Print Concepts Strategies and Activity

PRINT CONCEPTS STRATEGIES AND ACTIVITY

Grand Canyon University: SPD 560

Strategies

Concepts of print, is an essential part of learning words, sentences, and also how these are used in books. “Concepts of print include an understanding that print carries meaning, that books contain letters, words, sentences, and spaces, it also includes understanding what books are used for, and that books have parts such as a front cover, back cover and a spine” (reading rockets, 2014). The following are a few strategies that can be used in the classroom to help strengthen comprehension of books and concepts of print.

Teaching Print Concepts

One helpful strategy is incorporating a word search. The teacher reads a book and introduces new vocabulary. These vocabulary words are listed on chart paper. After a review of the words, Students will then is sent to independently read and will mark with a post-it every time they find one of the new vocabulary words in their own book. They can then share these with their partner.

For a student whose language is not primarily English it is imperative for them to understand how to apply these concepts in their learning. “A second language learner needs practice to solidify sound/symbol correspondences in English and to remind them that English reads from left to right, top to bottom. They need enough practice to move them toward being able to read simple texts independently” (Boyle & Peregoy, 1993). One strategy that can be used is the language experience approach. This strategy encourages students to read using personal experiences and oral language. The learning is tailored to each individual’s interests, and language proficiency. It builds on their strengths. Students can share and read their stories with partners, whole-group, or small groups. Students learn to read the correct way and communicate as well.

Third, young students learn how to use a book. The teacher will have the class sit on the carpet as he/she introduces a new book. The teacher will read the front cover title, author, look at the picture, look at the back of the book and spin, showing and asking students to make predictions about the text. Then the teacher will show the students how to open the book, and point to the letters as he/she reads the text. This shows the direction of reading and how to read each word without skipping words. Modeling proper book handling and reading will the students an opportunity to practice this with a reading partner with their own reading books.

Fourth, have students create their own book. Students will draw a picture of a topic they know all about. They will have a heading and the author (themselves). Each page will have them write a few sentences over the illustration they drew on that page. They will use a rubric to make sure they have everything required for their own published piece.

Lastly, have a morning message on the board. Every morning a student will lead the morning message using a pointer. The class will read the message together reading. Some mornings words maybe missing and students will have to fill in the blank to make with the correct word, in order to make a complete sentence.

All of these strategies are useful and ensure that the foundations of reading and writing are applied in a child’s daily activities. Concepts of print a great predictor of success and utilizing activities to help strengthen these skills will ensure that students are growing and learning in the right direction.

Activity

According to the class profile there are nine students who are below reading grade level. Wendell, Wayne, Ines, Frederick, Fatma, Enrique, Diana, Brandie, & Arturo. To help these students become better readers they may need a better understanding of print concepts. They are at a grade one reading level. In a small group they will be reading the book, “Are you My Mother?” They will be using print concepts to answer questions about the text. The teacher will introduce the book to the students and will start them reading the book independently. The teacher will guide the students with questions they may ask while reading. Such as, “what is baby birds’ problem?” “How can I use illustrations to help me understand the story?” If students get stuck on tricky words they will be referred to the illustrations to see if that can help them. The students will read the first few pages, and then the teacher will have them stop and then together read the cover of the book, look at the illustrations on the cover and talk about what they observe and identify who the characters might be, and where the story takes place. Then the teacher will have the students share some of their answers to the questions that were asked at the beginning of reading. They can share with a partner or in the small group setting. Allowing the students to discuss some things they noticed about the book along with whom the characters in the book were and why there was a problem. After having discussions do a read aloud with the students. Stopping and analyzing the text with the students, and then after analyzing, on a different day read the book again, but have sticky notes in the book at strategic points where they can answer text-dependent questions. Whenever the teacher is reading they will stop at the post-its and read the questions and then have the students turn and talk to their partner what they think the answer to the question that is related to the text might be. The teacher then reinforces the answers repeating some of the answers that were heard as they partner shared. All of these strategies will help strengthen reading skills as each of these students will understand that reading a book is more than just reading the words it’s understanding the context of the book.

Lastly, create a chart that students will list what happened first, during the middle, and at the end. This can also be completed while reading the book, but it will be helpful for students as they practice reading with other books. All of these strategies will are useful to these students. Each one of them struggle with reading and the book, “Are you my Mother?” is a simple book that encourages each student to use the pictures to answer text-dependent questions. Each student has the opportunity to share their thoughts and apply their understanding of print concepts as they identify characters in the story, they use illustrations to identify where they story takes place and to make predictions as well. Each of these students is gaining a better understanding of print and books in general. As each of these students practice answering questions their reading comprehension will increase as well as the reading level. Each of these students is given the opportunity to read the book independently and explore the book as they try to answer questions about the text. Students are encouraged to interact and become involved in the process all of which is essential for growth and success.

References

Boyle, O & Peregoy, S. (1993). Reading, Writing, & Learning in ESL. A Resource Book for K-12 Teachers. Third Edition.

Reading Rockets, (2014)/American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). : Author.