Print Concepts and Book Handling

Book Architecture means the parts of a book and how we use them.

Just like a house has parts like a door and a roof, a book has parts too. Knowing these parts helps us hold a book, open it the right way, and find what we want to read.

In this lesson, we will learn about these important book parts:

• front cover
• back cover
• spine
• title page
• table of contents

1. Front Cover

The front cover is the outside front of the book. It is the part you see first.

The front cover often has:

• the title of the book
• a picture
• the author's name

The title is the name of the book.

The front cover helps us know what the book may be about.

2. Back Cover

The back cover is the outside back of the book.

The back cover may have:

• a picture
• words about the story
• a barcode

The back cover is on the opposite side from the front cover.

3. Spine

The spine is the skinny side of the book. It holds the pages together.

When a book stands on a shelf, we often see the spine first.

The spine may show:

• the title
• the author's name

The spine helps us find the book we want.

4. Title Page

The title page is one of the first pages inside the book.

It shows the title again. It may also show the author's name and the person who made the pictures.

If you open the front cover, you can look for the title page near the beginning.

5. Table of Contents

The table of contents is a page that helps us find parts of the book.

It lists chapter names or parts of the book and tells the page number where each part begins.

This helps us turn right to the part we want.

For example, a table of contents might look like this:

• Dogs ........ 2
• Cats ........ 6
• Birds ........ 10

If you want to read about cats, you turn to page 6.

How the Parts Work Together

Each part of a book has a job.

• The front cover tells us what book it is.
• The back cover gives more information.
• The spine helps us find the book on a shelf.
• The title page tells the title inside the book.
• The table of contents helps us find where to read.

When we know these parts, we can use books with care and confidence.

Worked Example 1

You pick up a book and see a big picture and the book's name on the outside front.

Question: What part is this?

Answer: This is the front cover.

Why? The front cover is the outside front part of the book. It often has the title and a picture.

Worked Example 2

You look at a book on a shelf. You can only see the skinny side with the title on it.

Question: What part are you looking at?

Answer: You are looking at the spine.

Why? The spine is the narrow side of the book. It holds the pages together and often shows the title.

Worked Example 3

You open a book. Near the beginning, you find a page with the book's title and the author's name.

Question: What page is this?

Answer: This is the title page.

Why? The title page is inside the book near the front. It shows the title and often the author's name.

Worked Example 4

You want to read the part called Frogs. The table of contents says:

• Ponds ........ 2
• Frogs ........ 5
• Ducks ........ 8

Question: What page should you turn to?

Answer: You should turn to page 5.

Why? The table of contents tells the page number for each part of the book.

Let’s Remember

1. Look at the front cover to see the book's name.
2. Turn the book over to find the back cover.
3. Look at the spine when the book is on a shelf.
4. Open the book to find the title page.
5. Use the table of contents to find a page.

Book Care Tip

Hold books gently. Turn pages carefully. Keep covers and pages clean and flat.

Summary

Books have important parts. The front cover, back cover, spine, title page, and table of contents all help us use a book.

When you know these parts, you can find a book, open it the right way, and turn to the part you want to read.

Role of the Author and Illustrator

When we read a book, we see words and pictures. The words and pictures help tell the story or teach us facts.

Different people help make a book. Two important people are the author and the illustrator.

The author is the person who writes the words. The author thinks of what the book will say. The author writes the story or the information.

The illustrator is the person who makes the pictures. The illustrator draws, paints, or creates the images we see in the book.

We can remember it like this:

• Author = words
• Illustrator = pictures

The words are called the text. The text is what we read.

The pictures are called illustrations. Illustrations help us understand the text.

Sometimes the author and illustrator are two different people. Sometimes one person does both jobs. If one person writes the words and makes the pictures, that person is both the author and the illustrator.

What does the author do?

• Writes the words
• Tells the story
• Shares ideas and facts

What does the illustrator do?

• Makes the pictures
• Shows what characters or places look like
• Helps readers understand the story

The author and illustrator work together. The author gives us the words. The illustrator gives us the pictures. Together, they help us enjoy and understand the book.

For example, if a book says, “The dog ran in the park,” the author wrote that sentence. If the book shows a happy dog running on grass, the illustrator made that picture.

When you hold a book, you can look at the front cover or title page to find the names of the author and illustrator. You may see words like by for the author and illustrated by for the illustrator.

Worked Example 1

You open a book and read: “Sam has a red hat.” On the page, you also see a picture of Sam wearing a red hat.

• Who wrote “Sam has a red hat”? The author
• Who made the picture of Sam? The illustrator

The sentence is the text. The picture is the illustration.

Worked Example 2

A page has no words. It only shows a big picture of a cat sleeping in a box.

• Who made the picture? The illustrator

Even when there are no words on the page, the illustrator is still helping tell the story with pictures.

Worked Example 3

You see the front of a book. It says:

• by Mia Lee
• illustrated by Ben Fox

• Who is the author? Mia Lee
• Who is the illustrator? Ben Fox

The word by tells us who wrote the book. The words illustrated by tell us who made the pictures.

Worked Example 4

A book says:

• by Ana Cruz
• illustrated by Ana Cruz

What does this mean?

• Ana Cruz is the author and the illustrator.

She wrote the words and made the pictures.

How can pictures help us?

• They show what is happening.
• They give clues about the story.
• They help us understand new words.
• They make reading fun.

How can we tell the difference?

1. Look for the words. The author wrote those.
2. Look for the pictures. The illustrator made those.
3. Look at the cover or title page for names.

Let’s practice thinking

If you hear a sentence in a story, ask: Who made these words? The answer is the author.

If you look at a drawing in a story, ask: Who made this picture? The answer is the illustrator.

Summary

Books have words and pictures. The author writes the words, or text. The illustrator makes the pictures, or illustrations. Both jobs are important because words and pictures work together to help us read and understand a book.

Directionality of Print means knowing where to start reading and which way to go when we look at words on a page.

In English, we read from left to right. We also read from top to bottom. This helps our eyes follow the words in the correct order.

When we read a book or a page, we start at the top. We begin with the first word on the left. Then our eyes move across the line to the right.

When we get to the end of that line, we do not go back across the same line. We move down to the next line and start again on the left.

This pattern happens again and again:

• Start at the top
• Read across from left to right
• Move down to the next line
• Start on the left again

Knowing directionality of print helps us read smoothly. It helps us know which word comes first, next, and last.

Main Things to Remember

1. Words go in order. The order changes if we read the wrong way.
2. We start at the top of the page. We do not start at the bottom.
3. We start on the left side of a line. We do not start on the right side.
4. After one line, we go down. Then we read the next line from left to right.

Let’s look at some examples.

Example 1: One line of print

Look at this line:

I see a dog.

How do we read it?

• Start with I on the left.
• Move to see.
• Then read a.
• Last, read dog.

We read the line left to right.

Example 2: Two lines of print

Look at these lines:

The cat ran.
The cat hid.

How do we read them?

1. Start at the top line.
2. Read The cat ran. from left to right.
3. Then move down.
4. Read the next line, The cat hid., from left to right.

We do top line first, then the line below it.

Example 3: Which word comes first?

Look at this line:

We jump up.

The first word is We because it is on the left.

The last word is up. because it is on the right.

If we read it backward, it would not sound right.

Example 4: Following lines on a page

Look at this short page:

I can hop.
I can run.
I can play.

Let’s read in the correct order:

1. I can hop.
2. I can run.
3. I can play.

We start at the top line and move down one line at a time.

Tips for Reading the Right Way

• Use your finger to point under the words.
• Start on the left side of the line.
• Slide your finger to the right as you read.
• When the line ends, move your finger down to the next line.

Book and Page Habits

When you open a book, hold it so the words are not upside down. Then look at the page.

Find the top of the page. Find the first line. Then find the first word on the left. That is where reading begins.

These habits help your brain and eyes work together. They make reading easier and help stories make sense.

Let’s Practice Thinking

• If a sentence has many words, do you start on the left or the right? Left.
• When you finish one line, do you go up or down? Down.
• Do you read the bottom line before the top line? No.
• Do we read English print from left to right? Yes.

Summary

In English, we read print from left to right and from top to bottom. We start at the top of the page, read across the line, and then move down to the next line. Knowing this helps us read words in the correct order and understand what we read.

Return Sweep is what our eyes do when we finish one line of words and move to the next line.

When we read in English, we read from left to right. We start at the left side of a line and move our eyes across to the right side.

When we get to the end of the line, we do a return sweep. That means our eyes go back to the left and down to the next line so we can keep reading.

Return sweep helps us read the words in the right order. It helps us not skip a line, read the same line again, or jump to the wrong place.

Think of it like this: read across, then swoop back. Read across, then swoop back.

How to do a return sweep

1. Start at the left side of the line.
2. Read the words across to the right side.
3. When the line ends, move your eyes back to the left.
4. Then move your eyes down to the next line.
5. Keep reading.

You can also use your finger to help. Slide your finger under the words as you read. At the end of the line, move your finger back to the left side of the next line. Your eyes can follow your finger.

What good readers remember

• Words go in order.
• Lines are read one at a time.
• After one line ends, the next line starts on the left.

Worked Example 1

Look at these two lines:

The cat is big.
It can hop.

First, read: The cat is big.

Now you are at the end of the first line. Do a return sweep: move your eyes back to the left side of the next line.

Then read: It can hop.

Worked Example 2

Look at these three lines:

I see a bug.
It is on a log.
I can see it.

Read the first line from left to right: I see a bug.

Now do a return sweep to the second line: It is on a log.

Do another return sweep to the third line: I can see it.

Your eyes move like this:

• across the first line
• back to the left and down
• across the second line
• back to the left and down
• across the third line

Worked Example 3

Which line do you read after this line?

We like to play.

Here are the next two lines:

The sun is up.
We run all day.

After you finish We like to play., your eyes do a return sweep to the next line down on the left.

So you read The sun is up. next.

You do not jump to We run all day. because that would skip a line.

Worked Example 4

Let’s practice with finger tracking:

Sam has a hat.
Sam has a red hat.
Sam likes his hat.

Put your finger under Sam on the first line. Slide your finger across as you read.

When you get to hat., lift or slide your finger back to the left side of the second line. That is a return sweep.

Read the second line. Then do it again for the third line.

Tips to help you

• Keep your eyes on the words.
• Use your finger if you need help.
• At the end of a line, say in your head: back and down.
• Go to the start of the next line.

Common mistakes

• Skipping a line: going too far down.
• Reading the same line again: going back to the line you just read.
• Starting in the middle: not going back to the left side.

If that happens, stop and try again. Start at the left side of the correct next line.

Let’s remember

Reading goes from left to right. A return sweep happens at the end of a line. Your eyes move back to the left and down to the next line so you can keep reading in order.

Concept of a Word means knowing that each spoken word matches one written word in print.

When we read, our eyes look at the words on the page. Our mouth says the words. A good reader knows that one spoken word matches one printed word.

This helps us read the sentence the right way. It also helps us point to each word as we read.

What is a word?

A word is a group of letters with spaces around it. The spaces help us see where one word ends and the next word begins.

Look at this sentence:

I see a dog.

There are 4 words in this sentence:

1. I
2. see
3. a
4. dog

The spaces show the 4 different words.

How do we match spoken words to printed words?

We can point under each word as we say it.

• Point to I and say “I”
• Point to see and say “see”
• Point to a and say “a”
• Point to dog and say “dog”

We do not point to one word and say two words. We do not point to two words and say one word. We try to make them match: one word said, one word pointed to.

Spaces are important.

Read these letters:

lookatme

That is hard to read because there are no spaces.

Now look:

look at me

Now we can see 3 words because there are spaces between them.

Words can be short or long.

Some words have just one letter, like I or a. Some words are longer, like yellow. A short word is still one word. A long word is still one word.

Punctuation is not a word.

Sometimes a sentence ends with a mark like a period, question mark, or exclamation mark.

• Period: .
• Question mark: ?
• Exclamation mark: !

These marks help us read, but they are not words.

In the sentence We run., there are 2 words: We and run. The period is not a word.

How to count words in a sentence

1. Look at the whole sentence.
2. Find the spaces.
3. Say each word one time.
4. Point to each word as you count.

Worked Example 1

Sentence: I jump.

Let’s point and read:

• I
• jump

There are 2 words. The period is not a word.

Worked Example 2

Sentence: The cat sleeps.

Let’s say one spoken word for each printed word:

• The
• cat
• sleeps

There are 3 words.

Worked Example 3

Sentence: We can play outside.

First, find the spaces. The spaces split the sentence into words.

• We
• can
• play
• outside

There are 4 words.

Worked Example 4

Sentence: Can you see me?

This sentence ends with a question mark. The question mark is not a word.

• Can
• you
• see
• me

There are 4 words.

Tips for remembering the concept of a word

• Each word has a space before it or after it.
• Point to one word as you say one word.
• Count only the words, not the punctuation marks.
• A word can be short or long.

Let’s practice thinking

If you read I am here., you can point to:

1. I
2. am
3. here

That means there are 3 words.

If you read Go!, there is only 1 word: Go. The exclamation mark is not a word.

Summary

The concept of a word means that each spoken word matches one written word. Words are separated by spaces. When you read, point to one word and say one word. Do not count punctuation marks as words.

Spaces Between Words help us read. When we write, we put a little empty space after each word. These spaces show where one word ends and the next word begins.

If all the words were pushed together, reading would be hard. Look at this:

ilovemydog

Now look at it with spaces:

I love my dog.

The spaces make the sentence easy to read.

Think of words like people standing in a line. If everyone stands too close, it is hard to tell who is who. If each person has a little room, we can see each one clearly. Words need their own room too.

What do spaces do?

• Spaces separate words.
• Spaces help us read smoothly.
• Spaces help us understand meaning.
• Spaces help our writing look neat and clear.

When do we use spaces?

• We put a space after each word.
• We do not put big gaps inside one word.
• We keep letters in the same word together.

For example, the word sun stays together. We do not write s u n when we mean one word. But in a sentence, we put spaces between the words: The sun is hot.

How can you check for spaces?

1. Read the sentence slowly.
2. Point to each word.
3. Look for a small empty space after each word.
4. Make sure the letters in one word stay together.

Writers sometimes use a finger space. That means using a finger to help leave a small space between words while writing. This helps each word have its own place.

Worked Example 1

Look at this group of letters:

thecat

It is hard to read because there is no space between the words.

We can fix it by separating the words:

the cat

Now we can see two words: the and cat.

Worked Example 2

Look at this sentence:

Iseeabird.

Let us find the words we know: I, see, a, bird.

Now we add spaces between each word:

I see a bird.

The spaces help us read the whole sentence clearly.

Worked Example 3

Look at these two sentences:

Mydogcanrun.

My dog can run.

The second sentence is easier to read because each word has its own space.

We can count the words:

• My
• dog
• can
• run

There are 4 words. The spaces help us see all 4 words.

Worked Example 4

Sometimes a sentence has spaces in the wrong place. Look at this:

ba by pig

This is not right because baby is one word. Its letters should stay together.

We fix it like this:

baby pig

Now there is one space between the two words, and each word is correct.

Tips for writing with spaces

• Write one word.
• Leave a small space.
• Write the next word.
• Check that each word is easy to see.

Let’s practice thinking about spaces.

If you see Ilikepizza, ask yourself: where does one word stop? where does the next word start?

You can split it into words you know:

I like pizza.

If you write redball, a reader may not know right away if you mean one long word or two words. When you write red ball, the meaning is clear.

Remember: spaces are small, but they do a big job. They help our eyes move from word to word. They help our brains understand what we read. Good readers look for spaces, and good writers use spaces.

Summary

Words need spaces between them. A space shows where one word ends and the next word begins. When we use spaces the right way, sentences are easy to read and understand.

Concept of a Letter

Today we will learn about letters. Letters are the small parts that help us read and write. Every word is made of letters.

A letter is one symbol in the alphabet. In English, there are 26 letters. We use these letters to make words like cat, sun, and book.

A word is made of one or more letters. This means a letter is not the same as a whole word. A letter is one part. A word is made from letters put together.

Look at these examples:

• a is a letter.
• b is a letter.
• cat is a word made of 3 letters: c, a, t.
• I can be a letter, and it can also be a word.

Letters can be uppercase or lowercase.

• Uppercase: A, B, C
• Lowercase: a, b, c

Uppercase and lowercase letters can look different, but they are still the same letter. For example, A and a are both the letter A.

We can find letters in many places:

• in books
• on signs
• in our names
• in labels and lists

When we read, our eyes see letters. Then our brains put the letters together to make words.

Main Ideas to Remember

• A letter is one symbol.
• A word is made of letters.
• Letters are the building blocks of words.
• Letters can be uppercase or lowercase.

Worked Example 1

Look at this: m

Is it a letter or a word?

It is a letter because it is just one alphabet symbol.

Worked Example 2

Look at this: dog

Is it a letter or a word?

It is a word because it has 3 letters: d, o, g.

Worked Example 3

Look at this: B and b

Are these the same letter?

Yes. They are both the letter B. One is uppercase, and one is lowercase.

Worked Example 4

Look at the word sun.

How many letters are in sun?

Let’s count: s, u, n.

There are 3 letters in sun.

Let’s Practice Thinking

• Is t a letter or a word? Letter
• Is hat a letter or a word? Word
• What letters are in map? m, a, p
• Is D uppercase or lowercase? Uppercase
• Is e uppercase or lowercase? Lowercase

Tips for Remembering

• If you see one alphabet symbol, it is a letter.
• If you see letters together that make a name or idea, it is a word.
• Words are built from letters, just like a tower is built from blocks.

Summary

A letter is one part of the alphabet. Words are made by putting letters together. When you can tell the difference between a letter and a word, you are becoming a stronger reader and writer.

Concept of a Sentence

A sentence is a group of words that tells a complete idea.

When we read, we do not just look at one word at a time. We also look for groups of words that go together. That group is called a sentence.

A sentence helps us understand what someone is saying, asking, or telling.

What a sentence looks like

A sentence usually has:

• a beginning,
• words in the right order, and
• an end mark.

The end mark can be a period ., a question mark ?, or an exclamation mark !

These marks help us see where a sentence ends.

Every sentence tells a full thought

A sentence is not just any group of words. The words must go together to make sense.

Listen to these words:

• The dog runs.
• Dog the runs.

The first one is a sentence because it tells a full thought.

The second one is not a sentence because the words are not in the right order.

Sentences have spaces between words

When we read a sentence on a page, we can see each word because there is a space between the words.

Look at these:

• I like cats.
• Ilikecats.

The first one is easy to read because the words have spaces. The second one is hard to read because the words are all stuck together.

Sentences start and stop

On a page, a sentence starts with its first word and ends at the end mark.

That means we can point to where the sentence begins and where it finishes.

Example:

The sun is hot.

• The sentence starts at The.
• The sentence ends at the period .

Types of sentence endings

• Period . tells something.
  Example: I see a bird.
• Question mark ? asks something.
  Example: Do you see the bird?
• Exclamation mark ! shows strong feeling.
  Example: Look at the bird!

Each one is still a sentence because each one shares a complete thought.

How to tell if words make a sentence

1. Read the words.
2. Ask: Do these words tell a full idea?
3. Ask: Are the words in the right order?
4. Look for the end mark.

If the answer is yes, it is a sentence.

Worked Example 1

Words: The cat sleeps.

• Do the words tell a full idea? Yes.
• Are the words in the right order? Yes.
• Is there an end mark? Yes, a period.

This is a sentence.

Worked Example 2

Words: Blue the sky

• Do the words tell a full idea? No.
• Are the words in the right order? No.
• Is there an end mark? No.

This is not a sentence.

Worked Example 3

Words: Can you jump?

• Does it tell a full idea? Yes.
• Are the words in the right order? Yes.
• Is there an end mark? Yes, a question mark.

This is a sentence.

Worked Example 4

Words: we play outside.

• Does it tell a full idea? Yes.
• Are the words in the right order? Yes.
• Is there an end mark? Yes, a period.

This group of words is a sentence, but it needs one fix.

The first word in a sentence should begin with a capital letter.

The correct sentence is: We play outside.

Let’s compare

• The baby laughs. → sentence
• Laughs baby the. → not a sentence
• My hat is red. → sentence
• My hat red → not a sentence

What to remember when reading a page

As you look at print in a book, try to find each sentence.

• Find the first word.
• Read each word in order.
• Notice the spaces between words.
• Stop at the end mark.

This helps you read smoothly and understand the message.

Quick practice

Which ones are sentences?

• I like apples.
• like I apples
• See the moon!
• the dog big

Answers:

• I like apples. → sentence
• like I apples → not a sentence
• See the moon! → sentence
• the dog big → not a sentence

Summary

A sentence is a group of words in the right order that tells a complete thought.

A sentence has spaces between words and ends with a mark like ., ?, or !

When you read, look for where the sentence starts and where it ends. That will help you understand what the words mean together.

Capital vs. Lowercase Letters in Context

Letters can look different depending on how they are used. Some letters are capital letters. Some letters are lowercase letters.

A capital letter is a big letter. A lowercase letter is a small letter. We use both when we read and write.

Knowing when to use a capital letter helps us read sentences the right way. It also helps us notice important words, like a person’s name.

What is a capital letter?

A capital letter is the tall or big form of a letter, like A, B, C. A lowercase letter is the small form, like a, b, c.

Here are some capital and lowercase pairs:

• A a
• B b
• D d
• G g
• M m
• R r

When do we use capital letters?

In 1st grade, there are two very important times to look for capital letters:

1. At the beginning of a sentence
2. In names

1. A capital letter goes at the beginning of a sentence.

Every sentence starts with a capital letter. This helps readers know, “This is the start!”

Look at this sentence:

The dog can run.

The word The starts the sentence. The first letter, T, is a capital letter.

Now look at this:

the dog can run.

This does not look right because the sentence begins with a lowercase t. Sentences should begin with a capital letter.

2. A capital letter goes in names.

A person’s name starts with a capital letter. So do many special names, like the name of a pet, a school, or a place.

Look at these names:

• Mia
• Jay
• Spot
• Park School

These are special words, so they begin with capital letters.

How can you find capital letters in a sentence?

When you read, you can ask yourself these questions:

• Is this the first word in the sentence?
• Is this a name?

If the answer is yes, look for a capital letter.

How are lowercase letters used?

Most of the other letters in a sentence are lowercase letters. Lowercase letters are used for regular words that are not names and are not at the beginning of the sentence.

Look at this sentence:

Ben has a red hat.

In this sentence:

• B in Ben is capital because Ben is a name.
• The other letters in Ben are lowercase: e and n.
• The words has, a, red, and hat use lowercase letters.

Worked Example 1

Sentence: Sam can hop.

Let’s look closely:

• S in Sam is a capital letter.
• Why? It is the first letter of the sentence.
• It is also a name.
• The letters a and m are lowercase.
• The words can and hop are lowercase too.

Worked Example 2

Sentence: I see Lily.

Let’s find the capital letters:

• I is capital because it is the first word in the sentence.
• L in Lily is capital because Lily is a name.
• The letters i, l, y in Lily are lowercase.
• The word see is all lowercase.

This sentence has two capital letters: I and L.

Worked Example 3

Sentence: my cat is Max.

Does this sentence look right? Not yet.

Let’s check:

• The sentence starts with my.
• The first letter is m, and it is lowercase.
• But the beginning of a sentence needs a capital letter.
• Max is a name, so M should stay capital.

The corrected sentence is:

My cat is Max.

Now the sentence begins with a capital M, and the name Max also begins with a capital M.

Worked Example 4

Sentence: We play at green park.

Let’s think about the words:

• We starts the sentence, so W is capital.
• green park could be a regular place name or a special place name.
• If it is just talking about a park that is green, we use lowercase: green park.
• If the park’s special name is Green Park, then both words begin with capital letters.

So if it is a special place name, the sentence should be:

We play at Green Park.

This helps us see that special names use capital letters.

Tips for finding capitals when you read

• Look at the first letter of the sentence.
• Look for names of people, pets, schools, and places.
• Notice that most other letters are lowercase.
• If a sentence starts with a small letter, it may need to be fixed.

Let’s compare

Correct: Anna has a bike.

• A is capital because Anna is a name.
• It is also the first word in the sentence.

Not correct: anna has a bike.

• The sentence begins with a lowercase a.
• The name Anna should also begin with a capital letter.

Correct: The fish is in the pond.

• T is capital because it begins the sentence.
• The other letters are lowercase.

What to remember

• Capital letters are big letters.
• Lowercase letters are small letters.
• Use a capital letter at the beginning of a sentence.
• Use a capital letter at the beginning of a name.
• Most other letters in a sentence are lowercase.

Brief Summary

Capital letters and lowercase letters have different jobs. A capital letter helps show the start of a sentence and the start of a special name. Lowercase letters are used for most of the other letters in words. When you read, look at the first word and look for names. That will help you find capital letters in context.

End Punctuation Identification means finding the mark at the end of a sentence.

When we read, we look for a special mark at the end. This mark tells us the sentence is finished. It also gives us a clue about how the sentence should sound.

There are 3 end punctuation marks to know:

• Period: .
• Question mark: ?
• Exclamation point: !

These marks go at the end, not the beginning or middle, of a sentence.

1. Period (.)

A period tells us a sentence is finished. It is used for a telling sentence.

A telling sentence gives information.

• I have a red hat.
• The dog is sleeping.
• We can read this book.

When you see a period, your voice stops softly.

2. Question Mark (?)

A question mark goes at the end of a asking sentence.

An asking sentence wants an answer.

• Where is my shoe?
• Can you jump?
• Is the cat under the bed?

When you see a question mark, your voice sounds like a question.

3. Exclamation Point (!)

An exclamation point goes at the end of a sentence that shows strong feeling.

It can show surprise, excitement, or a strong command.

• Look at the rainbow!
• We won the game!
• Stop!

When you see an exclamation point, your voice can sound excited or strong.

How to identify end punctuation

1. Read the sentence.
2. Look at the very last mark.
3. Ask: Is it a period, a question mark, or an exclamation point?
4. Think about what the sentence is doing:
   • Telling something = period
   • Asking something = question mark
   • Showing strong feeling = exclamation point

Worked Example 1

Sentence: The sun is hot.

Step 1: Look at the end of the sentence.

Step 2: The last mark is a .

Step 3: A . is a period.

Answer: This sentence ends with a period.

Worked Example 2

Sentence: Do you want lunch?

Step 1: Look at the end of the sentence.

Step 2: The last mark is a ?

Step 3: A ? is a question mark.

Step 4: The sentence is asking something.

Answer: This sentence ends with a question mark.

Worked Example 3

Sentence: What a big balloon!

Step 1: Look at the end of the sentence.

Step 2: The last mark is a !

Step 3: A ! is an exclamation point.

Step 4: The sentence shows strong feeling.

Answer: This sentence ends with an exclamation point.

Worked Example 4

Let’s compare 3 sentences:

• I see a frog.
• Do you see a frog?
• I see a frog!

These sentences use some of the same words, but the end punctuation changes the meaning and sound.

• . = telling
• ? = asking
• ! = strong feeling

Helpful clues

• If the sentence tells something, look for a period.
• If the sentence asks something, look for a question mark.
• If the sentence sounds excited or strong, look for an exclamation point.
• The end punctuation is the last mark in the sentence.

Let’s practice identifying

Look at each sentence and name the end punctuation.

• The baby is laughing. → period
• Can we play outside? → question mark
• Hooray for recess! → exclamation point
• My book is blue. → period

What to remember

Every sentence needs an ending mark. The ending mark helps readers know where the sentence stops.

The 3 end punctuation marks are period, question mark, and exclamation point.

If you are not sure, look at the sentence and ask: Is it telling, asking, or showing strong feeling?

One-to-One Correspondence means we say one spoken word for one written word.

When we read, our eyes look at the words on the page. Our finger can help us track the words. We touch or point to each word one time as we read it.

This helps us learn that printed words match the words we say out loud. It also helps us not skip words or say extra words.

Why is this important?

• It helps us follow the sentence in the right order.
• It helps us see where one word ends and the next word begins.
• It helps us become stronger readers.

How to do one-to-one correspondence

1. Start at the first word.
2. Point under the word.
3. Say the word.
4. Move your finger to the next word.
5. Say that word.
6. Keep going until the sentence is finished.

Remember: one point, one word.

You can think of it like a match:

$$1\text{ point} = 1\text{ word}$$

If a sentence has 4 words, we should point 4 times.

What to look for on the page

• Words are separated by spaces.
• Each group of letters with a space around it is one word.
• We read the words in order across the page.

Example 1

Sentence: I can jump.

Let’s read and point:

• Point to I and say, “I”
• Point to can and say, “can”
• Point to jump and say, “jump”

There are 3 words, so we point 3 times.

$$I\qquad can\qquad jump$$

Example 2

Sentence: The dog runs.

Read it slowly and touch each word:

• The
• dog
• runs

We said 3 words, so we touched 3 words.

Example 3

Sentence: We like red balls.

Let’s count the words first:

• We
• like
• red
• balls

There are 4 words.

When we read, we point 4 times:

$$We\qquad like\qquad red\qquad balls$$

Example 4

Sentence: My cat is big.

Read and track each word:

• Point to My and say “My”
• Point to cat and say “cat”
• Point to is and say “is”
• Point to big and say “big”

There are 4 spoken words and 4 written words. They match.

Things to be careful about

• Do not point to one word and say two words.
• Do not point to two words while saying only one word.
• Do not skip a word.
• Do not point to the spaces. Point to the words.

Try it yourself

Read each sentence slowly. Point to each word as you say it.

• I see a bug.
• The sun is hot.
• We can play ball.

Ask yourself:

• Did I point one time for each word?
• Did I move from one word to the next word?
• Did I read every word?

Helpful tip

If a sentence feels hard, slow down. It is okay to read one word at a time. Your finger is a helper.

Summary

One-to-one correspondence means matching each spoken word to one written word. As you read, point to each word once. This helps you track the sentence, notice spaces, and become a better reader.

Environmental Print Recognition means noticing and reading the print we see every day.

This print is all around us. We see it on signs, food boxes, stores, and labels.

Even when the words are short, they give us important meaning. They help us know where to go, what to do, and what something is.

When you read a stop sign, a restroom sign, or a cereal box, you are using environmental print recognition.

Why is environmental print important?

• It helps us stay safe.
• It helps us find places.
• It helps us know what things are.
• It helps us become better readers.

Where can we find environmental print?

• On street signs
• On store signs
• On food packages
• On classroom labels
• On bathroom signs
• On posters and doors

How do we recognize environmental print?

We use our eyes to look carefully. We notice the letters, the word, the color, and the picture or symbol.

Sometimes a sign has a word and a picture. The picture helps us understand the word.

For example, a sign might say STOP. It may be red and easy to notice. The word tells us to stop.

Things to look for:

1. The word — What letters do you see?
2. The color — Is it a color you know from a sign or label?
3. The picture or symbol — Is there a picture that gives a clue?
4. The place — Where do you see it? On a door? On a box? Outside?

Main idea: Environmental print gives us clues. We can use those clues to figure out what the print means.

Worked Example 1: A classroom label

You see a bin with the word BOOKS on it.

What does it mean?

We read the label and think about where it is. The word is on a bin in the classroom. That tells us the bin has books inside.

Answer: The label tells us where the books go.

Worked Example 2: A door sign

You see a sign on a door that says EXIT.

What does it mean?

The word is on a door. That gives us a clue. An exit is a way out.

Answer: The sign tells us this door is a way to go out.

Worked Example 3: A food box

You see a box in the kitchen with the word MILK.

How do you know what it is?

You read the word. You also look at the place and the package. It is in the kitchen, and the label says milk.

Answer: The label tells us the box has milk.

Worked Example 4: A safety sign

You see a red sign that says STOP.

What should you do?

The word gives a clear message. This is a safety sign. It tells you not to keep going.

Answer: You should stop.

Let’s practice thinking like a reader.

When you see print around you, ask yourself these questions:

• What word do I see?
• What picture or symbol do I see?
• Where is the print?
• What is the print telling me?

Helpful reading habits

• Look carefully at the letters.
• Say the word if you know it.
• Use the picture as a clue.
• Think about the place where you see the print.
• Ask, “What does this help me know?”

Environmental print at home, at school, and outside

At home, you may see words on food boxes, shampoo bottles, and toy bins.

At school, you may see labels on shelves, signs on doors, and names on cubbies.

Outside, you may see store names, street signs, and traffic signs.

All of these are kinds of print that help us read the world around us.

Why this helps with reading books

When you notice words in real life, you practice being a reader. You learn that print has meaning.

You also learn that words can tell you something important. This helps you when you read books, signs, and labels.

Try it yourself

• Find a sign in your classroom.
• Read the word if you can.
• Look for a picture or symbol.
• Tell what the sign or label means.

Summary

Environmental print is the print we see around us every day.

It can be on signs, labels, boxes, and doors.

We read environmental print by looking at the word, the picture, the color, and the place.

When we do this, we learn what the print means and become stronger readers.

Differentiating Text Types means knowing that not all reading looks the same.

Some texts tell a story. Some texts teach facts. Some texts are lists. Some texts are poems. Some texts are on a screen.

When we look at how words and pictures are arranged, we can tell what kind of text we have.

Let’s learn how to spot different text types by looking at their layout. Layout means how the words and pictures look on the page or screen.

1. Storybooks

A storybook tells a story. It has characters, a setting, and things that happen.

Storybooks often have:

• Pictures that match the story
• Words in sentences
• Pages you turn in order
• A beginning, middle, and end

A storybook page may look like this:

The dog ran to the red ball.
He was happy to play.

This looks like a story because it tells what happened.

2. Informational Texts

An informational text teaches us facts about something real.

Informational texts often have:

• Real facts
• Pictures of real things
• Labels
• Titles
• Sometimes headings to tell what each part is about

An informational page may look like this:

Dogs
Dogs have four legs.
Dogs can bark.
Some dogs are big. Some dogs are small.

This looks like informational text because it teaches facts about dogs.

3. Lists

A list helps us remember things. A list does not tell a whole story.

Lists often have:

• One word or a few words on each line
• Items under each other
• Numbers or bullet points sometimes

A list may look like this:

• milk
• bread
• apples

This is a list because it shows items one under another.

4. Poems

A poem uses short lines. Poems can sound musical or playful.

Poems often have:

• Short lines
• Words grouped in a special way
• Sometimes rhyme
• Space around the words

A poem may look like this:

I see the moon,
big and bright.
It shines on me
at night.

This looks like a poem because the words are written in short lines.

5. Digital Texts

A digital text is read on a screen, like a tablet, computer, or phone.

Digital texts can be stories, facts, lists, or poems, but they are shown in a digital format.

Digital texts often have:

• A screen instead of paper
• Buttons to tap or click
• Words and pictures on the screen
• Sometimes arrows to move to the next page

If you see words on a tablet with a button to go to the next page, that is a digital text.

How to Tell the Difference

Ask yourself these questions when you look at a text:

1. Does it tell a story?
2. Does it teach facts?
3. Does it show items in a list?
4. Does it use short lines like a poem?
5. Is it on a screen?

Looking carefully helps you choose the right kind of text.

Worked Examples

Example 1:

Sam went to the park. He saw a duck in the pond.

What kind of text is this?

This is a storybook text.

Why? It tells what Sam did. Something happens in the text.

Example 2:

Frogs
Frogs can jump.
Frogs live near water.

What kind of text is this?

This is an informational text.

Why? It gives facts about frogs.

Example 3:

pencils
paper
glue

What kind of text is this?

This is a list.

Why? It shows items, one on each line.

Example 4:

Red bird,
red bird,
up in the tree,
sing a song
for me.

What kind of text is this?

This is a poem.

Why? The words are in short lines, and it sounds playful.

Let’s Compare

Here is a quick way to compare text types:

• Storybook: tells a story
• Informational text: teaches facts
• List: shows items
• Poem: uses short lines
• Digital text: read on a screen

Sometimes a text can have more than one feature. A digital text, for example, can also be a story or an informational text. The screen tells us it is digital. The words tell us if it is a story, facts, a list, or a poem.

Practice Thinking

If you see:

• a book with a character and events, think storybook
• a page with facts and labels, think informational text
• words stacked one under another, think list
• short lines with rhythm or rhyme, think poem
• words on a tablet or computer, think digital text

Summary

Different texts look different for a reason.

Storybooks tell stories. Informational texts teach facts. Lists show items. Poems use short lines. Digital texts are read on screens.

When you look at the way words and pictures are arranged, you can tell what kind of text you are reading.