Standard 2: Reading Foundations

Students will develop foundational skills for future reading success by working with sounds, letters, and text.

PRINT CONCEPTS: Students will demonstrate their understanding of the organization and basic features of print, including book handling skills and the understanding that printed materials provide information and tell stories. 

Student Actions 

Teacher Actions 

*Students at this level require guidance and support during instructional opportunities for this objective.

• Students will print the letters contained in their first name.

• Students will print some uppercase and lowercase letters.

Students at this level require guidance and support during instructional opportunities for this objective. 

• Teachers model correct letter formation. (i.e. correct pencil grip, starting letters at the top, moving from left to right)

• Teachers provide opportunities to practice writing first name through tracing.

• Teachers provide opportunities to practice independently writing first name.

• Teachers monitor and provide feedback and support as they work toward correct letter formation and placement of letters in correct order.

• Teachers model correct letter formation. (i.e. correct pencil grip, starting letters at the top, moving from left to right)

• Teachers provide practice writing uppercase and lowercase letters using tracing on sensory bags, race track mats, dry erase mats, etc.

• Teachers provide opportunities to practice printing letters independently.

• Teachers monitor students and provide feedback and support as they work toward correct letter formation. *Complete mastery is not required by the end of pre-k. 

Resources

Teacher Insights 

Reading Rockets:  The Importance of Teaching  (webpage)

Pre-Writing Skills (webpage)

Handwriting Development - Sizing, Spacing, Alignment & More(webpage)

Letter Formation Charts (PDF)

Proper pencil grip(webpage) 

Spaghetti & Meatball Spacing (webpage)

• Students need guidance and support when learning proper letter formation.

• Manipulatives, such as, craft sticks, paper, magnetic, or wooden letter forms, and Play-Doh, can be used to teach letter formation. 

• Students often will learn letters that are important to them first, such as letters in their name.

• The ability to identify letter names is known to be one of the most powerful predictors of early reading ability.

• Children’s writing develops in a specific sequence that shows their understanding of how print works.   

• Students should be encouraged to use invented spelling where spelling and conventions are not a factor, so they are comfortable taking risks with their writing.

• Students at this age should be encouraged to “write” freely and at the stage they are at. Writing for them will often and should be through drawing. These writing stages are not to put limitations or expectations on prekindergarten students, but for teachers to understand the logical progression as students begin their writing journey.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.