' 110.02. English Language Arts and Reading, Pre-Kindergarten
Introduction
The primary focus for pre-kindergarten children is listening and speaking. The pre-kindergarten students develop oral language skills by listening to and retelling a variety of children’s literature. The students answer direct questions in their own words about a story that has been read. The students develop facility in oral language forms, including the use of complete sentences, questions, negatives, singular and plural forms, and person. They can segment (divide) a sentence into words and make most of the phonemes (sounds) of English, including the sounds of the students’ names. The students know the names and shapes of most letters of the alphabet and can write their own name. The students demonstrate print concepts and use taped books and picture books to get meaning from books.
Knowledge and Skills.
| (1) Listening and Speaking Skills. The student listens to various types of children’s literature. |
The student is expected to:
(A) Listen to various types of children's literature: nursery rhymes, fables, fairy tales, poems, classical literature, rhyming stories, and factual stories about notable people, science, history (e.g., Mother Goose rhymes, "Goldilocks and the Three Bears," "Chicken Little," "How Many Spots Does a Leopard Have?" "King Midas and the Golden Touch," "Snow White and the Seven Dwarfs," Make Way for Ducklings, Blueberries for Sal, "The Little Engine That Could").
(B) Answer direct questions (in his/her own words) about the main theme, mood, setting (time or place), and characters in the selections.
(C) Discuss meaning of words from selections and discussions.
(D) Retell selections.
(E) Sing rhymes and songs.
(F) Tell stories. |
| (2) Syntactic Awareness (Grammar). The student orally discusses and demonstrates various sentence patterns. |
The student is expected to:
(A) Describe sentence as "somebody doing something" or "being something."
(B) Use complete sentences; correct incomplete sentences when prompted.
(C) Change a statement to a question and vice versa.
(D) State a question and a statement in the positive and in the negative.
(E) Change a statement from present, to past, and to future tenses.
(F) Change a statement from a singular to a plural subject and vice versa.
(G) Change a statement from first person to second person to third person, singular and plural.
(H) Recognize as humorous, silly, or peculiar statements that are produced by incorrect order of words.
(I) Correct silly or peculiar statements by correcting errors in syntax. |
| (3) Phonemic Awareness. The student orally demonstrates phonemic awareness (the understanding that the spoken word consists of a sequence of elementary sounds). |
The student is expected to:
(A) Change the meaning of a sentence by changing a word.
(B) Distinguish between long and short words and long and short objects (e.g., train, mosquito).
(C) Segment orally into words a spoken phrase or a sentence.
(D) "Count" the words in an oral phrase or sentence by moving a manipulative for each word.
(E) Sing/recite rhyming songs or stories.
(F) Determine whether words rhyme or not.
(G) Copy the teacher in making the 44 - 45 sounds of American English. (A chart describing how the sounds are made can be found in Figure 1. A chart showing the sounds along with key words can be found in Figure2.)
(H) Copy the teacher in making the first sound of the student's own name.
(I) Copy the teacher in making each sound of the student's own name. |
| (4) Penmanship. The student demonstrates the correct formation of letters. |
The student is expected to:
(A) Demonstrate the correct direction in letter formation of his/her own name (e.g., top to bottom).
(C) Make signs (e.g., stop, exit, boys, girls).
(5) Print Concepts. The student demonstrates an understanding of general print concepts, including the expectation that print has meaning. The student is expected to: (A) Scan print left to right and return to the left on the next line.
(B) Scan print/page top to bottom.
(C) Demonstrate the front of the book as the beginning.
(D) Demonstrate the back of the book as the end.
(E) Identify examples of print in his/her environment (e.g., door and wall signs, cereal boxes, billboards).
Demonstrate "pretend" writing (writing left to right, top to bottom).
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(5) Print Concepts. The student demonstrates an understanding of general print concepts, including the expectation that print has meaning.
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The student is expected to:
(A) Scan print left to right and return to the left on the next line.
(B) Scan print/page top to bottom.
(C) Demonstrate the front of the book as the beginning.
(D) Demonstrate the back of the book as the end.
(E) Identify examples of print in his/her environment (e.g., door and wall signs, cereal boxes, billboards).
Demonstrate "pretend" writing (writing left to right, top to bottom). |
| (6) Orthographic Knowledge (Spelling). The student demonstrates alphabetic knowledge, letter-sound knowledge (basic phonics), and word identification. |
The student is expected to:
(A) Recite the alphabet (e.g., alphabet song).
(B) Identify the letters in his/her last name
(C) Identify most letter names and shapes.
(D) Write his/her name.
(E) Make the sound for each letter or combination of letters in his/her name.
(F) Write the letter(s) for each sound in his/her name.
(G) Identify his/her name in print. |
| (7) Independent Reading/Assigned Reading/Guided Reading. The student demonstrates how to "read" picture books for meaning and to listen independently. |
The student is expected to:
(A) "Read" picture books for meaning.
(B) Listen to the tape while following along in the book (e.g., fables, fairy tales, poems, classical literature, factual stories about notable people, science, and history).
(C) Orally answer in his/her own words direct questions dealing with elements of the selection.
(D) Retell orally what has been read to him/her. |
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