Children come to school with varying degrees of print awareness. Some children may be reading and writing. Others may not yet have any consistent experiences with print. We, as teachers, are to be knowledgeable of where children are in what they know about and how they are able to use print language. We are to watch for areas of strengths and masteries as well as weaknesses and confusions. Once these have been determined, teachers can move children along in their use of print language. The goal is for children to use what they already know and apply this knowledge to problem-solve on their own when reading and writing. We are to support the children's learning about print language to allow them to make progress and become life-long learners.
Planned, consistent observations and assessing of what the children do while reading and writing provides information that can guide the instruction for the children. Instruction and experiences can then be provided to the children that takes them from where they are and moves them toward being independent readers and writers.
Planned, consistent observations and assessing of what the children do while reading and writing provides information that can guide the instruction for the children. Instruction and experiences can then be provided to the children that takes them from where they are and moves them toward being independent readers and writers.
