Idaho Pre-Kindergarten ELA Standards in Literacy

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Literacy

• Reading
  • 56 Children develop phonological awareness.
    • Manipulate phonemes to make new words and to rhyme.
      • Discriminates sounds that are the same and different.
      • Discriminates one sound out of many.
      • Joins in and repeats rhyming songs, finger plays, and poems.
      • Listens for a particular word or phrase.
      • Fills in the missing rhyming word in a song or story. Shows beginning understanding of rhyme and alliteration.
      • Makes three or more letter-sound correspondences (e.g., identifies that “David,” “day,” and “dog” all begin with “d”).
      • Finds objects in a picture with the same beginning sound, with assistance.
      • Differentiates between similar-sounding words (three and tree).
      • Fills in the missing rhyming word in a song or story.
      • Begins to recognize the similar initial sounds of words that begin the same way (bug, bat, boy).
      • Identifies the beginning sound of familiar words.
      • Claps syllables of own name and of familiar words.
  • 57 Children demonstrate awareness of letters and symbols.
    • Recognize letters as special symbols to represent spoken language.
      • Sings alphabet songs.
      • Knows that letters are symbols with individual names.
      • Begins to recognize letters in their name.
      • Recognizes and identifies letters in the environment (fast-food restaurants, stop signs, local stores).
      • Recognizes beginning letters in familiar words (Mom, classmates’ names).
      • Names and recognizes several letters beginning with letters in their own name.
      • Recognizes written name.
      • Begins to recognize letters in familiar words and names them.
      • Begins to make letter sound connections.
      • Recognizes the difference between numbers and letters
  • 58 Children demonstrate awareness of print concepts.
    • Know that languages and words can be in written form.
      • Turns pages one at a time.
      • Begins to read books from front to back.
      • Enjoys following along as book is read.
      • Imitates the act of reading a book by looking at pictures, reciting from memory, or retelling of familiar stories.
      • Begins to understand that printed text carries meaning when read.
      • Differentiates between print and pictures.
      • Knows first and last page of a book.
      • Identifies some individual letters in text (usually letters in name).
      • Shows understanding that letters make up words.
      • Recognizes front and back of book.
      • Identifies or recognizes signs, symbols, or labels in the environment.
      • Recognizes that written words represent spoken words.
      • Shows general knowledge of how print works (know that name begins with a big letter).
      • Identifies words that look similar and different, with assistance.
      • Begins to understand that print progresses from left to right (exceptions are Arabic, Chinese, and Japanese text).
  • 59 Children demonstrate comprehension of printed materials and oral stories.
    • Understand information from oral stories, reading books, and pictures.
      • Imitates the act of reading a book by looking at pictures, reciting from memory, or retelling of familiar stories.
      • Orally fills in or completes familiar text when looking at picture books.
      • Begins to make predictions for what comes next in the story.
      • Explores characters in stories with puppets, dramatic play, and flannel board figures.
      • Begins to make personal connections to character and events in a story.
      • Uses pictures to predict a story.
      • Matches pictures with spoken words in the home language.
      • Recognizes own name when spelled out in letters.
      • Recites some words in familiar books from memory.
      • Identifies major characters in story.
      • Begins to understand the sequence of a story (beginning, middle, and end).
      • Makes up an ending for a story.
      • Pretends to read a familiar book.
      • Recognizes that oral language has a written counterpart (a spoken phrase can be written and read).
      • Describes character and events in stories.
      • Relates stories to real life experiences.
      • Retells sequence of events in a story using illustrations in a book or literary props.
      • Asks questions for clarification and further understanding.
      • Recalls specific details or events in a story.
  • 60 Children demonstrate awareness that written materials can be used for a variety of purposes.
    • Use books and written materials to gain information and enjoyment.
      • Uses signs in the environment for information.
      • Recognizes that print is read in stories.
      • Uses maps, menus, cookbooks, dictionaries during play.
      • Uses printed materials for entertainment (pretending to read).
      • Recognizes that different text forms have different purposes (grocery list is different than a written story).
      • Finds information in books.
      • Imitates common reading activities appropriately in play (pretends to use directions while putting something together, pretends to write a list or message).
      • Realizes that letters and words represent ideas and feelings.
      • Follows pictorial directions for cooking, assembling toys, and building models.
      • Recognizes that printed materials have power (addresses, phone numbers, last name, knowledge).
      • Selects books to read.
      • Cares appropriately for books and pictures.
• Writing
  • 61 Children demonstrate knowledge and use of letters and symbols.
    • Begin to write and draw to communicate language.
      • Uses horizontal scribbling with breaks or separate marks to represent writing.
      • Creates representational drawings.
      • Uses scribbling to represent their name.
      • Knows the difference between printed letters and drawings.
      • Attempts to copy one or more letters of the alphabet.
      • Labels pictures using letter-like marks.
      • Knows that alphabet letters are a special category of graphics that can be individually named.
      • Identifies letters to match the said-aloud letter name.
      • Works at writing own name.
      • Shows awareness of the difference between own writing and conventional print.
      • Shows awareness of two or more different writing systems (especially appropriate for ELL and bilingual/multilingual children).
      • Uses pictures, symbols, and letters to convey meaning.
      • Uses letters to represent sounds in words.
      • Prints some alphabet letters for given letter names.
  • 62 Children use writing skills and demonstrate knowledge of writing conventions.
    • Use tools to write and draw with increasing coordination.
      • Uses tripod grasp to hold writing tools.
      • Begins to demonstrate hand preference for writing.
      • Uses whole arm and finger movements to write.
      • Intentionally scribbles to convey meaning; tells caregiver what it means.
      • Makes strings of letters or marks from left to right.
      • Begins to copy simple shapes.
      • Draws a basic six (plus)-part person with some detail and content.
      • Intentionally scribbles or writes to convey meaning.
      • Uses invented spelling with letters and marks to represent words.
      • Uses letter-like symbols to express an idea.
      • Writes some letters or numerals.
      • Prints or copies first name.
      • Attempts to copy words from print.
      • Draws basic geometric shapes (circle, triangle).
      • Uses pretend writing activities during play to show print conventions in home language.
      • Uses letters and symbols to label or convey directions (SV for Save sign on block building).
  • 63 Children use writing for a variety of purposes.
    • Make scribbles, pictures, and symbols with meaning.
      • Makes scribbles and pictures to express an idea.
      • Uses representational scribbles and marks during play.
      • Asks an adult to label a picture.
      • Uses letter-like symbols to make lists, letters, and stories.
      • Copies some environmental print/symbols.
      • Talks out loud about creative ideas and stories, and asks adult to write them out.
      • Asks adult to write out rhymes, or child’s invented song.
      • Creates notes and messages for a purpose.