TEXAS ALTERNATIVE DOCUMENT 7/10/97
' 110.52. Reading Pre-Kindergarten - Grade 3
INTRODUCTION TO PRE-KINDERGARTEN
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.
| PRE-K PRE-K |
STUDENT ELEMENTS |
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| Pre-K |
Pre-K |
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| THE TEACHER SHALL |
THE STUDENT SHOULD: |
LISTENING AND SPEAKING SKILLS
Present 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").
Discuss the main theme, mood, setting (time or place), and characters in the selections.
Discuss the meaning of words and expressions in the selections. |
LISTENING AND SPEAKING SKILLS
Listen to selections.
Answer direct questions (in his/her own words) about the main theme, mood, setting (time or place), and characters in the selections.
Discuss meaning of words from selections and discussions.
Retell selections.
Sing rhymes and songs.
Tell stories. |
SYNTACTIC AWARENESS
Discuss concept of complete sentence.
Demonstrate the use of complete sentences in making statements and questions.
Demonstrate changing a statement to a question.
Demonstrate how a negative word changes the meaning of statements and questions.
Demonstrate changing a statement in the present to a statement in the past and future tenses.
Demonstrate changing a statement from a singular to a plural subject.
Demonstrate changing a statement from first person to second person to third person, singular and plural.
Demonstrate how incorrect order of a word or a phrase can make a sentence humorous, silly, or peculiar. |
(GRAMMAR) SYNTACTIC AWARENESS (GRAMMAR)
Describe sentence as "somebody doing something" or "being something."
Use complete sentences; correct incomplete sentences when prompted.
Change a statement to a question and vice versa.
State a question and a statement in the positive and in the negative.
Change a statement from present, to past, and to future tenses.
Change a statement from a singular to a plural subject and vice versa.
Change a statement from first person to second person to third person, singular and plural.
Recognize as humorous, silly, or peculiar statements that are produced by incorrect order of words.
Correct silly or peculiar statements by correcting errors in syntax. |
PHONEMIC AWARENESS (This section deals with spoken sounds; therefore, all activities are to be done orally.)
Demonstrate the concept of a word.
Demonstrate segmentation of a spoken phrase or sentence into words.
Introduce the principle of rhyming words (e.g., sing/recite rhyming songs or stories).
Demonstrate the 44-45 sounds of American English. (A chart describing how the sounds [phonemes] are made can be found in Figure 1. A chart showing the sounds along with key words can be found in Figure 2). This information should be helpful for teachers to use with any student who needs extra help in formulating the sounds.
Assist each student to identify the first sound in his/her own name.
Assist each student to identify the sounds in his/her own name. |
PHONEMIC AWARENESS
Change the meaning of a sentence by changing a word
Distinguish between long and short words and long and short objects, (e.g., train, mosquito).
Segment orally into words a spoken phrase or a sentence.
"Count" the words in an oral phrase or sentence by moving a manipulative for each word.
Sing/recite rhyming songs or stories.
Determine whether words rhyme or not.
Copy the teacher in making the 44-45 sounds (phonemes) of American English
Copy the teacher in making the first sound of the student's own name.
Copy the teacher in making each sound of the student's own name. |
PENMANSHIP
Teach the correct direction in letter formation of students' names (e.g., top to bottom). Demonstrate the correct direction in letter formation of his/her own name (e.g., top to bottom). |
PENMANSHIP
Make signs (e.g., stop, exit, boys, girls). |
PRINT CONCEPTS
Demonstrate print concepts. Scan print left to right and return to the left on the next line.
Demonstrate that print has meaning. |
PRINT CONCEPTS
Scan print/page top to bottom.
Demonstrate the front of the book as the beginning.
Demonstrate the back of the book as the end.
Identify examples of print in his/her environment (e.g., door and wall signs, cereal boxes, billboards).
Demonstrate "pretend" writing (e.g., writing left to right, top to bottom). |
ORTHOGRAPHIC KNOWLEDGE (SPELLING)
1. Alphabetic knowledge
Teach the names of the letters of the alphabet (e.g., alphabet song).
Teach the names of the letters of the alphabet.
Teach each student to write his/her name.
2. Letter-sound (basic phonics) knowledge
Teach the student to make the sounds for each of the letters or combination of letters in his/her own name and to write the letter(s) for each sound in his/her name. |
ORTHOGRAPHIC KNOWLEDGE (SPELLING)
1. Alphabetic knowledge
Recite the alphabet (e.g., alphabet song).
Identify the names of letters in his/her name.
Identify most letter names and shapes.
Write his/her name.
2. Letter-sound (basic phonics) knowledge
Make the sound for each letter or combination of letters in his/her name.
Write the letter(s) for each sound in his/her name.
Identify his/her name in print. |
INDEPENDENT READING/ASSIGNED READING/GUIDED READING
Teach students how to "read" picture books for meaning.
Teach students how to listen to the tape while following along in a book.
Provide multiple opportunities for students to listen independently to stories and nursery rhymes which are rich in vocabulary (e.g., fables, fairy tales, poems, classical literature, and factual stories about notable people, science, and history). |
INDEPENDENT READING/ASSIGNED READING/GUIDED READING
"Read" picture books for meaning.
Listen to the tape while following along in the book.
Orally answer in his/her own words direct questions dealing with elements of the selection.
Retell orally what has been read to him/her. |
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