Assessing Emergent
Literacy
Concepts About Print
Alphabetic Principle
Phonemic Awareness
•
Blending
•
Rhyming
•
Segmenting
Assessing Emergent Literacy
Concepts About
Print
Alphabetic Principle
Phonemic Awareness
•
Blending
•
Rhyming
•
Segmenting
Assessing Emergent Literacy
Concepts About Print
Alphabetic
Principle
Phonemic Awareness
•
Blending
•
Rhyming
•
Segmenting
Assessing Emergent Literacy
Concepts About Print
Alphabetic Principle
Phonemic
Awareness
•
•
•
Blending
Rhyming
Segmenting
Concepts About Print
• California Language Arts
Content Standards
Kindergarten: 1.1, 1.2, 1.3,
1.4, 1.5
Concepts About Print
•front of book
• print, not picture, read
• directionality
– left to right
– top to bottom
• concept of letter
• concept of word
Concepts About Print
• front of book
•print, not picture,
read
• directionality
– left to right
– top to bottom
• concept of letter
• concept of word
Concepts About Print
• front of book
• print, not picture, read
•directionality
– left to right
– top to bottom
• concept of letter
• concept of word
Concepts About Print
• front of book
• print, not picture, read
• directionality
– left to right
– top to bottom
•concept of letter
• concept of word
Concepts About Print
• front of book
• print, not picture, read
• directionality
– left to right
– top to bottom
• concept of letter
•concept of word
Concepts About Print
Sample Assessment Question
• 1. Does child know the concept of front
of book?
• Hand book to child in vertical
position, spine towards the child.
• SAY: Show me the front of the
book.
• Score 1 point for correct answer.
Your Turn
• Practice giving the CAP
Letter Names and
Sounds
• The Alphabetic Principle
• California Language Arts Content
Standards Kindergarten 1.6, 1.14
Letter Names and Sounds
•The Alphabetic
Principle
• California Language Arts Content
Standards Kindergarten 1.6, 1.14
M
N
B
T
Q
E
S
H
C
J
I
F
V
D
K
O
L
W
G
Y
A
R
Z
P
X
U
m
n
b
t
q
i
s
h
c
j
f
v
d
k
l
w
g
y
r
z
p
x
o
a
u
e
Your Turn
• Review with a partner the
Alphabetic Principle and
discuss how the previous
assessments fit with that
concept.
Phonemic Awareness
Blending Sounds
• DIRECTIONS: Clearly say the phonemes in each of
the words. Then ask the student to tell you the word.
Be careful not to distort sounds by adding an (uh) at
the end.
1. I am going to say something slowly. See if you can
guess what I’m saying.
Example:
• cow (pause) boy — What is it?
Cowboy
Your Turn
• Practice with a partner.
• Give the Blending
Sounds Assessment
• Each do one section
Segmenting
• DIRECTIONS: In this assessment the
child is asked to segment a word into its
separate phonemes. A child’s ability to
segment phonemes in words is highly
predictive of later reading success.
• Listen: at. Help me break it apart: /a/
/t/.
Your Turn
• Practice with a partner.
• Give the Segmenting Sounds
Assessment
• Each do one section