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Foundational Literacy Skills : 1. Concept of Print

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Foundational Literacy Skills : 1. Concept of Print

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Skill: The concept of print encompasses understanding how books and written text work, including knowledge about the direction of reading (left to right and top to bottom), print versus pictures, letters versus words, and recognizing different parts of a book (front cover, back cover, title, etc.). Mastery milestones include correctly holding a book, turning pages from front to back, and identifying the title and author.

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Age/Grade Range: Children typically demonstrate these milestones between ages four and six years, often in pre-kindergarten and kindergarten settings

Assessment:

- Concepts About Print Assessment (CAP): This tool evaluates a child's understanding of print concepts through observation and questioning about a book.

- One-on-One Reading Checklist: Teachers can use this checklist during individual reading sessions to observe a child's ability to highlight print-related features while reading.

These assessments highlight areas where children thrive or may need additional guidance in understanding print concepts.

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Skill: Phonological awareness involves recognizing and manipulating sounds in spoken language, including identifying syllables, rhymes, and onsets and rhymes. Mastery milestones include the ability to clap out syllables in words, identify rhyming pairs, and complete simple sound-based games.

Age/Grade Range: Children typically develop these skills between 3 and 6, particularly in preschool and kindergarten.

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Assessment:

- Phonological Awareness Literacy Screening (PALS): This assessment evaluates children’s awareness of word structure, rhyme, and alliteration.

- Syllable Counting Assessment: Teachers can assess a child’s ability to count syllables in words using clapping or tapping activities.

Through these assessments, educators can monitor if students can identify and manipulate spoken sounds.

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Skill: Phonemic awareness is the most advanced level of phonological awareness, involving the ability to isolate, blend, segment, and manipulate individual phonemes in words. Key milestones include recognizing first sounds, blending sounds to form words, and isolating phonemes within words.

Age/Grade Range: Mastery of these skills is typically seen between ages 5 and 7, especially in kindergarten and first grade

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Assessment:

- Dynamic Indicators of Basic Early Literacy Skills (DIBELS): This tool assesses phoneme segmentation and blending skills.

- Phoneme Isolation Assessment: Teachers can use one-on-one sessions to ask students to identify the first sounds in words or isolate sounds in simple three-sound words.

These assessments inform educators about students' progression towards proficient phonemic awareness.

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Evidence-Based Instruction:

- Phoneme Manipulation Activities: Implementing activities such as “Elkonin boxes,” where children physically move tokens as they segment sounds in words, can effectively teach this skill. For instance, students can move a token for each sound they hear in the word “cat.”

Differentiation: Multisensory Approaches: To boost understanding for ELs, use tactile and auditory components, like tapping or using blocks to represent sounds.

- Flexible Grouping Strategies: For students with dyslexia, creating small, flexible groups based on specific needs can maximize learning through focused phonemic activities.

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Evidence-Based Instruction:

- Shared Reading: Utilizing a big book during a shared reading session helps students visually engage with the text. The teacher can model reading behaviors, pointing out where to start reading and highlighting print concepts, such as the title and word boundaries, while engaging students in discussions about these elements.

Differentiation:

- Use of Visual Aids: Engaging English learners (ELs) by providing labeled visuals (pictures of book parts) can help reinforce learning.

- Interactive Book Reading: For students with dyslexia, allowing them to use larger, clearer text and audiobooks can aid in comprehension and reinforce concepts of print without overwhelming them with text difficulty.

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Evidence-Based Instruction:

- Rhyming Games: Incorporating songs and rhyming games during lessons helps children focus on the sounds within words. For instance, using a 'rhyme time' activity, where children identify and produce words that rhyme with a given word, can build this area of awareness.

Differentiation:

- Visual and Auditory Cues: Use colorful cards or pictures and auditory prompts to help ELs recognize phonemes by associating sounds with visuals.

- Small Group Activities: For students with dyslexia, working in small groups with guided phonological awareness activities can provide tailored support and foster confidence.

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Skill: Letter-naming knowledge refers to the ability to identify and name both uppercase and lowercase letters. Mastery includes reciting the alphabet and recognizing letters in different contexts (e.g., in print, in books, and on signs). Students should also be able to match letters to corresponding sounds.

Age/Grade Range: Young children typically show these skills between ages 4 and 7, mostly during preschool and kindergarten.

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Assessment:

- Letter Naming Fluency (LNF): This assessment measures how quickly and accurately a student can name letters presented in random order.

- Letter-Sound Correspondence Assessment: Teachers assess students' ability to connect letters with their corresponding phonetic sounds.

These assessments gauge progress and highlight areas where additional instruction may be necessary.

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Evidence-Based Instruction:

- Alphabet Songs and Games:

Differentiation:

Visual Letter Charts: Visual charts that correlate letters with images or words they are familiar with can promote understanding for ELs.

- Interactive Technology Tools:  For students with dyslexia, incorporating apps or software that provide engaging, repetitive exposure to letters and sounds can enhance learning in a supportive environment.