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The concept of print is about understanding that sentences are made from words, words are made from letters, and reading goes from left to right then top to bottom (Gunning, 2019). When students become proficient in print, they are able to recognize letters as well as simple words

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Ages 3-5 years old

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Students can have a one-on-one assessment to see if they understand the concepts of print. This can making them demonstrate how to read a sentence or hold a book properly and asking the differences between ideas like words or sentences (Reading Rockets, n.d.). By asking and having them demonstrate, this can see if students are getting the foundational basics of the concepts of print and see what areas need to be targeted beyond that

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Reading aloud to students can help students learn concepts like reading from left to right and understanding the logistics of the structure of a sentence and how to break it down

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For students who might struggle because they are EL students or for other reasons, a way to help work on the concept of print is by using visuals and putting it in contexts that they understand whether or not English is their first language. For those with dyslexia or other disabilities that might be hindering their literacy, breaking down the directions by using fingers to point out where to track reading or breaking down the components of words can help them grasp the concept

Phonological awareness

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Phonological awareness is the ability to recognize parts of spoken words (Chard & Dickson, n.d.). A milestone could be understanding different syllables and sounds for rhyming

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Ages 4-6 years old

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Ways that teachers can assess students is monitoring students' progress or screening their awareness (Chard & Dickson, n.d.). Monitoring their progress can show whether or not they are picking it up over time and seeing where their foundation may be cracked. Screening them can allow the teacher to see which specific spots they need to work are. Assessing students can tell which students are low or high performers

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A way to teach the skill of segmenting parts of oral language is by using familiar words or names and breaking them down into syllables or onsets and rimes through clapping (Chard & Dickson, n.d.)

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A way to help EL students can be to expose them more on listening to English and getting them comfortable with the sound of the words before breaking them up into parts. For students with dyslexia, having a structured and direct approach can be helpful so they can learn in steps and see where they are headed at each one

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Phonemic awareness the noticing and working with the individual sounds in spoken words (Basics: Phonological and phonemic awareness, n.d.). Milestones can be mastering the ability to segment the sounds and manipulate them and create new words

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Ages 4-7 years old

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Monitoring progress can help understand where students are struggling and fix it while it is still a problem. Having a checklist for students can help them see what they need to work on

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Teaching in a systematic instruction can help build a foundation that will help them for more complicated concepts like with consonants and vowels

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When teaching EL students, using sounds that are from their first language can be helpful to familiarize them. For students with dyslexia, going slow and practicing a lot can be helpful to create a foundation that they can build from when learning more

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Alphabet knowledge is understanding symbols in print and associating them with sounds (Basics: Alphabet knowledge, n.d.). A good milestone is when students can name the letter and recognize if it is upper/lower case and relate it to its sound

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Ages 3-4 years old

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A way to assess a child on their alphabet knowledge is to have them point to a letter after hearing the sound or another way is to have them say what letter is the first letter of a word with a distinct sound (Basics: Alphabet knowledge, n.d.). These assessments can show parents or teachers which letters they need more focus on

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Contextualizing letters can help students relate the sound and letter to something that they already know how to say or that they use in their daily lives that they are able to think about more

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Multisensory interaction can allow students with dyslexia to connect words to sounds, touching and looking at an apple while practicing the letter A can help them lock in their practice. EL students can have slower practice when talking about the letters and relating it to something from their first language can make them more comfortable

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Basics: Alphabet knowledge. (n.d.). Reading Rockets. https://www.readingrockets.org/reading-101/reading-and-writing-basics/alphabet-knowledge

Basics: Phonological and phonemic awareness. (n.d.) Reading Rockets. https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness

Chard, D. J., & Dickson, S. V. (n.d.). Phonological awareness: Instructional and assessment guidelines. Reading Rockets. https://www.readingrockets.org/topics/phonological-and-phonemic-awareness/articles/phonological-awareness-instructional-and

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

Reading Rockets. (n.d.). Concepts of print assessment. Reading Rockets. https://www.readingrockets.org/topics/assessment-and-evaluation/articles/concepts-print-assessment