Early Literacy: Print Awareness

Early Literacy¹: Print Awareness²

Words are all around us and not just in books. Students need to know that words have meaning. Educators call this print awareness. At this early stage, surround learners with English words and sounds.

Experts say that students who cannot read in their own language may not understand some literacy ideas. They need to be taught about the functions of print.

Teaching³ tips for print awareness

Bring in common items⁴ with written language – both the home language and English.

Bring in calendars, food packages, magazines, mail, maps, and newspapers. Talk about these items. Compare English words with words from the home language.

Create fun activities with the items. For example, as an art project students can make a birthday card for a friend or family member. They could also make their own food product and make packaging⁵ for it.

Post words in your classroom.

Label⁶ common objects in the classroom.

Post words to songs and poems.

Post the names and birthdays of students in the classroom.

Hang colorful posters with English words on the walls.

Read often to your class.

Read books that:

fit the age and English level of your students.

repeat simple and useful sentences and words.

have limited text on a page with pictures explaining the text.

have active stories.

Make reading aloud fun and active!

Ask questions about the story. Talk about important words or ideas. But do not stop too often. Students may lose interest in the story.

Use fun voices, facial⁷ expressions, music, objects, and pictures to make the story come to life.

Make connections to real life. Ask them, "Has this happened to you?"

Have students retell the story or change the story somehow.

Teach the parts of a book and different types of books.

As you read to your students, teach the parts of a book. Talk about different types of books.

Explain the purpose of a book's title and where it is found.

Point out the names of the author and illustrator. Explain their jobs.

Show students the page numbers. Explain why pages are numbered.

Use many different books such as comics and picture books.

Talk about different part of the story.

Who is the story about (who are the characters)?

Where does the story take place (the setting⁸)?

Talk about the problem and the solution. How do characters fix the problem?

Teach punctuation⁹ when you read with your students.

Point out periods, exclamation¹⁰ points, and question marks. Explain what they do.

Show how punctuation changes the meaning of a sentence.

Read a sentence with a period and then with an exclamation point with excitement!

Assessment¹² for print awareness

Early learners may not have print awareness. To assess¹¹ or test for print awareness, give a student a book and ask questions. Here are some examples:

Where is the title of the book?

Can you show me the author's name?

Where does the story begin?

Can you show me a letter? A word? A sentence?

Can you find the first and last words of a sentence?

Can you show me a punctuation mark? What does a question mark do?

Can you show me a capital letter? Can you show me a lowercase letter?

Use the tips, strategies¹³, and assessment methods that best serve you and your learners. Change methods to fit your students' abilities and the teaching situation.

Words in This Story

function –n. the special purpose that something has or work that it does

label –v. to put an object's name and information on it to show what it is

poster –n. a large sign or picture meant to gain attention

character –n. a person who appears in a story, play or movie

setting –n. where a story takes place

punctuation –n. markings that make it clear how to separate sentences and parts of sentences, so reading is easier

1 literacy   

n.识字，有文化，读写能力

参考例句：

• I can't believe that he failed the literacy test.我无法相信他识字测试不及格。
• The literacy rate there is the highest in Central America.那里的识字率居中美洲之首。

2 awareness   

n.意识，觉悟，懂事，明智

参考例句：

• There is a general awareness that smoking is harmful.人们普遍认识到吸烟有害健康。
• Environmental awareness has increased over the years.这些年来人们的环境意识增强了。

3 teaching   

n.教学，执教，任教，讲授；(复数)教诲

参考例句：

• We all agree in adopting the new teaching method. 我们一致同意采取新的教学方法。
• He created a new system of teaching foreign languages.他创造了一种新的外语教学体系。

4 items   

n.物料项目 （任何一种自制或采购的零部件或组装件，如最终产品、部件、子部件、零件或原材料）；条( item的名词复数 )；一项；一则；一件商品（或物品）

参考例句：

• Bulky items will be collected separately. 大件物品将分开收集。
• Customers with ten items or less can use the express lane. 购买十件商品以内的顾客可使用快速购物通道。

5 packaging   

n.包装，包装业，包装术

参考例句：

• The packaging does not conform to EU rules.这种包装不符合欧盟规定。
• These materials can be recycled into other packaging products.可以回收这些材料制成其他包装产品。

6 label   

n.卷标，标签，标记；称号，绰号；v.贴标签于，把…称为

参考例句：

• The label is on the inner side of the box.标签贴在盒子内侧。
• He has been given the label of "playboy".他被起了个“花花公子”的绰号。

7 facial   

adj.面部的，脸上的

参考例句：

• I've made an appointment for a facial tomorrow.我约好明天去做美容。
• The chimpanzee uses facial expressions for communication.黑猩猩用面部表情进行交流。

8 setting   

n.背景

参考例句：

• The play has its setting in Vienna.该剧以维也纳为背景。
• Where and when a story takes place is called the setting.故事发生的地点和时间称为故事背景。

9 punctuation   

n.标点符号，标点法

参考例句：

• My son's punctuation is terrible.我儿子的标点符号很糟糕。
• A piece of writing without any punctuation is difficult to understand.一篇没有任何标点符号的文章是很难懂的。

10 exclamation   

n.感叹号，惊呼，惊叹词

参考例句：

• He could not restrain an exclamation of approval.他禁不住喝一声采。
• The author used three exclamation marks at the end of the last sentence to wake up the readers.作者在文章的最后一句连用了三个惊叹号，以引起读者的注意。

11 assess   

vt.对…进行估价；评价，评论

参考例句：

• They assess his house at 15000 yuan.他们给他房子的估价为15000元。
• We should equitably assess historical figures.我们应该公正地评价历史人物。

12 assessment   

n.评价；评估；对财产的估价，被估定的金额

参考例句：

• This is a very perceptive assessment of the situation.这是一个对该情况的极富洞察力的评价。
• What is your assessment of the situation?你对时局的看法如何？

13 strategies   

n.策略( strategy的名词复数 )；战略；战略学；对策

参考例句：

• Several steps and strategies have been developed to minimize these risks. 有关人士发展了若干措施和方法以减少这些风险。 来自英汉非文学 - 行政法
• Different threats require different strategies. 对付不同的威胁需要不同的策略。 来自英汉非文学 - 政府文件