Thursday, June 9, 2022

HOLISTIC READING APPROACH: Fast and Easy Way to Learn Reading- PART 1: PRINT AWARENESS |Chalk Talk PH


 Print Awareness: Introduction

Children who have an awareness of print understand that the curvy lines on a page represent spoken language. They understand that when adults read a book, what they say is linked to the words on the page, rather than to the pictures.

Children with print awareness understand that print has different functions depending on the context in which it appears — for example, menus list food choices, a book tells a story, a sign can announce a favorite restaurant or warn of danger.

Print awareness is understanding that print is organized in a particular way — for example, knowing that print is read from left to right and top to bottom. It is knowing that words consist of letters and that spaces appear between words. Print awareness is a child’s earliest introduction to literacy.

While some children enter school with print awareness firmly in place, others do not.

Print Awareness: In Depth

Print awareness is a key pre-reading skill. Children with print awareness can begin to understand that written language is related to oral language. They see that like spoken language, printed language carries messages and is a source of both enjoyment and information.

Most children become aware of print long before they enter school. They see print all around them, on signs and billboards, in alphabet books and story books, and in labels, magazines, and newspapers. Seeing print and observing adults' reactions to print helps children recognize its various forms.

The ability to understand how print works does not emerge magically and unaided. This understanding comes about through the active intervention of adults and other children who point out letters, words, and other features of the print that surrounds children.

When children are read to regularly, when they play with letters and engage in word games, and later, when they receive formal reading instruction, they begin to understand how the system of print functions; that is, print on a page is read from left to right and from top to bottom; that sentences start with capital letters and end with periods, and much, much more.

As they participate in interactive reading with adults, children also learn about the features of books — authors' and illustrators' names, book titles, tables of content, and page numbers, and so forth. They also learn about book handling — how to turn pages, how to find the top and bottom of a page, how to identify the front and back cover of a book, and so forth.

As part of this learning, they begin to develop the very important concept of a "word" — that meaning is conveyed through words; that printed words are separated by spaces; and that some words in print look longer (because they have more letters) than other words.

Books with predictable and patterned text can play a significant role in helping children develop and expand print awareness. These books are composed of repetitive or predictable text, for example:

Two cats play on the grass.

Two cats play together in the sunlight.

Two cats play with a ball.

Two cats play with a toy train.

Two cats are too tired to play.

Most often, the illustrations in these books are tied closely to the text, in that the illustrations represent the content words that change from page to page.

As they hear and participate in reading the simple stories found in predictable and patterned books, children become familiar with how print looks on a page. They develop book awareness and book-handling skills, and begin to become aware of print features such as capital letters, punctuation marks, word boundaries, and differences in word lengths.

Awareness of print concepts provides the backdrop against which reading and writing are best learned.

Print awareness as a predictor of future reading achievement

Some children lack strong print awareness skills when they enter kindergarten. When a child tests poorly on print awareness tasks, it can be a red flag for future reading difficulties. Effective early literacy instruction becomes even more critical to help that child catch up.

 

Print Awareness: In Practice

There are many activities that teachers, caregivers, and parents can do to build print awareness skills in young children. Here are some guidelines below.

How to promote print awareness

1. Make sure students know how books are organized. They should be taught the basics about books — that they are read from left to right and top to bottom, that print may be accompanied by pictures or graphics, that the pages are numbered, and that the purpose of reading is to gain meaning from the text and to understand ideas that words convey.

 2. Read to children from books with easy-to-read large print. Use stories that have predictable words in the text.

3. Use "big books" to help children notice and learn to recognize words that occur frequently, such as a, the, is, was, and you.

4. Label objects in your classroom.

5. Encourage preschool children to play with print. They can pretend to write a shopping list, construct a stop sign, write a letter, make a birthday card, etc.

6. Help children understand the relationship between spoken and written language.

7. Reinforce the forms and functions of print found in classroom signs, labels, posters, calendars, and so forth.

8. Teach and reinforce print conventions such as print directionality (print is written and read from left to right), word boundaries, capital letters, and end punctuation.

9.Teach and reinforce book awareness and book handling.

10. Promote word awareness by helping children identify word boundaries and compare words.

11. Allow children to practice what they are learning by listening to and participating in the reading of predictable and patterned stories and books.

12. Provide practice with predictable and patterned books.

13. Provide many opportunities for children to hear good books and to participate in read-aloud activities.

 

Teaching Tip

To assess print awareness, give a student a storybook and ask her to show you:

·        - the front of the book

·        - the title of the book

·        -where you should begin reading

·         -a letter

·         -a word

·        - the first word of a sentence

·         -the last word of a sentence

·         -the first and last word on a page

·         -punctuation marks

·         -a capital letter

·         -a lowercase letter

-the back of the book

You can use the sample format below or customize one that fits you and your students.

Before Reading

·         Introduce the story by stating the title, then the author's name and asking students, "What does an author do?" (Students should respond, "Writes the story.").

·         State the illustrator's name and ask, "What does an illustrator do?" (Students should respond, "Draws the pictures.").

·         Hold up the book and say, "This is the front of the book, (turn it sideways and state) and this is the spine." Turn the book to the back cover and state, "This is the back of the book." Then ask, "Do we begin reading from the front or the back of the book?" (Students should respond, "From the front.").

·         "Let's look at the picture on the front."

·         Hold up the book with the front cover facing the students. Ask: "What do you think will happen in this story? Remember, I want you to answer using complete sentences."

·         Select vocabulary words from the story that you need to discuss prior to reading the story. Write them on sentence strips or on the board. Discuss the words with students.

·         Please note the use of open-ended questions that will require the students to give responses that extend beyond Yes/No answers. Remember to use open-ended questions as you read the story and in your discussion after the reading.

·         Encourage students to draw upon what they know about the words from their personal lives. For example, if the word is the verb fish, perhaps some of the children have gone on fishing trips with their parents. Encourage a brief telling of personal stories. Their personal stories allow students to make connections with the text.

During Reading

·         Briefly discuss the pictures on each page after reading that page.

·         Encourage students to guess/predict what will happen next.

After Reading

Ask students to tell you if they liked the story and why. Encourage responses in complete sentences. "I liked it when the little girl rescued her friends because it showed that girls can be heroes."

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