Starting Points: Print and word concepts

Date and time: 3 August 2011, 12.30pm - 1.00pm
Presenter: Jenny Newby-Fraser
Status: Recording available

"The seven areas selected as starting points (listening vocabulary, phonological awareness, sound letter relationships, print and word concepts, letter formation, environmental print and high interest words) provide support for working out how to read and write words to enable learners to access and work within the first steps of the learning progressions. They represent critical skills and knowledge that are essential for supporting adult literacy development" (Starting Points, 2008, p. 3). The areas overlap and work together and are not represented in strands or a sequential way as in the progressions.

Today’s webinar will briefly look at one of these areas, print and word concepts, and focus on the rules, conventions and practices that govern the use of print and written English language.

Know the demands: What are the demands of learning to read and write?
Know the learner: How do we assess print and word concepts?
Know what to do: How do we assist our learners in developing their knowledge of print and word concepts?

Reference:

Tertiary Education Commission. (2008). Starting points: Supporting the learning progressions for adult literacy. Wellington, New Zealand: Tertiary Education Commission.

Watch the presentation

Click below to view a recording of this webinar. This video runs for approximately 20 minutes. This video features the slides used by the presenter during the webinar, with the presenter's commentary.

Starting points

Jenny Newby-Fraser

Literacy Developer

Jenny has extensive experience in ITPs having worked in them for over 20 years in both teaching and management roles. She has a strong background in adult education, professional development, communication, and in the use of technology in the teaching and learning process.

Her areas of interest include: classroom practice and classroom climate and how this can be pivotal to the quality of the teaching and learning experience; and the use of technology and blended delivery in teaching and learning. Her Masters research looked at bringing about institutional change from traditional face to face teaching to blended delivery.