Language Arts-PreK (Early Childhood)

GOAL 1: Demonstrate increasing competence in oral communication (listening and speaking).

GOAL 2: Demonstrate understanding and enjoyment of literature.

GOAL 3: Demonstrate interest in and understanding of informational text.

GOAL 4: Demonstrate increasing awareness of and competence in emergent reading skills and abilities

GOAL 5: Demonstrate increasing awareness of and competence in emergent writing skills and abilities.

LEARNING STANDARD 1A: Demonstrate understanding through age-appropriate responses.

LEARNING STANDARD 1B: Communicate effectively using language appropriate to the situation and audience.

LEARNING STANDARD 1C: Use language to convey information and ideas.

LEARNING STANDARD 1D: Speak using conventions of Standard English.

LEARNING STANDARD 1E: Use increasingly complex phrases, sentences, and vocabulary.

LEARNING STANDARD 2A: Demonstrate interest in stories and books.

LEARNING STANDARD 2B: Recognize key ideas and details in stories.

LEARNING STANDARD 2C: Recognize concepts of books.

LEARNING STANDARD 2D: Establish personal connections with books.

LEARNING STANDARD 3A: Recognize key ideas and details in nonfiction text.

LEARNING STANDARD 3B: Recognize features of nonfiction books.11

LEARNING STANDARD 4A: Demonstrate understanding of the organization and basic features of print.

LEARNING STANDARD 4B: Demonstrate an emerging knowledge and understanding of the alphabet.

LEARNING STANDARD 4C: Demonstrate an emerging understanding of spoken words, syllables, and sounds (phonemes).

LEARNING STANDARD 4D: Demonstrate emergent phonics and word-analysis skills.

LEARNING STANDARD 5A: Demonstrate growing interest and abilities in writing.

LEARNING STANDARD 5B: Use writing to represent ideas and information.

LEARNING STANDARD 5C: Use writing to research and share knowledge.

Follow simple one-, two- and three-step directions.

Respond appropriately to questions from others.

Provide comments relevant to the context.

Identify emotions from facial expressions and body language.

Use language for a variety of purposes.

With teacher assistance, participate in collaborative conversations with diverse partners (e.g., peers and adults in both small and large groups) about age-appropriate topics and texts.

Continue a conversation through two or more exchanges

Engage in agreed-upon rules for discussions (e.g., listening, making eye contact, taking turns speaking).

Describe familiar people, places, things, and events and, with teacher assistance, provide additional detail.

With teacher assistance, use complete sentences in speaking with peers and adults in individual and group situations.

Speak using age-appropriate conventions of Standard English grammar and usage.

Understand and use question words in speaking.

With teacher assistance, begin to use increasingly complex sentences.

Exhibit curiosity and interest in learning new words heard in conversations and books.

With teacher assistance, use new words acquired through conversations and book-sharing experiences.

With teacher assistance, explore word relationships to understand the concepts represented by common categories of words (e.g., food, clothing, vehicles).

With teacher assistance, use adjectives to describe people, places, and things.

Engage in book-sharing experiences with purpose and understanding.

Look at books independently, pretending to read.

With teacher assistance, ask and answer questions about books read aloud.

With teacher assistance, identify main character(s) of the story

With teacher assistance, retell familiar stories with three or more key events.

Identify the front and back covers of books and display the correct orientation of books and page-turning skills.

Interact with a variety of types of texts (e.g., storybooks, poems, rhymes, songs).

With teacher assistance, describe the role of an author and illustrator.

With teacher assistance, discuss illustrations in books and make personal connections to the pictures and story.

With teacher assistance, compare and contrast two stories relating to the same topic.

With teacher assistance, ask and answer questions about details in a nonfiction book.

With teacher assistance, retell detail(s) about main topic in a nonfiction book.

With teacher assistance, identify basic similarities and differences in pictures and information found in two texts on the same topic.

Recognize the differences between print and pictures.

Recognize the one-to-one relationship between spoken and written words.

Begin to follow words from left to right, top to bottom, and page by page.

Understand that words are separated by spaces in print.

Recognize that letters are grouped to form words.

Differentiate letters from numerals.

With teacher assistance, recite the alphabet. 

Recognize and name some upper/lowercase letters of the alphabet, especially those in own name.

With teacher assistance, match some upper/lowercase letters of the alphabet

With teacher assistance, begin to form some letters of the alphabet, especially those in own name.

Recognize that sentences are made up of separate words. 

Demonstrate ability to segment and blend syllables in words (e.g., “trac/tor, tractor”).

With teacher assistance, recognize and match words that rhyme. 

With teacher assistance, isolate and pronounce the initial sounds in words.

With teacher assistance, blend sounds (phonemes) in one-syllable words (e.g., /c/ /a/ /t/ = cat).

With teacher assistance, begin to segment sounds (phonemes) in one-syllable words (e.g., cat = /c/ /a/ /t/).

With teacher assistance, begin to manipulate sounds (phonemes) in words (e.g., changing cat to hat to mat).

Recognize own name and common signs and labels in the environment.

With teacher assistance, demonstrate understanding of the one-to-one correspondence of letters and sounds.

With teacher assistance, begin to use knowledge of letters and sounds to spell words phonetically.

Experiment with writing tools and materials.

Use scribbles, letter-like forms, or letters/words to represent written language. 

With teacher assistance, write own first name using appropriate upper/ lowercase letters.

With teacher assistance, use a combination of drawing, dictating, or writing to express an opinion about a book or topic.

With teacher assistance, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

With teacher assistance, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened.

Participate in group projects or units of study designed to learn about a topic of interest.

With teacher assistance, recall factual information and share that information through drawing, dictation, or writing