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Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

Observe students identifying the parts of a book in an authentic setting. The teacher may ask questions to facilitate student responses.

Example Questions:

  • Where is the front cover of the book? (student should point)
  • Where is the back cover of the book? (student should point)
  • Where is the title of this book? (student should point)
  • Where is the title page of this book? (student should open the book to the title page or the first page of the story)

 

Print awareness is the understanding of the characteristics and uses of print including the following print concepts: Printed text conveys meaning, sentences are comprised of words separated by spaces, and texts have unique print features that influence meaning.

Related 2009 Student Expectation

This student expectation is related to the following SE from the 2009 reading/language arts TEKS.

(1)  Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:
(G)  identify different parts of a book (e.g., front and back covers, title page).


Research

Zucker, T. A., Ward, A. E., & Justice, L. M. (2009). Print referencing during read-alouds: a technique for increasing emergent readers' print knowledge. The Reading Teacher, 63(1), 62–72. Retrieved from https://www.jstor.org/stable/40347652

Summary: Daily classroom read-alouds provide an important context for supporting children's emergent literacy skills. Utilizing print referencing during read-alouds can foster the development of print knowledge in children.