B k standards-language_literacy 5-11-2012 final

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• DRAFTMay11,20126:13PM• DRAFTMay11,2012

LanguageandLiteracyiconhere

ThestandardsforLanguageandLiteracyreflectknowledgeandskillsfundamentaltochildren’slearningoflanguage,readingandwriting.Youngchildren’slanguagecompetenciespertaintotheirgrowingabilitiestocommunicateeffectivelywithadultsandpeers,toexpressthemselvesthroughlanguage,andtousegrowingvocabulariesandincreasinglysophisticatedlanguagestructures.Earlyliteracyskillsincludechildren’sdevelopingconceptsofprint,comprehensionofage-appropriatetext,phonologicalawareness,andletterrecognition.Researchhasidentifiedearlyskillsoflanguageandliteracyasimportantpredictorsforchildren’sschoolreadiness,andtheirlatercapacitytolearnacademicknowledge(NationalEarlyLiteracyPanel,2008).

TheLanguageandLiteracydomainconsistsofthesestrandsandtopics.

Strand: ListeningandSpeakingStandards

Topics: ReceptiveLanguageandComprehensionExpressiveLanguage CommunicationSkills

Strand: Reading

Topics: EarlyReading ReadingComprehension Fluency PrintConceptsandBookHandlingSkills PhonologicalAwareness Phonics LetterandWordRecognition

Strand: Writing

Topic:EarlyWriting WritingProcess WritingApplications

• DRAFTMay11,2012

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STRAND TOPIC

ListeningandSpeakingStandards ReceptiveLanguageandComprehensionInfants YoungerToddlers OlderToddlers Pre-Kindergarten

STANDARDSTATEMENT Recognize the names of familiar people and favorite objects. EXAMPLES

• Watchesgrandmother’sfaceasshespeaks.

• Looksatmommywhenasked,“Where’sMommy?”

• Reachesforbottlewhenasked,“Doyouwantyourbottle?”

STANDARDSTATEMENT Show understanding of simple requests and of statements referring to people and objects around him/her. EXAMPLES

• Followsone-steprequestswhencaregiverusesgesturesalongwithwords(e.g.,“nono,”“rolltheball,”“kissthebabydoll,”“wavebye-bye”).

• Crawlstowardtheballwhencaregiverasks,“Where’stheball?”withoutusinggestures.

• Lookstowardsdoorwhencaregiversays,“Yourdaddy’shere.”

• Pointstoheadwhencaregiverasks,“Wheredoyouwearyourhat?”

STANDARDSTATEMENT Show understanding of requests and of statements referring to people, objects, ideas, and feelings. EXAMPLES

• SitsnexttoMarcusatthetablewhencaregiveraskstositnexttohim.

• Whentheteachersays,“Jessecan’tfindhisbear.”Ariannagoestothehousecorner,findsthebearandgivesittoJesse.

• Getsownbookoutofowncubbyandcaregiver’sbookofftheshelfwhencaregiverrequests,“Pleasegetyourtruckbookandmytruckbookfornaptime.”

• Picksupcontainerforblockswhencaregiversays“Let’sputtheblocksawaybeforepainting.”

STANDARDSTATEMENT Demonstrate understanding of increasingly complex concepts and longer sentences, and follow two-step requests. EXAMPLES

• Saystoafriend,“MissLisasaysit’sclean-uptime.”

• Respondstodirectionssuchas,“Pickabooktoreadandliedownonyourcot.”

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STRAND TOPIC

ListeningandSpeakingStandards ExpressiveLanguage

Infants YoungerToddlers OlderToddlers Pre-Kindergarten

STANDARDSTATEMENT Experiment intentionally with sound inflection and gestures in different ways to express wants, needs or feelings. EXAMPLES • Coosusingsinglevowelsounds(e.g.,“ah,”“eh,”“uh”).

• Demonstratesseveraldifferentcriestoexpressdifferentneeds.

• Babbles,usingconsonantsounds.

• Usesgesturesorexpressionstoindicatewants,needsorfeelings.

STANDARDSTATEMENT Begin to use single words and conventional gestures to communicate with others. EXAMPLES

• Usesgesturesorexpressionstoindicatewants,needsorfeelings.

• Usesone-wordsentences.

• Says“mama”or“papa.”

• Says,“uhoh”whenmilkspills.

• Useslongstringsofbabblestogether.

• Shakesheadbackandforthandsays,“no”whendoesn’twanttodosomething.

• Pointstoanobjecttocommunicatethatshewantsthecaregivertogetitforher.

STANDARDSTATEMENT Combine words to express more complex ideas, or requests. EXAMPLES

• Beginstosay“bottle”insteadof“baba”whenwantingadrink.

• Combineswordsintosimplesentences.“Megohome.”or“Moreplease.”

• Speaksclearlyenoughforotherstousuallyunderstandwhatheistryingtosaywithincontext.

• Nameherextendedfamilymemberswhencaregiverpointstoeachinaphotograph.

• Adds“s”towordswhenreferringtomorethanone,“lotsofdogsatthepark”and“lotsofdeersinthewoods,”eventhoughthatgrammaticalruledoesn’talwayswork.

• Useswordslike“mine,”“yours”and“his”toindicatewhoownseachtoy.

STANDARDSTATEMENT Use language to communicate in a variety of ways with others to share observations, ideas and experiences; problem-solve, reason, predict and seek new information. EXAMPLES

• Sharesexperiencesinastatement,suchas“Ihaveanewblackpuppyandittickleswhenhelicksmyface!”

• Exhibitsanunderstandingofabstractlanguageinstatements,suchas“Redandbluearebothcolors.”Or“Icantellyou’rehappybecauseyou’resmiling.”

• Exhibitsproblem-solvingandreasoninginstatements,suchas“It’srainingsowe’llplayinthegymtoday.”or“Maybeifwemoveourchairstogether,likethis,wecanbothseethebook.”

• Makesaprediction,suchas“Ithinktheoldmanwillcatchthatgingerbreadman.”

• Seeksnewinformationbyaskingquestionslike“What’sforlunchtoday?”or“Wherearewegoing?”

(StandardStatementscontinueonpageX.)

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STRAND TOPIC

ListeningandSpeakingStandards ExpressiveLanguageContinued


(StandardStatementscontinuedfrompageX.)

STANDARDSTATEMENT With modeling and support, speak clearly and understandably to express ideas, feelings and needs. EXAMPLES

• Modulatesvoiceintonationandvolumeappropriatetothesituation(e.g.,Uses“inside”quietervoiceintheclassroomandalouder“outside”voiceontheplayground).

• Whileaccuratelypronouncesmostwords,vocabularycontainssomeerrors(e.g.,“kepitch”for“ketchup”or“pusgetti”for“spaghetti”).

• Isabletoverbalizewhyhe/sheisupset,suchas“I’msadwhenmymomgoestowork.”or“I’mscaredwhenitthunders.”

STANDARDSTATEMENT With modeling and support, describe familiar people, places, things and experiences. EXAMPLES

• DescribesatriptotheairporttopickupGrandma.

• Looksinamirroranddescribesherfeatures,blueeyes,brownhair,andfreckles.


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STRAND TOPIC




STANDARDSTATEMENT As desired, add drawings or other visuals to verbal description to provide additional detail.

EXAMPLES

• Passedaphotographaroundthecircleduringshowandtellashedescribeshisnewpuppy.

• Pointsoutthe“ice-bergdetector”onhisdrawingoftheTitanic.

STANDARDSTATEMENT With modeling and support, begin to use the conventions of Standard English (Grammar): • Use familiar nouns and verbs to

describe persons, animals, places, events, actions etc.

• Form regular plural nouns orally by adding /s/ or /es/.

• Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

• Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

• Produce and expand complete sentences in shared language activities.

(Examplescontinueonpage6.)

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STRAND TOPIC



EXAMPLES

• Says,“Mygrandma’scathadbabies,andIgettopickoutoneofthekittensformyveryown!”

• Says,“ImadethreewisheswhenIblewoutmybirthdaycandles.”

• Asks,“Whenislunch?”or“Whyisn’tAbbyatschooltoday?”

• Says,“Icanputmycoatonandtakeitoffbymyself.”

• Says,“Ihadmacaroniandcheesefordinnerlastnight”duringsharingtime.

STANDARDSTATEMENT With modeling and support, determine the meanings of unknown words/concepts using the context of conversations, pictures that accompany text or concrete objects (Vocabulary).

EXAMPLES

• Whilereadinganewbookaboutdinosaurs,identifiesapictureofaTyrannosaurusandaStegosaurus.

• Duringacookingproject,theteacherexplainsanddemonstrateshowtouseacolandertodrainthegrapes,awordlaterheardinuseduringdramaticplayinthekitchenarea.


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STRAND TOPIC




STANDARDSTATEMENT Sort common objects into categories to gain a sense of the concepts the categories represent (Vocabulary).

EXAMPLES

• Gathersafiretruck,carandamotorcyclewhentheteachersuggestedtheymightputsomevehiclesintheblockcity.

• Inthehousecorner,putsthecorn,carrotsandbroccoliinonebasket,anapple,bananaandorangeintoanotherbasketandsays,“Thesearevegetablesandthesearefruits.”

STANDARDSTATEMENT Demonstrate understanding of or use words that indicate position and direction (Vocabulary).

EXAMPLES

• Atcircletime,invitesAllisontositbesidehim.

• Duringblockplay,announcesthathewillparkthetractorinfrontofthebarn.


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STRAND TOPIC




STANDARDSTATEMENT Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (Vocabulary).

EXAMPLES

• Says,“Greenmeansgoandredmeansstop!”

• Says,“Thetortoiseisslow,therabbitisfast.”

STANDARDSTATEMENT Identify real-life connections between words and their use (Vocabulary).

EXAMPLES

• Mentionsthatallthefurnitureinthedollhouseissmall.

• Whentheteacherwonderswherethebabybibis,goestothehousecornerandfindsoneinthedollbed.

• Whileplayingattheclaytable,says,“Ineedthecirclecookiecutter.”

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STRAND TOPIC

ListeningandSpeakingStandards CommunicationSkills


STANDARDSTATEMENT Attempt to respond to basic forms of social communication with the appropriate facial expression, vocalization and/or gesture. EXAMPLES

• Gazesatcaregiverduringafeeding.

• Vocalizeswhenauntcallshername.

• Smilesandvocalizestoinitiatecontactwithgrandpa.

• Makesagurglingsoundandpausesforcaregivertorespond,thenaftercaregiversayssomethingtohimcooandsmiles.

• RaisesarmsintheairwhenDaddysays,“sobig!”

• Raisesarms,wavesbye-byeinresponsetopapa’swavingbye-byetohim.

STANDARDSTATEMENT Participate in and often initiate basic communications with family members or familiar others. EXAMPLES

• Wavesbye-byeinresponsetopapa’swavingbye-byetoher

• Runstothewindowtoblowkissestomommywhenshedroppedoffatchildcare,evenbeforemommyhaslefttheroom.

• Plays“peek-a-boo”withaunt.

• Says“please”whenaskingforsomething.

STANDARDSTATEMENT Participate in and often initiate communication according to commonly accepted expectations with family members and in social groups. EXAMPLES

• Uses,“please”and“thank-you”appropriately.

• Takesaturninaconversationbyansweringaquestionwhenasked,andthenaskingaquestioninreturn.

• Makesarelatedcommentinagroupconversationduringlunchtime.

STANDARDSTATEMENT Begin to understand when words are used in a silly way. EXAMPLES

• Laughswhencaregiversays“putyourbootonyourear.”

STANDARDSTATEMENT With modeling and support follows typical patterns for communicating with others (e.g., listens to others, takes turns talking and speaks about the topic or text being discussed). EXAMPLES

• Duringmorningmeeting,contributestotheconversationabouthowtocareforthenewclasspet.

• Whilelistingallthethingstheclassmightfindonanaturewalk,suggeststheymightseeaturtleinthepond.

STANDARDSTATEMENT With modeling and support, continue a conversation through multiple exchanges. EXAMPLES

• Engagesinconversationwithanadult(e.g.,Jasmineannounces,“Ihaveanewkitten.”Theteacherresponds,“Whatfun!What’sitsname?”“Mittens,”Jasminereplies.“Whydidyouchoosethatname?”“Hisfeetarewhitelikehe’swearingmittens!”saysJasmine.

• Engagesinrole-relatedconversationsduringpretendplay(e.g.,“I’mthemommy,andIfixeddinner.”“Whatdidyoucook?”asksthe“daddy.”“Hamburgers!”replies“mommy.”“Yum!”says“daddy.”

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STRAND TOPIC

Reading EarlyReading


STANDARDSTATEMENT Show interest in books, pictures, songs and rhymes. EXAMPLES

• Turnstowardgrannyandwatcheshereyesandmouthwhileshe’ssingingasong.

• Looksatapageofapicturebookthatcaregiverholdsuptosee.

• Cuddlesandlooksatcaregiver’sfacewhilebeingreadto.

• Babbleswhilelookingatabookwithbigbrother.

• Cooswhenhearingcaregiversinging.

• Reachesforthepagesofabookwhencaregiverisholdingupabookandlookingatitwithme.

• Followsmom’sgazetolookatapictureinabook.

STANDARDSTATEMENT Actively participate in book reading, story telling and singing. EXAMPLES

• Reachesforthepagesofaboardbookwhencaregiverisholdingupabookandlookingatitwithme.

• Looksatthepictureofthebusinabookwhencaregiverpointsandsays,“There’stheschoolbus.”

• Enjoyslookingatthepicturesinapicturebook.

• Patsaphotographoffamilypet.

• Movesmyarmsinarollingmotiontoaskcaregivertosing,“WheelsontheBus.”

• Turnsaboardbookright-sideupandturnsthepages.

• Pointstotheanimalsinthepicturesascaregiverisreading“OldMacDonald”andasks,“Where’sthecow?Where’sthedog?”

• Pointstoapictureofadogandmakeabarkingnoiseorsay“doggie.”

• Vocalizesandpointstoidentifyfamiliarsigns,labelsorlogosinthehomeandcommunity(e.g.,astopsign).

STANDARDSTATEMENT Show an appreciation for reading books, telling stories and singing. EXAMPLES

• Initiatesreadingabook,tellingastory,orsingingasong.

• Seesapictureofaflowerinabookandpretendtosniffit.

• Asksforafavoritestorytobereadoverandover.

• Triestodoallthehandmotionsto“TheItsyBitsySpider.”

• Listensascaregiverreadsashortstory.

• Makesupastoryandtellsittoherteddybear.

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STRAND TOPIC

Reading ReadingComprehension


STANDARDSTATEMENT Show understanding of the meaning of stories. EXAMPLES

• Tellcaregiveraboutthegardenhe/sheplantedwithgrandfatherafterreadingabookonflowers.

• Finishestherepetitivesentence,“BrownBear,BrownBear,whatdoyousee?”whenreadingthatbook.

STANDARDSTATEMENT Ask and answer questions, and comment about characters and major events in familiar stories. EXAMPLES

• AfterreadingTheThreeBears,says,“GoldieLockswillbeintrouble!”

• Respondstoopen-endedquestionsposedaboutthestoryduringsharedreading(why,how,prediction,cause/effect).

STANDARDSTATEMENT Retell or re-enact familiar stories. EXAMPLES

• Afterhearingthestory,he“reads”thebooktoafriend.

• Usesflannel-boardpiecesorpicturecardstotellthesequenceofeventsinthestory.

• Afterhearingthestoryreadaloud,usespropsandactsoutTheThreeBearsduringdramaticplay.

STANDARDSTATEMENT Identify characters and major events in a story. EXAMPLES

• Identifiesthecharactersinthebookwhentheteacherpointstothepicture.

• IdentifiesthethreepigsandthewolfinTheThreeLittlePigs,andrelateshowthepigsoutsmartedthewolf.


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STRAND TOPIC

Reading ReadingComprehensionContinued



STANDARDSTATEMENT With modeling and support, begin to demonstrate an understanding of the differences between fantasy and reality. EXAMPLES

• Describestalkingdogs,singingflowersas“onlypretend.”

STANDARDSTATEMENT With modeling and support, describe what part of the story the illustration depicts. EXAMPLES

• Talksaboutthepicturewhensharingabook.

• Respondstoquestionsabouttheillustrations.

STANDARDSTATEMENT With modeling and support, name the author and illustrator of a story and what each person does for a book. EXAMPLES

• Respondscorrectlywhenasked,“Whatdoestheauthordo?”and“Whatdoestheillustratordo?”

• Duringsharedreading,verbalizesthattheauthorwritesthebookandtheillustratormakesthepictures.

• MentionsthatEricCarleisboththeauthorANDtheillustratorinhisbooks.


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STANDARDSTATEMENT With modeling and support, identify the topic of an informational text that has been read aloud. EXAMPLES

• Respondscorrectlywhenasked,“What’sthisbookabout?”

STANDARDSTATEMENT With modeling and support, describe, categorize and compare and contrast information in informational text. EXAMPLES

• Relateshisexperiencegettinghiskindergartenimmunizationsafterreadingabookaboutgoingtothedoctor.

• Afterreadingabookaboutbutterflies,sequencesaseriesofpicturecardstodescribehowacaterpillarbecomesabutterfly.

• Afterreadingabookaboutafirestation,communicatesthedifferencebetweenthefireengineandtheladdertruck.


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STANDARDSTATEMENT With modeling and support, discuss some similarities and differences between two texts on the same topic (e.g., illustrations, descriptions). EXAMPLES

• Comparestheillustrationsintwobooksaboutthezoo,andnoticesthatoneusesphotographsandtheotherusesdrawingsoftheanimals.

• Duringthefireengineproject,usesseveralbooksaboutthefirehousetofindoutwhatwillbeneededonthefireenginetheclassisbuilding.

STANDARDSTATEMENT Actively engage in group reading activities with purpose and understanding. EXAMPLES

• Asksforafavoritebooktobereadaloud.

• Listensattentivelyastheteacherreads,andgigglesatthetroubletheCatintheHatcauses.

• Participatesinrecitingrhymesandfingerplaysusingaccompanyinggestures.

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STRAND TOPIC

Reading Fluency


STANDARDSTATEMENT With modeling and support, demonstrate an understanding of reading fluency by use of phrasing, intonation and expression in shared reading of familiar books, poems, chants, songs, nursery rhymes or other repetitious or predictable texts. EXAMPLES

• ChantsalongduringasharedreadingofChicka,Chicka,BoomBoom.

• Makesa“growly”voicewhenreciting“I’llhuffandI’llpuff,andI’llblowyourhousedown!”duringasharedreadingofTheThreeLittlePigs.

• Pausesappropriatelytoturnthepagewhenpretendingtoreadoutloud.

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STRAND TOPIC

Reading PrintConceptsandBookHandlingSkills


STANDARDSTATEMENT Begin to demonstrate an understanding that print carries meaning. EXAMPLES

• Pretendreadsafavoritebooktoafriend.

• Pointstoidentifyfamiliarsigns,labels,orlogosinthehomeandcommunityandcommunicatetheirmeanings(e.g.,stopsign,McDonalds)

• Pretendstoreadfromherfavoritebooktoothers,pointingtoprintedwords,andrecitingfrommemory.

• Pointstothewordsandpicturesonthechartofthedailyroutine,andpretendstoreadwhatiswritten.

STANDARDSTATEMENT Demonstrate an understanding of book handling. EXAMPLES

• Orientsthebookcorrectlyforreading(right-sideupwithfrontcoverfacingtowardthechild).

• Turnspagesfromfronttobackandoneatatime.

STANDARDSTATEMENT Demonstrates an understanding of basic conventions of print in English, Spanish and other Western languages. EXAMPLES

• Followswordsfromlefttorightandtoptobottom.

• Understandsthatwordsaregroupsoflettersandareseparatedbyspaces.

STANDARDSTATEMENT Demonstrate and understands that print conveys meaning. EXAMPLES

• Asksforstoriestoreadfrombooksatnaptime.

• Recognizesfamiliarsignswithtextssuchasastopsignorrestaurantsign.

• Ordersfromamenuduringpretendplay.

• Pointingtothetextinanewbook,asks“Whatdoesthatsay?”

• “Writes”ajournalentryand“reads”ittotheotherchildren.

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STRAND TOPIC

Reading PhonologicalAwarenessDemonstrateunderstandingofspokenwords,syllablesandsounds(phonemes):


STANDARDSTATEMENT Differentiate between sounds that are the same and different (e.g. environmental sounds, animal sounds, phonemes). EXAMPLES

• Distinguishesbetweenthesoundsofabellandadrum.

• Identifieswhenspokenwordshavethesameordifferentbeginningsounds(e.g.,cat/cake;feather/ball).

STANDARDSTATEMENT With modeling and support, identify, blend and segment syllables in spoken words. EXAMPLES

• Playingwithwords,theteacherseparatesanddistinctlyarticulatesindividualsyllables“ap-ple”or“ba-by,”andthechildresponds“apple”and“baby.”

• Chantsandclapsthesyllablesinclassmate’snamesandotherwords.

STANDARDSTATEMENT With modeling and support, recognize and produce rhyming words. EXAMPLES

• Identifiesrhymingwordsinfamiliarstories,poems,songsandwords.

(ExamplescontinueonpageX.)

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STRAND TOPIC

Reading PhonologicalAwarenessContinued


(ExamplescontinuedfrompageX.) EXAMPLES

• Playswithrhymeandmakesupnonsenserhymingwords.

• Finishestherhyme:“JackandJillwentupthe______.”

STANDARDSTATEMENT With modeling and support, blend onsets and rhymes in single-syllable spoken words. EXAMPLES

• Usingrealobjectsorpictures,correctlyidentifiesthecupwhentheteacherasksforthe“c-up.”

• Playsthe“NameGame”andsubstitutesdifferentbeginningsoundsinclassmates’names.

STANDARDSTATEMENT With modeling and support, identify initial and final sounds in spoken words. EXAMPLES

• DavronandDanielleavethecirclewhentheteacherinvitesallthechildrenwhosenamesbeginwiththe/d/soundtoplay.

• Duringa“soundsearch”game,locatesthingsintheenvironmentthatbeginwiththe/p/sound.

• Repeatswordsandidentifiesthecommoninitialsound(e.g.,baby,ball,andbottle).

• Repeatswordsandidentifiesthecommonfinalsound(e.g.,Matt,kite,boat).


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STRAND TOPIC

Reading PhonologicalAwarenessContinued


(StandardStatementscontinuedfrompageX.)STANDARDSTATEMENT With modeling and support, orally blend and segment familiar compound words. EXAMPLES

• Chantsthetwowordsofacompoundword(“dog–house”)andthechildresponds,“Doghouse.”

• Theteacherasks,“ifItake“snow”outof“snowman,”what’sleft?”andthechildresponds,“Man!”

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STRAND TOPIC

Reading Phonics


STANDARDSTATEMENT With modeling and support, demonstrate a beginning understanding of the connections between letters and sounds. EXAMPLES

• Identifiesthat“Bobby”and“Billy”startwiththesamesoundandletter.

• Playswithletter/soundrelationshipsinsongs,rhymesandstories.

• Playswithletter/soundrelationshipsusingmagneticletters,alphabetpuzzles,games,writinglettersinthesandtable,etc.

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STRAND TOPIC

Reading LetterandWordRecognition


STANDARDSTATEMENT With modeling and support, identify own name in print. EXAMPLES

• Moveshisprintednamecardfrom“home”to“school”ontheAttendanceChart.

STANDARDSTATEMENT With modeling and support, recognize and “read” familiar words or environmental print. EXAMPLES

• Readshisbookmadefrompersonalfavorites–frontpanelsofcerealboxes,soupcanlabels,restaurantlogos,toys,etc.

STANDARDSTATEMENT With modeling and support, recognize and name some upper and lower case letters in addition to those in first name. EXAMPLES

• Whilelookingatbooks,picksoutandnamesfamiliarletters.

• Namesthelettersasheassemblesthealphabetpuzzle.

• Playsalphabetgames.

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STRAND TOPIC

Writing EarlyWriting

LanguageandLiteracy

iconhere Infants YoungerToddlers OlderToddlers Pre-Kindergarten

STANDARDSTATEMENT Show ability transfer and manipulate an object with hands. EXAMPLES

• Graspsarattle,let’sgoofitandthentriestograspitagain.

• Picksupasmalltoywiththetipsofthumbandfingers.

STANDARDSTATEMENT Use a full-hand grasp to hold a writing tool to make scribbles. EXAMPLES

• Makesrandommarksonthesidewalkwithchalk.

• Imitatesacaregiverwhoiswriting.

• Usesacrayontomakemarksonapieceofpaper.

• Choosestousethemarkersorcrayonsduringplaytimetomakescribbledpictures.

STANDARDSTATEMENT Use thumb and fingers of one hand to hold writing tool and start to use drawings to represent objects and ideas. EXAMPLES

• Choosestousethemarkersorcrayonsduringplaytimetomakescribbledpictures.

• Pretendstotakeorderswithapencilandpaperwhenpretendingtoplayrestaurant.

• Holdscrayonwiththumbandfingersofonehand.

• Drawsacircleandastraightlineafterwatchingsomeoneelsedoit.

• Makesascribbledpictureandsay,“It’sadinosaur”whenshowingittoheruncle.

• Pretendstowriteownname.

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STRAND TOPIC

Writing WritingProcess

LanguageandLiteracy


STANDARDSTATEMENT Demonstrate a beginning understanding of the structure and function of print. EXAMPLES

• Usesacombinationofscribbles,shapes,drawingsandletterswhenwriting.

• Writesajournalentryusingaseriesofshortsquiggleswithspacesbetween.

• Writesaseriesoflinesandsymbolsthatlooklikeletters.

• Drawsapictureandmakesmarksasacaptionorlabel.

• Copieswordsfoundintheenvironment.

STANDARDSTATEMENT With modeling and support, prints letters of own name and other meaningful words with mock letters and some actual letters. EXAMPLES

• Incorporateslettersandfamiliarwordsintodrawingsandotherartwork.

• Writesusinginventedspelling(e.g.,rak(rake)ortrk(truck).


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STRAND TOPIC

Writing WritingProcessContinued

LanguageandLiteracy



STANDARDSTATEMENT With modeling and support, begin to demonstrate letter formation in “writing.” EXAMPLES

• Formssomeletterscorrectlyduringwriting,althoughsomelettersmaysometimesbeformedbackwards,orupsidedown.

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STRAND TOPIC

Writing WritingApplications

LanguageandLiteracy


STANDARDSTATEMENT With modeling and support use a combination of drawing, dictating and emergent writing to express an idea or opinion about an experience or book. EXAMPLES

• Makesabookentitled“MyFavoriteDinosaurs.”

• “Writes”athank-younotetoletthecookknowhelikedthemacaroniandcheeseatlunch.

• ‘Writes”anotetotheafternoonteacherexplainingthatshewouldpreferthathercotbelocatedinthehousecornerfornap.

STANDARDSTATEMENT With modeling and support, use a combination of drawing, dictating and emergent writing to express knowledge or share information about a topic of interest. EXAMPLES

• DuringtheFireTruckProject,writesabookaboutthefireengine.

• Documentsobservationsoftheantfarm.


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STRAND TOPIC

Writing WritingApplicationsContinued

LanguageandLiteracy



STANDARDSTATEMENT With modeling and support, use a combination of drawing, dictating and emergent writing to communicate about a personal experience or story and tell about the events in a meaningful sequence. EXAMPLES

• Makesabookaboutafamilytriptotheorchard,communicatingthetriptotheorchard,pickingtheapples,andhelpingMommakeapplesauce.

• “Writes”ajournalentryaboutwhathappenedathomeovertheweekend.

STANDARDSTATEMENT With modeling and support from adults, begin to discuss and respond to questions from others about the writing/drawing. EXAMPLES

• Afterpresentingwritingaboutacastle,answersaquestionandexplainsthatthekeepiswherethefamilylived.

• AftersharingajournalentryaboutafamilytriptotheArtMuseum,elaboratesontheexhibithesaw.


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STRAND TOPIC

Writing WritingApplicationsContinued

LanguageandLiteracy



STANDARDSTATEMENT With modeling and support from adults, explore a variety of digital tools to express ideas. EXAMPLES

• Usestheclasscameratorecordthegrowthoftheclassgarden.

• AsksforhelpsearchingtheInternetforpicturesofdinosaurssohecanillustratehisbookentitled,“MyFavoriteDinosaurs.”

STANDARDSTATEMENT With modeling and support, participate in shared research and writing projects using a variety of resources to gather information or to answer a question. EXAMPLES

• Consultsavarietyofbooksondinosaurstocreateabookentitled,“MyFavoriteDinosaurs.”

• Afterreadingabookaboutspidersduringclassmeeting,askstheteachertohelpfindotherbooksorusethecomputertofindoutmoreaboutspiders.

B k standards-language_literacy 5-11-2012 final

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Transcript of B k standards-language_literacy 5-11-2012 final