Preschool Language Arts Power Standards- 3 Year Olds

State Goals: State Goal 1: Acquire foundational early literacy and language skills. State Goal 2: Develop age-appropriate early literacy reading skills and concepts. State Goal 3: Develop early writing skills and concepts. State Goal 4: Comprehend the language of others. State Goal 5: Use language, including body language, for expression.

Phonemic Awareness Power Standards Concepts(ideas) Skills(Can Do) Content(Materials)Big Ideas Essential Questions Demonstrate beginning phonological awareness Identify familiar environmental sounds(i.e., animals, transportation, household/school items) I can name lots of sounds around me Listens attentive ly to familiar sounds Environmental Sound Bingo Songs/Poems Develop an appreciation for language and literacy skills Recognize environmenta l sounds What sounds does (it) make? Power Standards Concepts(ideas)Skills(Can Do)Content(Materials)Big Ideas Essential Questions Demonstrate beginning phonological awareness Identify familiar environmental sounds(i.e., animals, transportation, household/school items)  I can name lots of sounds around me  Listens attentively to familiar sounds  Environmental Sound Bingo  Songs/Poems  Develop an appreciation for language and literacy skills  Recognize environmental sounds What sounds does (it) make?

Power Standards Concepts(ideas)Skills(Can Do)Content(Material)Big Ideas Essential Questions Listens and participates with increasing attention Speaks audibly and expresses thoughts and ideas clearly  Listens to spoken words  Follows 1-2 step directions  Participates in rhymes, poems, and familiar stories, and repetitive stories  Answers questions  Asks questions  Actively participates in conversation  Attends to entire story  sings songs and rhymes  answers questions about stories  Answers simple questions by vocalizing; understands that a question requires a response  Answers simple yes or no questions verbally  Answers simple questions about a choice of two objects  I can listen to and participate in rhymes, poems, songs and familiar and repetitive stories  Comprehends a broad range of reading materials  I can listen and follow directions  Uses simple sentences(3-4 words) to express wants and needs  Answers simple questions with one or two words  Uses gestures or facial expressions to express needs  Using rising intonation to ask questions  Uses some ”wh” words to ask questions  Asks simple questions  Participates in back and forth vocal play  Responds to routine greetings  Interacts verbally with others in non-routine ways  Books  Music  Familiar songs, poems, finger plays, and nursery rhymes  Develop basic language skills  Understand that language is used in a variety of ways to communicate.  Demonstrates understanding though age-appropriate responses  Begins to communicates effectively using language appropriate to the situation and audience  Demonstrates increasingly complex and varied use of language  Can you show or tell us what you heard? Listening and Speaking

Power Standards Concepts(ideas)Skills(Can Do)Content(Materials)Big Ideas Essential Questions Understands that pictures and symbols carry meaning Shows interest in books Proper use of book Makes connection between environmental print and what it represents Enjoys and values reading Demonstrates understanding of print concepts Demonstrates knowledge of the alphabet Uses emerging reading skills to make meaning from print Comprehends and interprets meaning from books and other texts Manipulates use of book(i.e., turning pages one at a time, holding a book correctly, front to back) Recognizes name in print and uses it as a cue to find things Uses pictures tell a story. Demonstrates comprehension of text forms (such as magazines, notes, lists, letters, morning message, and storybooks) that is read aloud or seen in print. Searches for favorite pictures in books May recite simple stories from familiar books Reads some environmental print Listens to longer stories Shows interest in books Looks at books with adults Expresses pleasures with familiar books Notices and responds to pictures Participates in singing songs about the alphabet Shows awareness of letters in the environment Matches two letters that are alike Recognizes logos and pictures Finds own possessions when labeled with own photo and name Notices pictures in a book Reacts to pictures in a book Identifies pictures in a book Relates to pictures in a book Imitates characters or actions in a book being read Relates story to self and shares information Books/classroom library Pictures Environmental print and logos Nametags in cubbies, mailboxes, artwork, etc. Magnetic letters Classroom labels Demonstrate comprehension of text that is read aloud or seen in print What can I do with letters? What are books for? Print and Book Awareness

Power Standards Concepts (ideas) Skills (Can Do) Content (Materials) Big IdeasEssential Questions Begins to express ideas through prewriting skills.  Scribbles and drawings have meaning  Demonstrates proper use of media  Understands the purpose of writing  Writes letter and words  Tries to use writing tools to make marks on paper.  Scribbles randomly on paper  Scribbles may include some lines and other shapes  Imitates prewriting strokes(horiz ontal, vertical, diagonal lines, cross  Copies circle  Engages in early scribbling writing; makes organized marks  Can usually indicates which is picture or writing in own products  Can usually indicate which is a picture or writing in their own work  May label and talk about own drawings  Observes when others write  Experiments with writing utensils  Draws a simple picture  Draws recognizable forms  Variety of writing media  paper  Use writing to represent ideas and information  Compose information to convey meaning  Explore writing and conveying ideas using a variety a media  What can/did you draw? Writing

Preschool Language Arts Power Standards- 4 Year Olds

State Goals: State Goal 1: Acquire foundational early literacy and language skills State Goal 2: Develop age-appropriate early literacy reading skills and concepts State Goal 3: Develop early writing skills and concepts State Goal 4: Comprehend the language of others State Goal 5: Use language to comprehend and convey ideas, including body language, for expression

Power Standards Concepts (Ideas) Skills (Can Do) Content (Materials) Big Ideas Essential Questions Demonstrates understanding of spoken words, syllables, and sounds (phonemes)  Hears and discriminates the sounds of language  Recognizes letter sounds/rhyming words, compound sounds/words in sentences  Plays with words, sounds, and rhymes  Recognizes words with the same initial sounds  Identifies rhymes and rhyming sounds in familiar words  Begins to make letter- sound connections especially those in my name  Participates in sentence segmenting activities (clap, count, tap the individual word)  Participates in compound word segmentation  Indicates enjoyment when hearing alliteration in stories  Nursery rhymes  Books  Calendar  Rhyming games  Morning message  Finger plays  Labels on shelves  Promethean Board  Develops an appreciation for language and literacy skills  Develops an understanding of compound words and words in sentences  Develops the skills to understand letter and word recognition  What sound does this make?  Do these words rhyme?  How many claps are in this sentence? Phonemic Awareness

Power Standards Concepts (Ideas) Skills (Can Do)Content (Material)Big Ideas Essential Questions  Listens and participates with increased attention using appropriate verbal responses  Speaks audibly and expresses thoughts and ideas clearly  Expresses self using words and expanded sentences  Understands and follows oral directions  Answers and asks questions  Actively participates in conversations  Asks and answers questions to seek information or clarify something that is not understood  Listens to stories and other texts  Retells a familiar story  Demonstrates knowledge of positional words  Describes familiar people, places, things, and events with prompting and support to provide detail  Sorts common objects into categories (i.e., food, animals) to gain a sense of concepts the categories represent.  When listening to a story, connects details, information, and events to real-life experiences  Adds drawings or other visuals to display descriptions that provide additional detail.  Follows three step directions  Understands who, what, where questions  Produces and expands more complex sentences to express ideas and feelings in shared language activities (5-6 words)  Answers questions with details and a complete thought  Through a series of exchanges, responds to comments and questions from others on developmentally appropriate topics.  Initiates and/or extends conversations for a least four exchanges  Responds appropriately to oral directions  Books  Language lessons  Manipulatives  Music  Familiar songs, poems, finger plays, and nursery rhymes  I Pad stories  Power Point Stories  Photo Stories  Computer games  Games  Promethean Board  Understands that language is used in a variety of ways to communicate  Demonstrates comprehension of text that is read aloud  Communicates effectively using language appropriate to the situation and audience  Demonstrates increasingly complex and varied use of language  Can you show or tell us what you heard?  Show me… Listening and Speaking

Power Standards Concepts (Ideas)Skills (Can Do)Content (Materials)Big Ideas Essential Questions Demonstrates understanding of the organization and basic features of print.  Makes connections between environmental print and what it represents  Enjoys and values reading by actively engaging in reading activities with purpose and understanding  Demonstrates understanding of print concepts  Demonstrates knowledge of the alphabet  Listens and participates in story time interactively  Chooses to read on own, seeks information in books, sees self as reader  Identifies 13 alphabet letters especially those in his/her name  Shows general knowledge of how print works and that it carries a message.  Knows each spoken word can be written down and read  Uses illustrations to guess what the text says  Makes judgments about words and text by noticing features (other than letters or words)  Imitates act of reading in play  Compares and predicts story events, acts out main events of a familiar story  Books/classroom library  Pictures  Environmental print and logos  Nametags in cubbies, mailboxes, artwork, etc.  Magnetic letters  Classroom labels  Listening center  Morning message  Promethean Board  Understands that pictures and symbols carry meaning  Shows interest and proper manipulation of books (i.e., front of book, back of book)  What do I do with letters?  What are books for?  What can we learn from books? Print and Book Awareness

Power Standards Concepts (Ideas)Skills (Can Do) Content (Materials) Big Ideas Essential Questions  Begins to express ideas through prewriting skills  Begins to write letters to convey meaning Understands scribbles and drawings have meaning Demonstrates proper use of media Understands the purpose of writing Writes letters and words Demonstrates appropriate grip with writing utensils Begins to brave spell Uses scribble writing and letter- like forms Writes recognizable letters, especially those in own name Uses letters that represent sounds in written words Imitates prewriting strokes (horizontal, vertical, diagonal lines, cross) Copies circle Engages in early scribbling writing, makes organized marks Can usually indicate which is a picture or writing in their own work or others’ products May label and talk about own drawings Draws recognizable forms Imitates act of writing in play Writes and understands writing that conveys meaning With adult support and prompting, using a combination of drawings, dictating, and writing to compose opinion pieces, informative/explanatory texts will tell about the events in the order in which they occurred and provide a reaction to what happened. Variety of writing media Paper Journals Sand Play Doh Intellitools IPad Apps Wiki Stixs Computer Games Promethean Board Uses writing to represent ideas and information Composes information to convey meaning Explores writing Conveys ideas using a variety of media What can/did you draw or write? Can you write your name? Writing