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Preschool Language Arts Power Standards- 3 Year Olds.

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Presentation on theme: "Preschool Language Arts Power Standards- 3 Year Olds."— Presentation transcript:

1 Preschool Language Arts Power Standards- 3 Year Olds

2 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.

3 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?

4 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

5 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

6 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

7 Preschool Language Arts Power Standards- 4 Year Olds

8 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

9 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

10 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

11 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

12 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


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