Ascribes meanings to marks that they see in different places.
Observe whether the child: ascribes meanings to marks that they see in different places.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Notices environmental print and may name familiar logos or signs, but meanings are often guessed from context/pictures rather than linked to the marks themselves.
What you might see
Walks past familiar signs/labels without looking or commenting on them.
When asked, "What does that sign say?", responds with "I don't know" without attempting to interpret.
Looks at a book cover or label and talks only about the picture, not the letters/marks.
Recognizes a familiar logo (e.g., a shop/food brand) and names it from the picture and setting.
Points to writing on a label and says "that's writing" but cannot say what it means.
Guesses a sign's meaning from context ("that's the park") even when the text is unrelated.
Expected
On track
Ascribes meaning to common marks in familiar settings (labels, signs, symbols) and talks about what they "say" with adult prompts.
What you might see
Points to their name label on a coat peg and says, "that's mine" when prompted to find it.
Notices a symbol (e.g., toilet sign) and says what it is for when asked.
Asks, "What does that say?" when seeing unfamiliar print on a poster or package.
Exceeding
Going further
Consistently recognizes that marks carry meaning across different places, asks what unfamiliar marks say, and connects the idea of "reading" to environmental print.
What you might see
Points to a familiar word/logo in a different location and says, "It's the same one" (recognizes marks across places).
During play, uses labels ("milk") to find the right container or area when asked.
Talks about marks as carrying messages: "That says 'stop'" or "It tells you where to go".
Matches the same word/logo across two items (e.g., cereal box and shopping list) and explains the match.
Explains to a peer what a sign/label means and how they know ("it says... because it's on my bottle").
Notices differences: "This one has different letters" and asks about meaning change.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Outdoors: On a walk, point to a sign or shop name and ask, "What do you think that says?" Notice whether your child links meaning to the marks rather than only the picture/place.
Mealtime: Show two packages and ask your child to find a specific one by reading the first letter/recognizing the label. Notice if they use the marks to decide.
Transition: At home, label a few drawers/boxes ("Socks", "Pens") and ask your child to fetch one by label. Observe whether they look at the label marks.
Story time: Point to the title on a book cover and ask, "What is this writing for?" Notice whether your child understands it carries information (name/title).
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012), Literacy: Writing (30–50 months): "Ascribes meanings to marks that they see in different places."
The framework specifies interpreting environmental marks as a key observable behaviour supporting emergent literacy.
Developmental research
Schickedanz, J. A., & Collins, M. F. (2012). So Much More than the ABCs: The Early Phases of Reading and Writing.
Describes children’s growing understanding that print and symbols in the environment communicate meaning before conventional reading.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Sees print/symbols in the environment but does not attribute meaning to them; treats marks as decoration or ignores them.
Walks past familiar signs/labels without looking or commenting on them.
When asked, "What does that sign say?", responds with "I don't know" without attempting to interpret.
Looks at a book cover or label and talks only about the picture, not the letters/marks.
Emerging
Notices environmental print and may name familiar logos or signs, but meanings are often guessed from context/pictures rather than linked to the marks themselves.
Recognizes a familiar logo (e.g., a shop/food brand) and names it from the picture and setting.
Points to writing on a label and says "that's writing" but cannot say what it means.
Guesses a sign's meaning from context ("that's the park") even when the text is unrelated.
Developing
Ascribes meaning to common marks in familiar settings (labels, signs, symbols) and talks about what they "say" with adult prompts.
Points to their name label on a coat peg and says, "that's mine" when prompted to find it.
Notices a symbol (e.g., toilet sign) and says what it is for when asked.
Asks, "What does that say?" when seeing unfamiliar print on a poster or package.
Secure
Consistently recognizes that marks carry meaning across different places, asks what unfamiliar marks say, and connects the idea of "reading" to environmental print.
Points to a familiar word/logo in a different location and says, "It's the same one" (recognizes marks across places).
During play, uses labels ("milk") to find the right container or area when asked.
Talks about marks as carrying messages: "That says 'stop'" or "It tells you where to go".
Reflexive
Uses environmental print strategically (e.g., finding labels, matching signs), compares marks across places (same word/logo), and explains to others what marks mean.
Matches the same word/logo across two items (e.g., cereal box and shopping list) and explains the match.
Explains to a peer what a sign/label means and how they know ("it says... because it's on my bottle").
Notices differences: "This one has different letters" and asks about meaning change.
