Concepts of Print Interventions: Skill- Concepts of Print Intervention Various Concepts of Print interventions Source or adapted from - In the Trenches notebook Materials: Big books Picture books Leveled books on child s instructional level Pointer Post-it notes Wikki-Stix Highlight tape Instructions for administration: 1. If child cannot hold book correctly: Model top and bottom of book by placing book in front of child and pointing to the top and bottom. Ask child to hold book correctly and have child point to top and bottom (Say: This is the top of the book; this is the bottom of the book; this is how we hold the book ). Every time you read aloud with a big book or picture book, model correct book holding of the book (Say: This is the top of the book; this is the bottom of the book; this is how we hold the book ). 2. If child cannot identify the front cover: Model front cover of book by placing book in front of child and pointing to the front cover. Ask child to hold book correctly and have the child point to the front cover (Say: This is the front cover. It has the title, author s and illustrator s name and a picture ). the front cover (Say: This is the front cover. It has the title, author s and illustrator s name and a picture ).
3. If child cannot identify the back cover: Model back cover of book by placing book in front of child and pointing to the back cover. Ask child to hold book correctly and have the child point to the back cover (Say: This is the back cover. Sometimes it has pictures and words that tell what the book is about ). the back cover (say: This is the back cover. Sometimes it has pictures and words that tell what the book is about ). 4. If child cannot identify the spine: Model spine of book by placing book in front of child and pointing to the spine of the book. Ask child to hold book correctly and have the child point to the spine (Say: This is the spine. The spine holds the book together just like your spine holds your body together. Have student touch their spine. Say The spine sometimes has the title and author written on it so that when the books are on a shelf it is easy to locate the book you want ). the spine (Say: This is the spine. The spine holds the book together just like your spine holds your body together. Have student touch their spine. Say The spine sometimes has the title and author written on it so that when the books are on a shelf it is easy to locate the book you want ). 5. If child cannot identify the title: Model title of book by placing book in front of child and pointing to the title of the book. Ask child to hold book correctly and have the child point to the title (Say: This is the title. The title gives us a hint to what the book will be about.). the title (Say: This is the title. The title gives us a hint to what the book will be about. ).
the title. In a big book, have the child circle or underline the title using a wiki stick, highlight tape, or post-it note. 6. If child cannot identify the title page: Model title page of book by placing book in front of child and opening to the title page of the book. Ask child to hold book correctly and open to the title page (Say: This is the title page. The title page contains the title and gives us more information about the book. ). the title page (Say: This is the title page. The title page contains the title and gives us more information about the book ). 7. If child cannot tell what the author does: Point to the author s name on the front cover and title page (if applicable). Ask child to point to the author s name (Say: This is the author s name. The author wrote the words and story or information in this book. ). the author s name (Say: This is the author s name. The author wrote the words and story or information in this book. ). the illustrator s name. In a big book have the child circle or underline the author s name using a wiki stick; highlight tape, or post-it note. 8. If child cannot tell what the illustrator does: Point to the illustrator s name on the front cover and title page (if applicable). Ask child to point to the illustrator s name (Say: This is the illustrator s name. The illustrator drew or painted the pictures in this book. ).
the illustrator s name (Say: This is the illustrator s name. The illustrator drew or painted the pictures in this book. ). the illustrator s name. In a big book have the child circle or underline the illustrator using a wiki stick; highlight tape, or post-it note. 9. If child cannot show where to begin reading: Turn the first page. Hold the child s finger and position the finger on the first word (Say: This is where you begin reading. ). Hold the child s finger and point to each word as you read the sentence to the child (Say: We point to each word as we read the story ). each word as read. In a big book have the child circle or underline where to begin reading using a wiki stick; highlight tape, or post-it note. If child cannot show direction that one reads in (left to right): Turn the first page. Hold the child s finger and position the finger on the first word (Say: This is where you begin reading. We read from left to right. ). Hold the child s finger and point to each word as you read the sentence to the child (Say: We point to each word as we read the story going left to right. ). each word as read. Develop the concept of left to right by sticking a green dot on the left-hand corner of the child s desk to act as a reminder.
10. If child cannot show a letter: Show the child how to frame a letter using his fingers. Hold the child s fingers on either side of the letter (Say: This is a letter. We use letters to make words. ).. When reading a big book, have the child use a pointer to point and recall some different letters. In a big book, have the child circle or underline a letter using a wiki stick, highlight tape, or post-it note. 11. If child cannot show an uppercase letter: Show the child how to frame a letter using his fingers. Hold the child s fingers on either side of the letter (Say: This is an uppercase letter. We use uppercase letters at the beginning of a sentence, in a title and for the name of special people, places or things. ) When reading a big book encourage the child use a pointer to point and name some different uppercase letters. In a big book, have the child circle or underline an uppercase letter using a wiki stick, highlight tape, or post-it note. 12. If child cannot show a lowercase letter: Show the child how to frame a letter using his fingers. Hold the child s fingers on either side of the letter (Say: This is a lowercase letter. We use lowercase letters to make words. ). When reading a big book, have the child use a pointer to point and name some different lowercase letters.
In a big book, have the child circle or underline a lowercase letter using a wiki stick, highlight tape, or post-it note. 13. If child cannot show a word: Show the child how to frame a word using his fingers. Hold the child s fingers on either side of the word (Say: This is a word. We use words to convey meaning. ). When reading a big book, have the child use a pointer to point and show some different words. Have the child point to the beginning letter and ending letter of the word. In a big book, have the child circle or underline a word using a wiki stick, highlight tape, or post-it note. Write a child s sentence onto sentence strips. Cut one sentence into individual words and encourage children to match words to the sentence strip, specifically using first word, last word. 14. If child cannot show a space: Show the child how to identify a space between words. Hold the child s fingers and touch the white space between two words (Say: This is a space. Words are separated by spaces so that we know where each word begins and ends. ). When reading a big book, have the child use a pointer to point and show some different spaces. In a big book, have the child fill in the space using a wiki stick, highlight tape, or post-it note. 15. If child cannot show the beginning of a sentence: Show the child how to identify the first word of a sentence. Hold the child s fingers and touch the first word (Say: This is the first word in a sentence. We know it is the first word because it begins with an
uppercase or capital letter. A sentence always begins with an uppercase letter ).. the first word. In a big book, have the child underline or circle the first word with a wiki stick, highlight tape, or post-it note. 16. If child cannot show the ending of a sentence: Show the child how to identify the end punctuation of a sentence. Hold the child s fingers and touch punctuation mark (Say: This is the end punctuation (period, question mark, exclamation point). The end punctuation completes a sentence and tells us that the author has completed a thought. Also the punctuation tells us that we need to take a breath before we begin reading the next sentence. ).. the end punctuation. In a big book, have the child underline or circle the end punctuation with a wiki stick, highlight tape, or post-it note. Have students highlight specific punctuation. 17. If child cannot identify the end punctuation: Show the child how to identify the end punctuation of a sentence. Hold the child s fingers and touch punctuation mark (Say: This is the end punctuation. It is a (period, question mark, exclamation point) An author uses a period when he is telling something, a question when he is asking a question, and an exclamation point when he is conveying strong feelings such as anger, excitement, surprise etc. )..
the end punctuation and name the type of punctuation and tell why that type of punctuation was used by the author. In a big book, have the child underline or circle the end punctuation with a wiki stick, highlight tape, or post-it note. Have students highlight specific punctuation.