“Although reading and writing abilities continue to develop throughout the life span, the early childhood years – from birth through age eight – are the most

important period for literacy development.”

( The joint position statement of the IRA and NAEYC, adopted 1998)

Georgia CTAE Resource NetworkGeorgia CTAE Resource NetworkInstructional Resources OfficeInstructional Resources Office

July 2009July 2009

Concepts of print refers to the knowledge of the functions (practical uses), structure (printed words are separated by spaces), and conventions (print is read from front to back, left-to-right, and top to bottom) of written language.

“The children who make good progress in learning to read during the first grade are usually those who enter with considerable book experience under their belts.”

(From Much More than ABC’s by Juditth A. Schickendanz, NAEYC, 1999)

When they are in environments where language is used

When they have meaningful interaction with others

Be aware of the development of the stages of writing

Share books with children Talk about letters by name and

sounds Establish a literacy-rich environment Re-read favorite stories Play language games Encourage children to experiment

with writing Have children keep journals

Realistic pictures Interesting story line or plot SHORT plot Rhyming words Repetitive words or phrases Use variety – fiction, poetry, non-

fiction Beautiful language Use stories that they are

interested in or appeal to them

Plot can be longer, humorous, and silly.

If Children Get Restless or Bored…

Add more drama to the voices Shorten the story End the story immediately

Read it through – Know the story!

Practice, Practice, Practice! Make props and visuals Prepare vocal and facial expression

Prepare an active setting Make it FUN!!!

Introduce the book by reading the title and showing children the front of the book.

Tell the Author and Illustrator. Define what both of those mean.

Ask the children to predict what the story will be about.

Occasionally review Use/Care of Books as well as words like “spine” of book.

Pass hand or pointer under print as you read. Take time to call attention to capital letters,

punctuation, illustrations, author’s use of words, rhyming patterns, spelling patterns, page numbers, phonemic awareness, teach vocabulary, etc…

Ask 5 questions during/after the story (open-ended).

☺Factual☺Inferential☺Applicative☺Compare and Contrast☺Cause and Effect

☺Patterns and Sequence☺Predicting

An activity to reinforce the concept, message, or moral to a story

Stretchers extend story time and help children remember the story

Adds a “hands-on” element to story time

Make a collage Make a word wall with words from the

story Draw own illustrations of the story Re-write the outcome Act out the story Color a picture Create a craft

http://www.youcanteach.com/storystretchers.php

http://www.atozteacherstuff.com/Lesson_Plans/Literature_Activities/

http://www.dltk-kids.com/books/

Familiarize children with concepts of print

Develop fine motor skills Share literacy activities with families Give children meaningful experiences

with print

Books about childrenCreative BooksAlphabet BooksCounting BooksSong or Poem BooksNew Knowledge Books