Print Awareness

Children who have an awareness of print understand that the squiggly 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. Print awareness is understanding that print is organized in a particular way. Knowing that print is read from left to right and top to bottom is one example. It is knowing that words consist of letters and that spaces appear between words. Print awareness is a child's earliest introduction to literacy. Print awareness is a child's earliest understanding that written language carries meaning. The foundation of all other literacy learning builds upon this knowledge.

Here are some helpful guidelines to help build print awareness:

+ Make sure children know how books are organized

+ Read books to children that are easy-to-read with large print.

+ Draw attention to words and letters in the books

+ Label objects around their environment

+ Encourage children to play with print

+ Help children see the difference between written and spoken language 

+ Reinforce the functions of print

+ Promote word awareness

+ Allow children to practice what they are learning

+ Provide plenty of opportunities for children to hear good books

How to Read-Aloud with Children

"Reading aloud is an art form in which the eyes and voice play important parts." 

-Mem Fox

 Teacher read alouds are planned oral readings of children's books. They are a vital part of literacy instruction in primary classrooms. Reading aloud everyday to students is a way to motivate children to read on their own, model good reading, promote critical thinking, and create a sense of community in your classroom. While reading, teachers model strategies that children can use during their own independent reading. Books play an important role in children's social and academic development. Children who are read to are usually the very best readers in the classroom, and they acquire large vocabularies, write well, and do better in other subject areas, as well. 

 In an article I recently read by Mem Fox, titled "A Read-Aloud Lesson", Fox talks about the importance of reading aloud well with children so that they truly benefit from the experience. She says "The more expressively we read, the more fantastic the experience will be. The more our kids love books, the more they’ll pretend to read them, and the more they pretend to read, the more quickly they’ll learn to read. So reading aloud is not quite enough—we need to read aloud well." She then goes on to provide parents and teachers with some important tips on how to impact the children that they are reading to :

- When reading a story, be familiar with it, and like it. Remain aware of body position, eyes and children's expressions, our vocal variety, and our facial animations.

-Be expressive as possible.

-Read a book in exactly the same way every time, so the tune is easy to remember for the children.

-The story should be in the eyes as much as it's in the mouth.

-NEVER talk in a cutesy, sugary, patronizing voice, as to talk down to the children.

-Really see in our mind's eye, the thing we are reading about.

-Sensationally speak the first line of the story, as to capture the audience immediately and never let them go.

-Finally, the last line should be a definite dismissal, a farewell as to not leave the listeners with an incompleteness. Both teller and listener should find themselves in a state of bliss.

Play and Literacy

Classroom studies have shown that young children exhibit an impressive amount of literacy knowledge when in sociocultural classrooms. Children can help each other expand on language from previous experience. Play is a particular symbol system that is beneficial to the development of literacy in young children. Play allows children to construct and express their knowledge. When children engage in dramatic play they have opportunities to expand their language. During play if children are exposed to familiar literary objects that are reflective of their lives and cultures, they are more prone to further develop their literacy knowledge. The set-up of the play environment and what types of props the teacher offers the children influence the social interactions and time the children spend playing together. When children play, talk, and reason together they share knowledge about their language. This shows how literacy learning in schools helps to further extend literacy development.