

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Some differentiations are

1. use of multi-sensory approaches

2. small group or one-on-one instruction

3. differential pacing

For El students benefit from visual for example, have students clap their hands for each sound they hear in a word or trace letters in sand to connect the physical motion with sounds.

For Dyslexia students small group or pacing will benefit break lessons down into smaller chunks and repeat activities to reinforce concepts. Use pacing that aligns with individual students’ learning speed. (Reading Rockets. Phonological and Phonemic Awareness, 2024).

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Students should demonstrate milestone skills of phonological awareness in kindergarten and first grade (Gunning, 2019). By the end of kindergarten, students should understand words, rhyming, syllable blending, syllable segmentation, deletion, and onset-rime (Reading Rockets. Phonological and Phonemic Awareness, 2024).

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The Phonological Awareness Skills Test (P.A.S.T) is a widely used assessment tool among many ages. This is an ideal, innovative, and best suited tool for evaluating student learning because it is a comprehensive evaluation (Reading Rockets. Phonological Awareness Assessment, 2024). It assesses a wide range of phonological awareness skills. It ensures that educators can identify specific areas of strength and needed improvements.

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1. Syllable Segmentation- Clapping and tapping out syllables

Teachers will say a word out loud and demonstrate how to clap out for each syllable. They will then do this with students, having them clap out syllables of words together as a class. Then they will tap the syllables on their fingers as a quiver version. They will then move on to trying it themselves. Students will have a stack of words and will tap out the syllables to themselves (Reading Rockets. Phonological and Phonemic Awareness in Practice, n.d.).

This activity enhances students' ability to segment words into syllables, improving their phonological awareness and aiding in decoding multisyllabic words during reading.

2. Syllable Blending- Syllable Cards

Blending syllables should be taught after students can segment. It is best to restrict this activity to words with three or fewer syllables.

The teacher should say each syllable in a word and demonstrate how to blend the syllables together to say the word as a whole. Then the teacher will have coloured cards. As they say each syllable of the word, they will lay down a card. They will lay them down left-to-right, to further emphasise their print concept as well. Once all the syllables and cards have been said and laid down, the teacher will swipe their finger beneath all the cards, left to right, as they say the whole word. The teacher then should lead the class/small group through a few examples together. Doing this with multiple words is key to students understanding (Reading Rockets, Phonological and Phonemic Awareness in Practice, n.d.).

This activity enhances students ability to blend syllables into whole words.

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For students who have a learning need making sure to include and incorporate many different forms of manipulatives and visual aids which can help students with both dyslexia and Els, incorporate movements which can also help students with dyslexia and Els, and provide tiered activities to engage learners (Reading Rockets, International Dyslexia Association, 2023).

Visual Aids and Manipulatives:

Picture cards: Pictures can represent words for students who need the visual support

Magnetic Letters: Students can physically manipulate letter sounds to build words with magnet letters

Whiteboard: Students can visualise word parts and sound breakdowns and write them on the whiteboard

Movement:

Clapping games: Clapping out syllables in words

Rhyming songs and chants: Singing rhyming songs can reinforce sound patterns

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Letter Naming is also referred to as the "letter name stage" because students implement the letter names to determine the sounds they stand for. B's sound, for example, is contained in its name. Reading comprehension and word-reading accuracy and fluency are correlated with accurate letter naming (Gunning, 2019).

Children begin applying the alphabetic principle in the initial phases of this stage. Students first spell the sound they perceive in their lips, which is the most obvious sound. This is frequently a word's first sound. However, /v/ can be the most noticeable sound for a term like elevator.

Children start to notice that spelling follows particular rules when they are exposed to standard spellings in books and surrounding print. For example, they learn that long vowels are marked with the final e. They go on to the step of maintained alphabetization.

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Key Milestones in Letter Naming Development:

1. Age 3-4 (Preschool):

Recognizes Some Letters

Distinguishes Between Letters and Other Symbols

2. Age 4-5 (Pre-Kindergarten):

Names Uppercase Letters

Matches Some Letters to Their Sounds

3. Age 5-6 (Kindergarten):

Names Both Uppercase and Lowercase Letters

Provides Corresponding Sounds for Letters

Demonstrating Mastery in Letter Naming:

Mastery of letter naming is demonstrated when a child can:

Accurately and Fluently Identify All Letters

Associate Letters with Their Corresponding Sounds

Recognize Letters in Various Contexts

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Age/Grade Range (Typical Reading Development, 2015)

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Age/Grade Range (Typical Reading Development, 2015)

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Ages 3-4 (Preschool):

Identify Some Letters: Children begin to recognize and name some letters, especially those in their own names.

Age 5 (Kindergarten):

Recognize Letters and Letter-Sound Matches: By age five, children can identify most letters and understand basic letter-sound correspondences.

End of Kindergarten:

Recognize All or Nearly All Letters: By the end of kindergarten, children typically recognize all or nearly all uppercase and lowercase letters and can provide corresponding sounds for single letters, especially consonants.

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Gunning, T. G. (2019). Creating literacy instruction for all students (10th ed.). Pearson. ISBN-13: 9780134986487

Phonological and Phonemic Awareness: Activities for Your Second Grader. (2025). Reading Rockets. https://www.readingrockets.org/literacy-home/reading-101-guide-parents/your-second-grader/phonological-and-phonemic-awareness?

Reading Rockets. (2024). Phonemic awareness assessment | reading rockets. Www.readingrockets.org. https://www.readingrockets.org/topics/assessment-and-evaluation/articles/phonemic-awareness-assessment

https://shop.heggerty.org/wp-content/uploads/2020/07/KDG-Baseline-Assessment.June-25-2020.pdf

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K.RF.2 --> Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Identify and produce sounds (phonemes) in a spoken word.

Recognize and produce rhyming words.

Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Blend spoken phonemes to form one-syllable words (e.g., /m/ /a/ /n/).

Isolate and pronounce the initial, medial vowel (long and short vowels), and final sounds (phonemes) in three-phoneme words. (*This does not include CVCs (Consonant-Vowel-Consonant) ending with /l/, /r/, or /x/.)

Add, substitute, and delete individual phonemes in simple, one-syllable words to make new words.

K.RF.3 --> Know and apply phonics and word analysis skills in decoding words.

Demonstrate basic knowledge of one-to-one letter-sound correspondence by producing the primary or most frequent sound(s) for each consonant and the five major vowels.

Decode regularly spelled closed-syllable words.

Read 50 common high-frequency words by sight from a research-based word list. d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

K.W.4 --> With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in standards 1–3 above).

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1. Comprehensive and Research-Based: The assessment aligns with evidence-based literacy instruction, ensuring it effectively evaluates essential early reading skills. It measures both letter naming and letter-sound correspondence, making it more than just a basic identification task.

2. Simple, Efficient, and Easy to Administer: The tool is quick and straightforward, allowing teachers to efficiently assess students in one-on-one settings. It requires minimal preparation and can be administered multiple times to track progress over time.

3. Provides Actionable Data for Instruction: Results can help teachers group students for targeted intervention, ensuring differentiated instruction based on each child's specific needs. It supports early identification of students who may be at risk for reading difficulties.

How the Tool Measures Student Development

The assessment evaluates students' letter recognition and naming abilities by:

1. Presenting uppercase and lowercase letters in random order.

2. Recording student responses as they name the letters.

3. Measuring speed and accuracy, which indicates automaticity.

4. Assessing letter-sound knowledge, which links to phonics and decoding skills.

Identifying Strengths and Areas for Growth

Strong performance (fluent and accurate naming of all letters) suggests readiness for phonics instruction.

Slow or inaccurate letter naming indicates a need for additional support, such as multisensory letter-learning strategies.

Difficulty with letter-sound correspondence signals a gap in foundational literacy skills, requiring targeted phonemic awareness instruction.

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Gunning, T. G. (2019). Creating literacy instruction for all students (10th ed.). Pearson. ISBN-13: 9780134986487

International Dyslexia Association. (2023). Accommodating students with dyslexia in all classroom settings. Www.readingrockets.org. https://www.readingrockets.org/topics/dyslexia/articles/accommodating-students-dyslexia-all-classroom-settings

Reading Rockets. (2024). Phonological Awareness Assessment | Reading Rockets. Www.readingrockets.org. https://www.readingrockets.org/topics/assessment-and-evaluation/articles/phonological-awareness-assessment

Phonological and Phonemic Awareness: In Practice | Reading Rockets. (n.d.). Www.readingrockets.org. https://www.readingrockets.org/reading-101/reading-101-learning-modules/course-modules/phonological-and-phonemic-awareness/practice

(n.d.). The PAST. https://thepasttest.com

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Research Based Instruction (Staake, 2021)

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Research Based Instruction (Staake, 2021)

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1. Letter naming- Point, say, learn

Simply type or write the letters you want students to practice, then cut the paper into strips. Have the student point to each (they can use their finger or a colorful pointing stick) and say the letter. If you like, they can also say the sound that letter makes.

2. Uppercase and Lowercase identification- Puzzle Matching

Get the free printable puzzle at the link, then have kids match the upper and lower case letters as they say their names out loud.

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Differentiation (Alphabet Matching. n.d. Reading Rockets)

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Differentiation (Alphabet Matching. n.d. Reading Rockets)

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Some Differentiation strategies for Letter naming could be creating adjustments in the amount of letter exposure to the students, visuals, and multi-sensory activities.

In terms of EL students who need extra foundational support to their literacy skills, visuals and multi-sensory activities can help influence the most retention. Simple fonts can help for a clear letter visual, this can help students see the curves in the letters to have a clear handwriting influence, additionally, pictures alongside the letters can help with the recognition, pictures that don't include words. Additional Sensory engagement like play-dough, songs, flashcards, and games can make the learning fun and more interactive so the students can connect their learning and letters to something they may remember.

In terms of students with Dyslexia, beginning with small amounts of letter exposure might help students more to prevent them being overwhelmed. By doing this the teacher is able to begin with small sets of high-utility letters for learners who need slower pace exposure. A lot of the visual comparisons can also help students with dyslexia as well. Small group and one-on-one exposure can help the students get targeted exposure and the support they need, this can help maintain their engagement and motivation.

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Texas Education Agency. (2024). The Alphabetic Principle | Reading Rockets. Www.readingrockets.org. https://www.readingrockets.org/topics/phonics-and-decoding/articles/alphabetic-principle

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Typical Reading Development. (2015). Reading Rockets. https://www.readingrockets.org/reading-101/how-children-learn-read/typical-reading-development?

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Staake, J. (2021, December 16). 20 Activities to Support Letter Naming Fluency. We Are Teachers. https://www.weareteachers.com/letter-naming-fluency/

Alphabet Matching. (n.d.). https://www.readingrockets.org/classroom/classroom-strategies/alphabet-matching

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Matching upper-case and lower-case

Teachers can use the following activity to ask students to help the "Mama animals" (uppercase letters) find their "babies" (lowercase letters). This game includes matching the uppercase mothers with their lowercase babies. See example ›

This link provides a template for a printable "Superhero" upper- and lowercase letter match game. See example ›

This file includes uppercase and lowercase letters in a matching game that parents can use with their child at home. See example ›

This link provides templates for printing cards to use for writing uppercase and lowercase letters. See example ›

Letter formation: using sand, play dough, or flour

This link provides teachers with downloadable mats with the alphabet letters for helping children use play dough for learning letter formation. See example ›

Letter bingo

Bingo is a simple game that children enjoy and can be used to help them learn about the upper- and lowercase letters. This link allows teachers to print the letters and board needed to play letter bingo. See example ›

Letter stamps

Stamps are an excellent "hands-on" activity for helping students learn about the alphabet. The activity described in the link below provides teachers with some creative ideas for making letter stamps out of sponges. Teachers can use sponges and paint in a variety of ways to help children understand the shape and function of upper- and lowercase letters. See example ›

Letter recognition fluency

This online document contains several activities that are helpful for building letter recognition fluency. Teachers can download materials needed and follow the instructions for each activity. There are also some ideas included for extending and adapting each activity to further enhance learning. Some examples are provided below. Download activities ›

Speedy Alphabet Arc: Teachers can download and print a copy of the alphabet "arc" and have students use letters to match the ones on the arc. Parents could use this idea at home with magnetic letters by placing the arc on the refrigerator and have the child match the letters. Using a timer and seeing how quickly the child can match the letters is optional.

Glow Go: This activity includes the use of glow in the dark chalk and black construction paper. Students can work together taking turns using a flashlight and naming the letters.

Hungry Letter Mouse: Teachers can utilize this activity for students to work on letter recognition in pairs using an eraser and dry erase marker. One student can use the eraser to be the mouse and the other student names the letter before the "mouse" eats it (i.e., erases it).

Letter books

Teachers can use the downloadable materials form this website to create letter books in which each page contains one letter. The kids draw or cut pictures from magazines that start with the particular letter and glue them into their "book." See example ›

Downloadable letter and alphabet cards

Flash cards

The link listed below provides teachers with downloadable ESL flashcards. These are free and printable for use within the classroom. There are large sets for use with teaching letters and vocabulary, and smaller sets for language learning games. See example ›

This website provides printable color flashcards that are great for teaching upper- and lowercase letters. These cards are free and use the Zaner Bloser font which is very simplistic - ideal for teaching young children. See example ›

Alphabet cards

The downloadable alphabet cards available from this link have various fonts to choose from, color picture cards to accompany the letters, and creative ideas for activities. See example ›

Race track alphabet

The website below offers teachers the ability to download letters of the alphabet in race-track format. Children can use toy cars to trace around the letters to help learn the formation. See example ›

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Very young learners are developing their understanding of the alphabetic principle - the understanding that there are systematic and predictable relationships between written letters and spoken sounds. Teachers can help students develop this understanding through lots of fun activities that help students explore the alphabet letters and sounds.

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Works Cited

“Basics: Print Awareness.” Reading Rockets, 2025, www.readingrockets.org/reading-101/reading-and-writing-basics/print-awareness?utm_source=chatgpt.com.

Gunning, Thomas G. Creating Literacy Instruction for All Students. 10th ed., Hoboken, NJ, Pearson Education, Inc, 2020.

Kean, Rae. “Concept of Print Activities for Kindergarten - a Guide.” Phonics in Motion, 22 July 2022, phonicsinmotion.com/concept-of-print-activities-for-kindergarten/.

Michigan's Mission: Literacy. “Concepts of Print: Ideas for Teachers | Reading Rockets.” Www.readingrockets.org, 2024, www.readingrockets.org/topics/print-awareness/articles/concepts-print-ideas-teachers.

Reading Rockets. “Basics: Informal Classroom-Based Assessment | Reading Rockets.” Www.readingrockets.org, www.readingrockets.org/reading-101/reading-and-writing-basics/informal-classroom-based-assessment.

---. “Concepts of Print Assessment | Reading Rockets.” Www.readingrockets.org, www.readingrockets.org/topics/assessment-and-evaluation/articles/concepts-print-assessment.