from top to bottom and, in the case of books, page by page from front to back, (b) spoken words are
represented in written language by specific sequences of letters, (c) written words are separated by
spaces, and (d) the names and shapes of all upper and lower case letters of the alphabet.
Children learn these concepts through frequent and
meaningful experiences with printed language. Teachers
model directionality by sweeping their hands along the lines
of text as they read aloud from big books and as they write
for and with children on charts and other surfaces. They
point to text as they read aloud and as they engage children
in shared writing activities. They draw children’s attention
to letter sequences and to spaces between words as they
print. “Let’s leave space between ‘Our’ and ‘Pet’ in the title
because these are two different words.” Children learn about
the alphabetic symbols, seeing them used to communicate
their ideas in print and learning letter names and shapes through direct instruction. (“This letter is
l. Look at its shape. Watch how I write it. I make a straight line, starting from the top. Let’s do it
together in the air.”) Teachers use appropriate terminology (e.g., letter, word, period) and encourage
children’s use of these academic terms.
The kindergarten program also exposes children to a range of print forms and functions across
genres of text. Children interact with books, magazines, Web pages (perhaps projected onto a large
screen), online documents, pamphlets, and more. They are exposed to charts, tables, indexes,
glossaries, tables of contents, links, and other features of printed and digital text. Teachers share
a wide variety of texts through read alouds and through placement in class libraries and centers,
ensuring the exposure that is critical to building children’s familiarity with a variety of text types and
text features.
Because print concepts develop when children interact with print, classrooms are print-rich
environments. Print is displayed on boards, in centers, and in class and school libraries. Writing
surfaces (e.g., chart paper, notepads, white boards) and
writing tools (e.g., markers, pencils, crayons, and keyboards)
are readily available. Print plays a functional role in daily
routines, such as when the day’s schedule is written and
discussed, children’s name cards are sorted to indicate which of
several small groups they are in, checklists display tasks to be
accomplished, areas (e.g., Library) are labeled and guidelines
(e.g., Put caps back on markers.) are posted.
Some children’s understandings of the basic features
of print may be well developed upon entry to kindergarten
depending upon their prior experiences at home, preschool,
or transitional kindergarten. Other children may have less
well developed print concepts. Teachers should be skilled at
assessment and provide instruction that is appropriate for the
child, neither belabored nor given less attention than needed.
Teaching the letters of the alphabet to children who entered kindergarten with knowledge of letter
names, shapes, and sounds is inappropriate. Likewise, moving too quickly through letters with children
who have limited exposure to the symbols is problematic. Both circumstances are likely to cause
frustration and disengagement.
Because print concepts
develop when children interact
with print, classrooms are
print-rich environments. Print
is displayed on boards, in
centers, and in class and school
libraries.Some children’s
understandings of the basic
features of print may be
well developed upon entry
to kindergarten depending
upon their prior experiences
at home, preschool, or
transitional kindergarten.
Other children may have
less well developed print
concepts.Kindergarten Chapter 3 | 213