Arizona Pre-Kindergarten ELA Standards

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1 Language

• 1.1 Receptive Language Understanding
  • 1.1.a Demonstrates understanding of a variety of finger-plays, rhymes, chants and songs, poems, conversations, and stories.
  • 1.1.b Engages actively in finger-plays, rhymes, chants and songs, poems, conversations, and stories.
  • 1.1.c Demonstrates understanding and follows directions that involve one step, two steps, or multiple steps.
• 1.2 Expressive Language and Communication Skills
  • 1.2.a Communicates needs, wants, ideas, and feelings through three to five-word sentences.
  • 1.2.b Speaks clearly and understandably to express ideas, feelings, and needs.
  • 1.2.c Makes culturally relevant responses (both verbal and nonverbal) to questions and comments from others.
  • 1.2.d Initiates, sustains, and expands conversations with peers and adults using open-ended responses.
  • 1.2.e With modeling and support, child uses language that includes social rules; e.g., pragmatics, appropriate tone, volume, and inflection to express ideas, feelings, and needs.
  • 1.2.f Uses culturally relevant responses such as eye contact, turn taking, and intonation while having conversations with adults and peers.
  • 1.2.g Recognizes when the listener does not understand and varies the amount of information to clarify the message.
  • 1.2.h With modeling and support, uses increasingly complex phrases and sentences.
• 1.3 Vocabulary
  • 1.3.a Uses rich vocabulary across many topic areas.
  • 1.3.b Figures out the meanings of unfamiliar words and concepts using the context of conversations, pictures that accompany text, or concrete objects.
  • 1.3.c Uses category labels and names objects within a category; e.g., fruit, vegetable, animal, transportation.
  • 1.3.d Demonstrates understanding of and uses words that indicate position and direction; e.g., in, on, out, under, over, off, besides, behind.

2 Emergent Literacy

• 2.1 Concepts of Print
  • 2.1.a Identifies signs, symbols, and labels in a variety of environments (environmental print).
  • 2.1.b Demonstrates and understands that print conveys meaning and that each spoken word can be written and read.
  • 2.1.c Recognizes that letters are grouped to form words.
  • 2.1.d Recognizes own written name and the written names of friends and family.
  • 2.1.e Seeks information in printed materials.
• 2.2 Book Handling Skills
  • 2.2.a Holds a book right side up with the front cover facing the reader and understands left to right and top to bottom directionality.
  • 2.2.b Identifies where in the book to begin reading.
  • 2.2.c Understands a book has a title, author, and/or illustrator.
• 2.3 Phonological Awareness
  • 2.3.a Differentiates between sounds that are the same and different (e.g., environmental sounds, animal sounds, phonemes).
  • 2.3.b Identifies rhyming words.
  • 2.3.c Produces rhyming words.
  • 2.3.d Recognizes spoken words that begin with the same sound.
  • 2.3.e Hears and shows awareness of separate words within spoken phrases or sentences.
  • 2.3.f Identifies and discriminates syllables in words.
  • 2.3.g Combines onset and rime to form a familiar one-syllable word with and without pictorial support.
• 2.4 Alphabet Knowledge
  • 2.4.a Discriminates letters from other shapes and symbols.
  • 2.4.b Matches and recognizes similarities and differences in letters, with modeling and support.
  • 2.4.c Recognizes an increasing number of letters, especially those in own name, familiar objects, family, and friends.
  • 2.4.d Demonstrates understanding of letters by producing letter forms using a variety of materials; e.g., playdough, blocks, marker, and paper.
  • 2.4.e Uses letter‐sound knowledge identifying the sounds of a few letters and producing the correct sounds for an increasing number of letters.
• 2.5 Comprehension and Text Structure
  • 2.5.a Takes an active role in reading activities.
  • 2.5.b Identifies characters and major events in a story.
  • 2.5.c Asks and answers a variety of questions about books or stories told or read aloud.
  • 2.5.d Draws connections between story events and personal experiences.
  • 2.5.e Identifies events and details in the story and makes predictions.
  • 2.5.f Gives an opinion for liking or disliking a book or story.
  • 2.5.g Begins to demonstrate an understanding of the differences between fiction and non‐fiction.
  • 2.5.h Identifies the topic of informational text that has been read aloud.
  • 2.5.i Retells or reenacts a story in sequence with pictures or props.
  • 2.5.j Demonstrates 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.

3 Emergent Writing

• 3.1 Writing Processes and Writing Applications
  • 3.1.a In writing process, uses a variety of writing tools, materials, and surfaces to create drawings or symbols.
  • 3.1.b Writes own name using letter‐like forms or conventional print.
  • 3.1.c Intentionally uses scribbles/writing and inventive writing to convey meaning, ideas, or to tell a story (e.g., signing artwork, captioning, labeling, creating lists, and making notes).
  • 3.1.d Forms letters starting with large motor (e.g., sky writing, paint brush and water, sidewalk chalk) progressing to fine motor (paper and writing utensil).
  • 3.1.e Organizes writing from left to right, indicating a print awareness that letters cluster as words, words cluster into phrases or sentences by use of spacing or marks.