Techniques for Promoting the Ability to Track Print in Connected Texts

Model directionality and one-to-one word matching by pointing to words while using a big book, pocket chart, or poem written out on a chart. As you repeatedly lead the children in this reading, they can follow along and eventually track the print, and also make one-to-one matches on the connected text independently.

They can also practice by using a pointer (most children love to use the pointer because then pleasure becomes associated with the reading) or their fingers to follow the words. In general, children will happily vie to be the point person. Even before Vanna White, the joy of “signifying letters” existed and has tremendous appeal for children.

Copy down a brief, familiar rhyme (perhaps from a favorite book or song) and post it in the room at a child’s eye level, so the child can independently walk around and read it. Copy down a brief or familiar rhyme or poem on individual word cards. You can challenge the children in small groups or independently to reassemble and display them on a pocket chart. As children “play” with constructing and reconstructing this pocket chart, they will develop an awareness of directionality, one-on-one matching of print to spoken words, spacing, and punctuation.

Model interactive emergent writing with the class. While discussing and writing down the weather, deliberately ask and have the children suggest where the first word in that report should go: the top or the bottom of the felt board? Will the first letter be upper case or lower case? What goes at the end of the sentence?

Create with the children sing-song repetitions/rules for using capitals, periods, commas, etc. Encourage the children to begin reciting these sing-songs as soon as they identify specific concepts of print in connected texts.

Model for children how, when pointing at words, they can start at the top and move from left to right. Tell the children that if there are more words to the sentence they are reading under the first line of print, they must go back to the left and under the previous line. Young children enjoy practicing this kinesthetic “return sweep.” You might want to teach them to identify the need to do this by saying “don’t fall asleep at the page” or “time to get to the ‘return sweep’ stage!!” Post this saying and encourage them to sing-song as they joyously take
ownership of their reading.

Have even beginning readers “read” through the text to find letters they recognize in the story. Share some of the text that includes these specific letters to whet their appetite for more reading.
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