prekprograms.cmswiki.wikispaces.netprekprograms.cmswiki.wikispaces.net/file/view... · Web viewL.K.2 Demonstrate command of the conventions in standard English capitalization, punctuation,

Prerequisites for Kindergarten Common Core Standards—ELA

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North Carolina Foundations: Early Learning Standards Pre-Kindergarten Common Core Connections (CMS PLC)

Kindergarten Common Core Standards

MOTIVATION FOR READING-Enjoy listening to and discussing storybooks, simple information books, and poetry read aloud.-Use books that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information.VOCABULARY AND COMPREHENSION-Discuss books by responding to questions about what is happening in stories and predicting what will happen next.-Ask questions about a story or information in a book.

PK.RL.1 With prompting and support, ask and answer questions about a story or poem read aloud.

RL.K.1 With prompting and support, ask and answer questions about key details in a text.

Teaching Practice in Pre-KWhat teachers do to develop these practices in children:

Ask tiered questions during Story Time "Read 1" and "Read 2". Ask tiered questions related to poems during SWPL. Provide opportunities for students to ask questions Model active listening



EXPRESSIVE LANGUAGE-Describe experiences and create and/or retell simple stories.VOCABULARY AND COMPREHENSION-Imitate the special language in storybooks and story dialogue (repetitive language patterns, sound effects, and words from familiar stories) and use it in retellings and dramatic play.

PK.RL.2 With prompting and support, retell main ideas from a story or poem read aloud.

RL.K.2 With prompting and support, retell familiar stories, including key details.


Use Graphic organizers (circle map, story map) to recall information from the story Conduct a picture walk prior to reading – introduce vocabulary Use OWL Picture cards to introduce/reinforce vocabulary Ask WH questions/open ended questions Plan multiple reads of books (4 x) Add story/poem props to centers Encourage chiming in during 3rd reads Use dramatization to engage students during 4th read of story or poem Use book as a shared experience and inspiration for writing

Key North Carolina Foundations: Early Learning Standards Pre-Kindergarten Common

Core Connections (CMS PLC)Kindergarten Common Core

Standards

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VOCABULARY AND COMPREHENSION-Discuss books by responding to questions about what is happening in stories and predicting what will happen next.-Imitate the special language in storybooks and story dialogue (repetitive language patterns, sound effects, and words from familiar stories) and use it in retellings and dramatic play.EXPRESSIVE LANGUAGE-Describe experiences and create and/or retell simple stories.

PK.RL.3 With prompting and support, act out characters and events in a story or poem read aloud.

RL.K.3 With prompting and support, identify characters, settings, and major events in a story.


Model/Demonstrate meanings of action words Use close sentence strategy to encourage students to chime in (3rd Read) Provide props in centers for students to retell stories Enhance story time Ex: (One Dark Night: read w/lights off) Ask (tier) questions based on student readiness Add blank books to writing center for children to recall and draw details from the story. Read story/poem with appropriate emotions and actions Use a ‘feelings’ chart to make connections with the emotions displayed by the characters in the story

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RECEPTIVE LANGUAGE-Understand and use growing vocabulary.

PK.RL.4 Ask and answer questions about new words in a story or poem.

RL.K.4 Ask and answer questions about unknown words in a text.


Use props (objects and/or pictures) to help introduce/reinforce vocabulary. (Hands on activities) Use new vocabulary with students throughout the day Use picture cards (OWL) as transitions & in centers Plan Field trips (real life experiences) related to written text Provide center props related to unit themes (vocabulary words) Use pocket chart picture cards and have children point to particular vocabulary words Include vocabulary recognition opportunities in centers and during story reads Provide opportunities for discussion/interaction (centers, outside, transitions) Use Smart board/technology to show pictures of unfamiliar vocabulary Display pictures throughout the classroom after they have been introduced Use a ‘target chart’/circle map (graphic organizer) and ask questions about what they know about a particular word/object and record their responses Plan supplemental lessons during SWPL to reinforce new vocabulary Encourage children to come up with their own definitions for new words Bring in concrete examples of vocabulary Listen and respond appropriately to students questions/responses Provide wait time for students to respond Include vocabulary word cards in centers

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MOTIVATION TO READING-Enjoys listening to and discussing story books, simple information books and poetry read aloud.

PK.RL.5 Recognize the difference between stories, poems and informational texts.

RL.K.5 Recognize common types of texts (e.g., storybooks, poems)

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Add unit books and non-fiction books to book browsing Provide informational books in centers Discuss: Same/different w/ fiction and non-fiction ideas Model/Think Aloud how you know the difference between imagined stories and informational text Expose students to multiple forms of literature Provide interesting story books (imaginary and real life) Read books throughout the day Use a Venn diagram to record the differences between different types of texts Compare and contrast stories both informational and imagined. Incorporate informational stories that support story time books into Story Time Children create their own stories then discuss/determine type



NA PK.RL.6 NA

RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story

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BOOK AND PRINT AWARENESS-Be aware of print and understand that it carries a message by recognizing and creating it in different forms and for a variety of functions.MOTIVATION FOR READING-Use books that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information.

PK.RL.7 With prompting and support, use illustrations to make connections to the text read to them.

RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

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Provide time to take a ‘picture walk’ before reading the story aloud Make a classroom book with children’s illustrations Encourage children take on the role of author/illustrator during writing opportunities Model/Think aloud making connections to the illustrations and the written text Provide story sequence cards for students to retell/recall the story



NA PK.RL.8 NA

RL.K.8 (Not applicable in literature)

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VOCABULARY AND COMPREHENSION-Relate personal experiences to events described in familiar books.EXPRESSIVE LANGUAGE-Describe experiences and create and/or retell simple stories.

PK.RL.9 With prompting and support, make connections between a story or poem and one's own experiences.

RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories

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Model how to relate story to personal experience Encourage students to talk about their own experiences as they relate to the story Use Venn diagram to compare events between stories and a shared experience Utilize virtual field trips to create a shared experience Incorporate family take-home activities/family connections unit sheets Ex: Fire Eva. Plan Create classroom books based on shared experiences Encourage children to write/draw and describe personal experiences as they relate to stories read Compare stories that use the same characters Conduct a picture walk, having children use current knowledge & experiences to make predictor connections. Relate story events to recap lesson. Take pictures of students doing things that relate to story events (i.e., families) Relate your personal experiences to the story or poem Encourage students to share their personal experiences Provide related shared experiences

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MOTIVATION TO READING-Enjoy listening to and discussing storybooks, simple information books, and poetry read aloud.-Show and interest in books, other print and reading-related activities, including using and sharing books and print in their play.RECEPTIVE LANGUAGE-Attend to language for longer periods of time, such as when books are read, people are telling stories, and during conversations.

PK.RL.10 Actively engage (listen, chime in, sing, dramatize, etc.) in group literacy activities

RL.K.10 Actively engage in group reading activities with purpose and understanding


Provide opportunities for children to chime in and participate actively in the story Dramatize stories at story time and during centers Include songs, word play and letters (SWPL) each day Provide guest speakers/readers Include props related to books during story reading Provide pictures to sequence events in the story Use literacy charts to further understand the story Use ‘story telling’ techniques (tone, volume, pauses, etc.) when reading text Add stories, songs and poems to listening center for repetition. Utilize students as leaders when reading/singing familiar books, poems, and songs. Model active listening when students are speaking

Reading Standards for Informational Text

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VOCABULARY AND COMPREHENSION-Develop knowledge about their world (what things are and how they work) and use this knowledge to make sense of stories and information books.-Ask questions about a story or information in a book.EXPRESSIVE LANGUAGE-Ask questions and make comments related to a topic of discussion.

PK.RI.1 With prompting and support, ask and answer questions about an informational text read aloud.

RI.K.1 With prompting and support, ask and answer questions about key details in a text.


Previews age appropriate informational text and prepares a variety of questions. Uses informational text to ask literal questions and make comparisons and connections to prior experiences. Ask tiered questions during the reading of the text Provide opportunities for students to ask questions



EXPRESSIVE LANGUAGE-Describe experiences and create and/or retell simple stories.

PK.RI.2 With prompting and support, recall important facts of an informational text after hearing it read aloud.

RI.K.2 With prompting and support, identify the main topic and retell key details of a text.


Model retelling using pictures Use picture cues to prompt recall of facts Conduct a picture walk Use pictures of main events to sequence the story Encourage children to share their prior knowledge (KWL) Use text as a shared experience for writing

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PK.RI.3 With prompting and support, act out concepts learned from hearing an informational text read aloud (e.g., act out how a tree grows or how a bunny hops).

RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.


Model and demonstrate concepts from text Provide models and materials in centers with text Use cloze sentence strategy to allow students to fill in knowledge gained Support text with models pictures and videos Support text with real things



RECEPTIVE LANGUAGE-Understand and use a growing vocabulary.

PK.RI.4 Ask and answer questions about new words in an informational text.

RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.


Think loud during readings Use the ‘turn and talk’ strategy Model/teach asking questions versus making a statement Use picture cues to teach new vocabulary Model active listening Provide wait time Include picture word cards in centers

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BOOK AND PRINT AWARENESS-Hold a book upright while turning pages one by one from front to back.-Pretend to read familiar books in ways that mimic adult reading.

PK.RI.5 See MA.PK.R.F.1.a Handle books respectfully and appropriately, holding them right-side-up and turning pages one at a time from front to back.

RI.K.5 Identify the front cover, back cover, and title page of a book.


Model throughout the day Review care of materials daily Use small group time at beginning of year to teach book handling skills Support development as needed



NA PK.RI.6 NA

RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

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MOTIVATION FOR READING-Use books that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information.

PK.RI.7 With prompting and support describe important details from a photograph or illustration.

RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts.)


Take a picture walk before reading new stories Use variety of pictures from magazines, calendars, newspapers, etc. and model/practice commenting on details and telling stories Write/draw your own story after sharing an interesting/funny pictures or photos (cut from newspaper, magazines, old books, etc.) with the class Make a class book with photographs

Int North Carolina Foundations: Early Learning Standards Pre-Kindergarten Common Core

Connections (CMS PLC)Kindergarten Common Core Standards

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NA PK.RI.8 NA

RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.



NA PK.RI.9 NA

RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures)

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MOTIVATION FOR READING-Enjoy listening to and discussing storybooks, simple information books, and poetry read aloud.-Show an interest in books, other print, and other reading-related activities, including using and sharing books and print in their play.RECEPTIVE LANGUAGE-Attend to language for longer periods of time, such as when books are read, people are telling stories, and during conversations.

PK.RI.10 Listen to or dramatize a variety of age-appropriate readings on informational topics related to the Pre-K curriculum. See Common Core Appendix B and OWL texts and E-books.

RI.K.10 Actively engage in group reading activities with purpose and understanding


Incorporate props in centers Model imaginative play during centers with props Engage in play in centers when prompted by students Model dramatization of informational text

Reading Standards: Foundational Skills

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BOOK AND PRINT AWARENESS-Understand some basic print conventions (e.g. concept of letter, concept of word).

PK.RF.1 Demonstrate beginning understanding of the organization and basic features of print.

RF.K.1 Demonstrate beginning understanding of the organization and basic features of print.


Highlight differences between print and pictures Call attention to the Table of Contents in informational text Match letter cards/short words cards to print in books Model reading behaviors (L to R, top to bottom, return sweep)



BOOK AND PRINT AWARENESS-Occasionally run finger under or over print as they pretend to read a familiar book.-Pretend to read familiar books in ways that mimic adult reading.

PK.RF.1a Handle books respectfully and appropriately, holding them right-side-up and turning pages one at a time from front to back.

RF.K.1 a. Follow words from left to right, top to bottom, and page by page.


Provide a wide range of books at centers. Use books on tapes/CD or internet (familiar stories from units) Use big books and model reading behaviors (left to right/top to bottom, return sweep) and explicitly explaining to children that that is how good readers read Provide pointers for students to follow print

Pri North Carolina Foundations: Early Learning Standards Pre-Kindergarten Common Core


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ALPHABET KNOWLEDGE-Know that letters of the alphabet are a special category and are different from pictures and shapes.BOOK AND PRINT AWARENESS-Be aware of print and understand that it carries a message by recognizing and creating it in different forms and for a variety of functions (e.g., labels and signs).-Recognize that print can tell people what to do, and understand that print and simple symbols are used to organize classroom activities (e.g., where to store things, when they will have a turn).-Learn to identify their name and the names of friends.

PK.RF.1b Recognize that spoken words are represented in written language by specific sequences of letters.

RF.K.1b. Recognize that spoken words are represented in written language by specific sequences of letters.


Recognize own name and names of others Use student name cards for SWPL, transitions and other activities throughout the day Use student name cards to play memory/match games Use books to encourage children to participate in “show me the title”, etc.



BOOK AND PRINT AWARENESS-Understand some basic print conventions (e.g., concept of letter, concept of word).

PK.RF.1c Understand that words are separated by spaces in print.

RF.K.1c. Understand that words are separated by spaces in print.


Assist children in creating their own books, class books, and stories. Frame a word Match first and last name cards of students leaving a space between the names Use pocket chart to read familiar lines from stories or poems and match words

Pri North Carolina Foundations: Early Learning Standards Pre-Kindergarten Common Core


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ALPHABET KNOWLEDGE-Recognize and name some of the letters of the alphabet, especially those in their own name or the names of others who are important to them.

PK.RF.1d Recognize and name most upper- and lowercase letters of the alphabet, particularly those in one's own name and in common signs and labels (e.g., a STOP sign).

RF.K.1d. Recognize and name all upper- and lowercase letters of the alphabet.


Use student name cards for activities throughout the day Provide student name cards in various locations throughout the classroom Recognize name and names of others Use children’s names in daily routines (e.g., to mark turns, keep track of who is present. etc.) to help them become familiar with letters in their names. Provide opportunities to explore letters (e.g., with literacy tools and models such as magnetic letters, rubber stamps, alphabet puzzles, sponge letters, clay, ABC

molds and alphabet exploration software). Use name puzzles

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N/A RF.PK.2NA

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).



PHONOLOGICAL AWARENESS-Enjoy listening to songs, poems, and books that have rhyme and word play and learn the words well enough to complete familiar refrains and fill in missing words.-Play with the sounds of language, learning to identify and then create rhymes, attending to the first sounds in words.

PK.RF.2a Recognize and produce rhyming words (e.g., identify words that rhyme with /cat/ such as /bat/ and /sat/).

RF.K.2.a Recognize and produce rhyming words.


Teach rhyme recognition using- books, poems, predictable books, songs, picture cards Teach rhyme completion- complete rhyming words in familiar chant or rhymes Provide materials for student’s to sort by rhyme -identify rhyming pairs; one guided picture and two or three choices. Teach rhyme production-(creating word pairs that rhyme)

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PHONOLOGICAL AWARENESS-Enjoy and repeat rhythmic patterns in poems and songs through clapping, marching, or using instruments to beat syllables.

PK.RF.2b Count, pronounce and segment in spoken words.

RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words.

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sTeaching Practice in Pre-KWhat teachers do to develop these practices in children:

Use transitional activities such as marching to the beat, clapping your name into syllables Clap out Syllables of words



PHONOLOGICAL AWARENESS-Play with the sounds of language, learning to identify and then create rhymes, attending to the first sounds in words.

PK.RF.2c Identify the initial sound of a spoken word and orally generate a list of words that have the same initial sound.

RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words.


Provide children objects/ picture words that begin with the same sound. Read ABC books that highlight the letter sounds and ask students to name other words that have the same initial sound Plan Transitions – Identify beginning sounds of picture cards or real items.



PHONOLOGICAL AWARENESS-Associate sounds with written words, such as awareness that different words begin with the same sound (e.g., Keshia and Katie begin with the same sound).

PK.RF.2d Isolate and identify the beginning and ending sounds in words

RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (consonant-vowel-consonants or c-v-c) words. (This does not include CVCs ending in /l/, /r/, /x/.)


Provide objects/pictures that begin with the same sound Sort objects/pictures that begin/end with the same sound Plan Transitions – Identify beginning and ending sounds of picture cards or real items.

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PHONOLOGICAL AWARENESS-Associate sounds with written words, such as awareness that different words begin with the same sound (e.g., Keshia and Katie begin with the same sound).

PK.RF.2e Add or substitute initial sound in simple, one-syllable words to make new words (including nonsense words).

RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

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Use explicit instruction (e.g. all of these have 'op' at the end- listen for op - top, stop, pop) Play ‘Change it, Rearrange it’ game (BINGO)

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N/A PK.RF.3 NA

RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.



ALPHABETIC PRINCIPLE-Understand that letters function to represent sounds in spoken words.-Make some sound-to-letter matches, using letter name knowledge (e.g., writes “M” and says, “This is Mommy”).

PK.RF.3a Link an initial consonant sound to the corresponding printed letter and a picture of an object that begins with that letter (e.g., link the initial sound /b/ to a printed "B" and to a picture of a ball).

RF.K.3.a Demonstrate basic knowledge of one-to-one letter -sound correspondence by producing the primary or many of the most frequent sound for each consonant.


Encourage students to label pictures Provide word/picture cards throughout the classroom Create file folder games Model slowly articulating and isolating the initial consonant of a word



NA PK.RF.3b Begins in Kindergarten. RF.K.3.b Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

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NA PK.RF.3c NA

RF.K.3.c Read common high frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).



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RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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MOTIVATION FOR READING-Enjoy listening to and discussing storybooks, simple information books, and poetry read aloud.-Independently engage in reading behaviors (e.g., turning pages, imitating adults by pointing to words, telling the story).

PK.RF.4 Recognize that words convey meaning and books tell stories that can be read by others

RI.K.4 Read emergent-reader texts with purpose and understanding


Provide a wide range of books for students to browse Read a variety of texts Provide time for multiple reads of texts Provide books on tape in a listening center Re-read simple modeled writing messages

Writing Standards

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sFOUNDATIONS FOR WRITING-Represent thoughts and ideas through drawings, marks, scribbles, and letter-like forms.-Attempt to connect the sounds in a word with its letter forms.-Learn how to tell their thoughts for an adult to write.-Use known letters and approximations of letters to write their own name.EXPRESSIVE LANGUAGE-Use verbal and non-verbal language (gestures, devices, signs, and picture symbols) to communicate for multiple purposes (e.g., to express wants, needs, ideas, feelings, and relate personal information and experiences).

PK.W.1 Dictate, draw, or use emergent writing skills to express an opinion.

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state the opinion or preference about the topic or book (e.g., My favorite book is...)


Provide writing utensils and paper in all centers Ask questions and model writing children's responses Develop group charts, graphs, class books and surveys that encourage students to make a choice



FOUNDATIONS FOR WRITING-Use known letters and approximations of letters to write their own name.-Learn how to tell their thoughts for an adult to write.EXPRESSIVE LANGUAGE-Describe experiences and create and/or retell simple stories.-Use verbal and non-verbal language (gestures, devices, signs, and picture symbols) to communicate for multiple purposes (e.g., to express wants, needs, ideas, feelings, and relate personal information and experiences).

PK.W.2 Dictate, draw, or use emergent writing skills to explain information about a topic.

W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.


Provide writing utensils and paper in all centers Provide opportunities to draw, scribble, and print for a variety of purposes Provide literary/props (i.e. a variety of stamps, envelopes, environmental print, grocery lists, etc.) Encourage children to retell experiences + provide dictation Provide children with a specific topic about which to write Ask students to share their favorite part of story through drawing/writing Provide students with blank books Accept all attempts Provide students opportunities to ‘read’ their story verbally Model writing throughout the day in meaningful ways

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sFOUNDATIONS FOR WRITING-Learn how to tell their thoughts for an adult to write.EXPRESSIVE LANGUAGE- Use verbal and non-verbal language (gestures, devices, signs, and picture symbols) to communicate for multiple purposes (e.g., to express wants, needs, ideas, feelings, and relate personal information and experiences).

PK.W.3 Dictate, draw, or use emergent writing skills to tell a real or imagined story.

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.


Encourage children to retell experiences and events that are important to them through pictures and dictation Implement Writer’s Workshop Think aloud as you model writing for a variety of purposes in classroom routines Use story starters to get students thinking imaginatively Reconstruct stories ( 2nd read) Teach sequence vocabulary (beginning, middle, end) by retelling the story using the ‘3 fingers’ strategy Tell stories about own life and have students do the same

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PK.W.4 Begins in Grade 3.CREATIVE EXPRESSION-Share experiences, ideas, and thoughts about artistic creations.-Express interest in and show respect for the creative work of others.DEVELOPING SENSE OF SELF WITH OTHERS-Show interest in and respond to other points of view.

PK.W.5 With guidance and support from adults, student responds to peers’ comments and questions about their writing.

W.K.5 With guidance and support from adults, respond to questions and suggestions from peers, and add details to strengthen writing as needed.


Assist children in making their own books and class books Display children’s writing and comment on their success Implement Guided Writing strategies Allow children to share work – (Writer’s Workshop) sharing basket Teach children to add details to work so it is understood by others (Details may also come from peer comments.) Provide opportunity for children to discuss work of others

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ngFOUNDATIONS FOR WRITING-Use a variety of writing tools and materials (e.g., pencils, chalk, markers, crayons, finger paint, clay, computers).SCIENTIFIC THINKING AND INVENTION-Understand the uses and roles of various forms of technology.

PK.W.6 Recognize that digital tools (e.g., computers, cell phones, iPad) are used to convey messages in words and/or pictures.

W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.


Provide a variety of opportunities to be exposed to digital tools Provide a variety of digital props in centers To the extent possible, teachers will introduce the use of digital tools that student could use to convey pictures, messages, stories. E.g. Cell phone, laptop, LCD

projector, Smart Board

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MOTIVATION FOR READING-Use books that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information.

PK.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them.)


Provide fiction/non-fiction books and time to look at books on their own Provide materials to dramatize and retell stories Point out authors and illustrators + respond to children’s observations/answer their questions Make books available in home languages Collect books by same author and compare how they are alike and different. Create own artwork based on authors Research with student’s based on the unit title – such as Wind & Water. Provide non-fictional books before fictional books. Provide and share fiction & non-fiction books that stimulate children’s curiosity & interest. Provide books in all centers Provide writing utensils & paper in all centers Provide literacy related play activities that reflect children’s’ interest by supplying materials/props such as phone books, recipe cards, shopping lists, greeting

cards, & storybooks for daily use in centers. Assist children in creating class books & stories, and class graphs and charts Model asking for and understanding the viewpoints of others. Ask questions to encourage children’s adding information, explanations, and descriptions about their drawings, writing/dictations. Model & encourage an atmosphere of cooperation.

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geEXPRESSIVE LANGUAGE-Describe experiences and create and/or retell simple stories.

PK.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


Use language as part of pretend play Provide a variety of opportunities and props for children to engage in dialogue (small groups, one-to-one conversations, etc.) Build on children’s interests when conversing with them Support children’s use of their home language, gestures, communication devices, pictures to communicate, etc. Ask open-ended questions to prompt children to recall prior knowledge. Incorporate ‘I know, I wonder ‘chart about certain scenarios or object Intentionally ask questions that can be answered by referring back to the text/pictures Demonstrate how we can find the answers in a book to questions asked by the teacher Provide paper and writing utensils in all centers Encourage children to retell experiences and events that are important to them through drawings or dictations. Assist children in creating their own books & class books. Provide opportunities to create class charts & graphs to organize information Relate personal experiences to events described in familiar books. Encourage and provide times for conversations with teachers and peers. Encourage children to make predictions about the stories they read. Draw children’s attention to print in the environment and discuss what it communicates Encourage children’s discussion of stories as you read to them.

Speaking and Listening Standards

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nEXPRESSIVE LANGUAGE-Use language as a part of pretend play to create and enact roles.-Use language to establish and maintain relationships.

PK.SL.1 Participate in collaborative conversations with diverse partners during daily routines and play.

SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups


Plan for student conversation opportunities in each lesson. (Think-Pair -Share). Allow students to talk throughout the day. Model and encourage conversations and interactions. Model ways to express wants and needs. (Give words to use when needing a shoe tied, rather than the child placing his shoe on the teacher’s leg. ) Provide an environment where students feel comfortable speaking and sharing, really mean it! Use the think aloud strategy to encourage the children to share opinions/ideas and add to discussion. Use a yes/no board to check for understanding or provide feedback on a question. Pose a question of the day. For example, when reading A Hat for Minerva Louise or prior to adding clothing for cold weather in Dramatic Play, ask the children if

they can tell how a mitten is different from a glove. Then discuss the differences they notice. Show a Picture of the Day that relates to the unit that activates prior knowledge, or is one the children can easily relate to. Ask what they see/notice. Ask if there

is anything in the picture they would like to learn more about. Use technology to help answer questions, gather information, and introduce LFOAI/LTAI/Science, etc. lessons. Examples may include: animal homes, types of

weather, and thermometers. Provide props and activities—intentionally plan to incorporate props to encourage conversations before Story Time. Encourage students to use new vocabulary introduced through props, role play jobs/clothing while engaged in centers. Encourage students to appropriately ask questions and/or give compliments during Writer’s Workshop sharing time Support students as they ask questions, seek answers, make predictions and report findings based of scientific exploration Intentionally plan activities where students share information about themselves/their families and learn about others. (Diversity) Engage students in conversations during snack/lunch.



EXPRESSIVE LANGUAGE-Initiate and engage in conversations.SENSE OF SELF-Follow rules, transitions, and routines that have been explained to them.SOCIAL CONNECTIONS-Participate as a member of the group in a democratic classroom community.

PK.SL.1a Observe and use appropriate ways of interacting in a group (e.g., taking turns in talking; listening to peers; waiting until someone is finished; asking questions and waiting for an answer; gaining the floor in appropriate ways).

SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion.)

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Intentionally provide opportunities to role play during RECAP/SWPL to reinforce rules and routines Intentionally plan group activities during centers to provide students with an opportunity to work cooperatively Provide props or stick puppets to all students when retelling a Storybook on the fourth read. Encourage drawings, dictation, and writing to express personal experiences or share a favorite part of a book or poem. Invite the children to share their work with the class. Model appropriate praise/feedback. Create books from drawings. Use RECAP as a time to share experiences. For example: Sharing a time when you were sad, frightened, etc. Use informational text to prompt conversations. Example: reading a book about the beach and sharing a story of a trip to the beach. If a child has never been, he

may share an experience of another place he has visited. Use morning meeting as a time to explain/demonstrate what will be added to centers and the centers to review. This provides an opportunity for the children to

discuss the rules for centers, follow a transition activity and continue with classroom routines. Implement RECAP consistently to provide students with an opportunity to discuss emotions, feelings, conflict resolution, etc. It is also a reminder of how

sunshine’s are earned vocabulary sued for expressing oneself and classroom rules. Ask open ended questions, especially during Story Time, to engage the children and promote the practice of argumentation Plan opportunities in which students are expected to make a choice Use graphic organizers to reinforce student’s comprehension and/or discussion. Initiate conversations about various topics throughout the day Model rules of conversation (waiting turn to speak, not interrupting, staying on topic, etc). Provide opportunities for the students to contribute to classroom rules, suggestions for activities, and other issues that pertain to the class (Ex: naming class pet). Reinforce rules and routines consistently so the children know the expectations. Provide an alternative visual for the daily schedule for those who need it. Use modeled writing as a means of recording the thoughts, ideas, and feelings Use songs, puppets and finger plays to model how to appropriately resolve conflict Use dramatize during 4th read at Story Time when appropriate Participating in Small and Large group where students are encouraged to interact and engage in conversations. Provide opportunities for students to accurately share information from home. (Verify information.) Encourage children to add more information/details when sharing. Formal and incidental teaching of rules, expectations and routines. (Resources: First 12 days lessons; RECAP; Piñata party rules; Center expectation; cleaning up;

sitting on the carpet; walking down the hallway; cafeteria rules, etc.) Teach students Dr. Jean’s “Rules Rap” Use Social Stories as appropriate Read books on emotions and how to deal with them Empower students to support each other in problem solving Encourage and support students in ‘community’ building activities (collaboration)(Ex. ‘Feelings Helper'

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SOCIAL CONNECTIONS-Initiate and engage in conversations.

PK.SL.1b Continue a conversation through multiple exchanges.

SL.K.1b Continue a conversation through multiple exchanges.

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Allow students to share school related items from home in the “Authors Chair” Encourage student participation during Let’s Talk About It/Lets Find Out About It Provide opportunities for students to reflect by sharing their thoughts while you record them on chart paper Model rules of conversation throughout the day Provide opportunities for conversation (Ex: Beauty Parlor in Dramatic Play, making play-dough, searching for shadows on the playground) Initiate conversations during meal times, centers, and during outside time and intentionally using open-ended questions. The questions are not for drilling the

child, but for allowing for deeper thought and to show that their ideas are valued. Intentionally begin conversations using topics that are relevant/important to Pre-Kindergarten students. . .family, birthdays etc. Incorporate a variety of strategies (concept/question board, K-W-L, making predictions to begin conversations, etc.) throughout the day to encourage children to

respond verbally Share a fun activity she did with her family or friends. Ex: “On Saturday, I went to see The Muppets and I ate a lot of popcorn.” Next, the children will take turns

sharing what they have done, even if repeating what the teacher said. Provide props that promote conversations. For example, make photo albums of each child’s family members, provide science activities that allow for predictions

and inquiry, and/or decide what to name the class pet.

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nRECEPTIVE LANGUAGE-Attend to language for longer periods of time, such as when books are read, people are telling stories, and during conversations.

PK.S.L.2 Recall information for short periods of time and retell, act out, or represent (e.g., draw, make constructions with blocks or other materials, or model with clay) information from a text read aloud, presented orally, or presented through other media, such as a recording or video.

SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood


Use story related cards in the writing area, on a concept wall and during Story Time Incorporate tiered questions during Story Time Use appropriate technology to enrich students experiences (Discovery Ed, YouTube selections, Google Images, etc.– Computer center/cassette player) Provide props/activity choices during outside time that are related to books/literacy Use picture cards, symbols, gestures, props and other means during Story Time, SWPL, etc. to reinforce new vocabulary Give the children a purpose for listening. For example, provide student with a vocabulary picture card and have him/her search for it in the story. Give multiple opportunities to hear vocabulary (repeated readings, supplemental books, additional activities, Writer’s Workshop, frequent use of the word(s),

etc.) Use the flannel board for story/event retelling and/or sequencing Use story cards to sequence story (beginning, middle and end) Use a variety of before, during, and after reading strategies Provide students with a choice of two responses if a child is unable to verbally answer. This can be done using visuals or by teacher appropriately modeling the

words. Allow children the opportunity to work or draw what they have seen or heard and share with others (verbally or non-verbally) Provide opportunities for students to act out the story. Encourage children to ‘chime in’ as story is being read. Provide time for students to draw pictures and explain how it relates to the story. Create voices for the characters in the book. Use props when telling a story. Use puppet theatre to create and act out story. Draw pictures of what was built in blocks.

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nEXPRESSIVE LANGUAGE-Ask questions and make comments related to the topic of discussion.

PK.SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.


Create a list of tiered questions to ask during Story Time (How would you change the end of this story?) Provide appropriate visuals and reference materials in the Science Center Provide Science Journals for each student to record information from hands-on experiences (What did you enjoy/learn about…this experiment, butterflies, what

sinks/floats, etc.? ) Set up the conversation/role-play for students to better understand a situation.

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PK.SL.4 Describe personal experiences; tell real or imagined stories.

SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.


Encourage students to share personal experiences related to RECAP lessons Plan experiences for students to role play during RECAP Provide story props in Dramatic Play Provide props for students to use as they tell their story Ask open-ended questions to encourage students to expand on their stories and/or make personal connections Create picture book about a topic Encourage parent involvement by providing them with ‘storytelling’ ideas weekly/monthly Plan conversation starters to be used throughout the day with the students. (Ex. Morning meeting (What did you do this weekend that was exciting?) Encourage students to tell their story in a logical sequence using ‘transition’ words (first, next, last) Provide props or stick puppets to all students when retelling a story book on the fourth read Morning Circle allow for student announcements which is a time for students to share and tell stories without restrictions Encourage students to engage in conversations during mealtimes, transitions, centers and outdoor play Provide props and multiple copies of stories for retelling Sequence pictures of story Create an ‘Imagination Can’ (an empty can that they can pull ideas from: favorite color-find something that is your favorite color) Provide materials in writing center to write their own stories using books as sources (writers workshop sharing time)

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sCREATIVE EXPRESSION-Share experiences, ideas, and thoughts about artistic creations.SCIENTIFIC THINKING AND INVENTION-Represent and demonstrate an understanding of discoveries (drawing, graphing, communicating, etc.).

PK.SL.5 Create representations of experiences or stories (e.g., drawings, paintings, constructions of blocks or other materials, clay models) and explain them to others.

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.


Encourage drawings, dictation and writing to express personal experiences or share a favorite part of a book or poem. Invite the children to share their work with the class. Model appropriate praise/feedback. Use informational text to prompt conversations. Example reading a book about the beach and sharing a story of a trip to the beach. If a child has never been,

he may share an experience of another place he has visited. Create books from drawings. Encourage students to share center time creations after or during center time Take pictures of their work for them to share with others Modeling and scaffolding (native language, English words, phrases) Make connections between ‘real’ art( Picasso, Jackson Pollack, etc.) and the students art experiences



EXPRESSIVE LANGUAGE-Communicate messages with expression, tone, and inflection appropriate to the situation.-Use verbal and non-verbal language (gestures, devices, signs, and picture symbols) to communicate for multiple purposes (e.g., to express wants, needs, ideas, feelings, and to relate personal information an experiences).

PK.SL.6 Speak audibly and express thoughts, feelings, and ideas.

SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.


Encourage students to speak so all their ‘friends’ can hear them Provide time each week for all students to have an opportunity to speak to the group Implement scaffolding techniques to support students with a limited oral vocabulary (Ex. extend sentence for them to repeat, restate with correct grammar, ask

questions related to topic to extend response, etc.)

Language Standards

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VOCABULARY AND COMPREHENSION-Imitate the special language in story books and story dialogue (repetitive language patterns, sound effects, and words from familiar stories) and use it in retelling and dramatic play.FOUNDATIONS FOR WRITING-Represent thoughts and ideas through drawings, marks, scribbles, and letter-like forms.

PK.L.1 Demonstrate use of oral language in informal everyday activities.

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking


Support and encourage conversations at mealtimes and outside times. Enter Centers with a focus on following the child's lead during conversations. Use Story Time Questions to initiate/engage conversation. Use gestures and props to help children understand and respond to verbal and non-verbal cues Create literacy games for students Support students’ use of their home language and make connections to English language Provide time for students to discuss their personal experiences during arrival and/or morning meeting Encourage students to share their creations by prompting them, “Tell me about…”. Use RECAP to lead students in discussions…(feelings/emotions, problem solving, conflict resolution…)

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FOUNDATIONS FOR WRITING-Play with writing letters and mastering conventional letter forms, beginning with the first letter of their name.

PK.L.1a Print some upper- and lowercase letters.

L.K.1a. Print many upper- and lowercase letters.

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Provide student name cards (with photos at the beginning of the year) throughout the room for students to reference Display sets of upper & lower case letters throughout the room Model writing for students daily during a variety of situations (SWPL, morning message, graphic organizers, notes to parents, etc.) Provide writing materials at each center Provide students with a system for signing in each day Provide a variety of letter activities for children to explore & practice with throughout the day (ex. alphabet puzzles, magnetic letters, letter tiles, etc.) Provide opportunities for students to independently engage in writing behaviors (letters, directionality, random letters) Encourage students to practice writing the letters in their name with mastery of first letter in their name before moving on to the next letter. Encourage students to uses letter like shapes, symbols and letters to convey meaning. Use the ‘think aloud’ strategy as letters are formed and stories are written Encourage students to label drawings/stories Provide opportunities for students to practice writing in meaningful ways: shopping lists, recipe cards, lists, labels, letters, names, cards, invitations, surveys Provide a variety of materials for students to form letters/develop fine motor control: Wiki sticks, clay, letter builders, play dough, shaving crème, paint, chalk, gel

boards, white boards



NA PK.L.1b NA

L.K.1b. Use frequently occurring nouns and verbs.



NA PK.L.1c NA

L.K.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).



NA PK.L.1d NA

L.K.1d Understand and use question words (interrogatives, e.g., who, what, where, when, why, how).



NA PK.L.1e NA

L.K.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

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RECEPTIVE LANGUAGE-Understands increasingly complex sentences, including past, present, and future tenses.-Understands and use a growing vocabulary.EXPRESSIVE LANGUAGE-Use increasingly complex and varied language structures, sentences, and vocabulary.

PK.L.1f Speak in complete sentences.

L.K.1f Produce and expand complete sentences in shared language activities


Introduce new vocabulary in meaningful ways Take dictation of a child’s story to analyze their use of oral language Intentionally increase students understanding of words/meaning through writer’s workshop and science experiments Encourage students to explain their work in centers Ask open-ended questions/prompts during story time Allow time for questions during LFO/LTAI/RECAP Model print/word match of a sentence when recording a morning meeting message Engage students in meaningful conversations Encourage the reluctant speaker by providing them with a high interest topic for them to talk about Provide interesting pictures that encourage creative thinking and record dictation of the stories the student creates about the picture Repeating what child said in a complete sentence (not correcting) Encourage adding verbal details when they are sharing their writing activities. (complete sentence…elaboration) Set example/MODEL for correct speech by using complete sentences and pronouncing words correctly. Encourage students to go from using one word or phrases to complete sentences. Ex. “Help”; “Help, please”; “Help me with my pants, please”. Plan for Intentional Conversations (1:1, 1:2, 1:3) Provide multiple opportunities for students to retell and/or act out familiar stories Encourage students to create different endings to a familiar story Encourage students to talk about personal experiences related to stories Ask students to recall what was taught in Small groups with the whole group Encourage students to give opinions or make predictions about stories Encourage students to use their words Teach students to respond with a complete sentence by restating the question when they answer or by expanding on their response. Ex. Q: “Where are you going to work

today?”; R: “I am going to work in Dramatic Play.” Vs. “Dramatic Play” OR ask question to get an expanded response…Ex. “What are you planning to work on in Dramatic Play?”

Provide opportunities for students to facilitate SWPL activities and teach it to other students. Encourage active participation in SWPL songs, reading of familiar poems, and chiming in on predictable text.

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MOTIVIATION FOR READING-Independently engage in writing behaviors (e.g., write symbols or letters for names, use materials at the writing center, write lists with symbols/letters in pretend play, write messages that include letters or symbols.RECEPTIVE LANGUAGE-(c) Develop familiarity with sounds in words (e.g., listening to, identifying, recognizing, and discriminating).PHONOLOGICAL AWARENESS-(c) Associate sounds with written words, such as awareness that different words begin with the same sound (e.g., Keshia and Katie begin with the same sound).-(c) Play with the sounds of language, learning to identify and then create rhymes, attending to the first sounds in words.

PK.L.2 Begins in Kindergarten.Demonstrates Concepts of Print: Pointing to the Title, left to right directionality, etc.

L.K.2 Demonstrate command of the conventions in standard English capitalization, punctuation, and spelling when writing. (a.) Capitalize the first word in a sentence and the pronoun I. (b.) Recognize and name end punctuation. (c.) Write a letter or letters for most consonant and short-vowel sounds (phonemes). (d.) Spell simple words phonetically, drawing on knowledge of sound-letter relationships.


Encourage children to write Implement SWPL and Small Group activities purposefully Provide a variety of writing utensils in every center Supplement lessons with puzzles and games that reinforce letter/sound connections Introduce sound to letter connections during modeled writing Encouraging children to capitalize the first letter of their name and other familiar names. Provide opportunities for children to recognize and/or identify punctuation in story time books or SWPL poems. Model writing a letter or letters for some consonant and short-vowel sounds (phonemes). Provide opportunities for students to identify a letter or letters for most consonant and short-vowel sounds (phonemes) when writing in front of the group. Provide opportunities for children to point to the first letter in their name and say its name and sound. Provide opportunities during SWPL for children to identify both the beginning sounds in words and words that begin with the same sound. Provide multiple opportunities for children to listen to songs, poems, and books that have rhymes for word play Use books and poems that are familiar to children and allow them to “chime in” using cloze procedures. Encourage children to identify and create rhyming words. Incorporate letters into daily activities and centers (letter molds, alphabet charts, magnetic letters, alphabet beads, alphabet exploration software, letter puzzles). Encourage students to guess new word during SWPL activity: Change it, Rearrange it



NA PK.L.3 Begins in grade 2. L.K.3

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RECEPTIVE LANGUAGE-Understand and use a growing vocabulary.-Understand increasingly complex sentences, including past, present, and future tenses.EXPRESSIVE LANGUAGE-Use increasingly complex and varied language structures, sentences, and vocabulary.

PK.L.4 Understanding and using growing vocabulary. Understanding complex sentences, i.e. past, future, present tenses.

L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. (a.) Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). (b.) Use the most frequently occurring inflections and affix (e.g., -ed, -d, re-, un-, pre-, -ful, -less) as a clue to the meaning of the word.


Create a Unit vocabulary picture/word wall with the students as new words (with picture cues) are introduced Engage students in meaningful conversations Use picture cards to each concepts (full/empty; more/less; etc.) Use terms’ yesterday’,’ today’ and ‘tomorrow’ in natural conversations Encourage students to talk about events in the past, present and future (ex. FUTURE: We are going on a field trip next week. PRESENT: We are going on our field

trip today. PAST: We went on a field trip last Friday.)



NA PK.L.5 NA

L.K.5 With guidance and support from adults explore word relationships and nuances of word meanings.

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SCIENTIFIC THINKING AND INVENTION-Identify, discriminate, and make comparisons among objects by observing physical characteristics.

PK.L.5a Demonstrate understanding of concepts by sorting common objects into categories (e.g., animal habitats, tool uses, size, textures).

L.K.5a Sort common objects in categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent


Discuss different things they observe outside during playtime and things that are in the classroom. Create a chart using words/pictures of each. Provide a variety of Science tools in the Science Center to increase knowledge and understanding Provide props based on variety of storybooks for students to sort objects- Max’s Dragon Shirt – Items in department store-Make way for Ducklings – Park/city Create file folder games where students sort objects by categories Use picture cards to sort objects into categories (birds=robin, duck, turkey; pets=dogs, cats, birds, turtle; etc.) Prepare an art activity where students create a collage on a topic by cutting and gluing pictures from magazines and newspapers onto a piece of construction

paper Use science center to compare various objects Plan Small group experiences to model similarities and differences in objects and demonstrates sorting by different attributes Implement differentiated sorting activities in math/manipulative center using a variety of materials (sorting trays, Venn Diagrams) Plan a Morning Meeting activity where objects are displayed and students must determine which one doesn’t belong Encourage students to set the table properly by creating a ‘place mat’ with outlines of the table setting on one side. Label areas that will require students to sort during clean up Create a shape sort at the sand table by labeling buckets with the shapes and placing objects of those shapes in the sand. Students dig for items and place them in

the correct bucket. Provide baskets for students to sort clothes based on weather/season in dramatic play Provide visual cues/baskets for students to sort food by type (veg., fruit and meat) in House Keeping



NA PK.L.5b Begins in Kindergarten. L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

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NA PK.L.5c Apply words learned in classroom activities to real-life examples (e.g., name places in school that are fun, quiet, or noisy).

L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful)


Create opportunities for students to express themselves in a variety of ways during centers at the art table, easel & writing center Introduce a variety of topics/experiences to encourage writing. (ex. When you must be quiet; a place that is noisy; something you did that was fun; something you

did that was not fun; a time you were sad, lonely, angry, etc.) Plan mural walks around the center/school Create a sorting game for areas of school using different descriptions (quiet=hall way, media center, office; noisy=play ground, cafeteria; colorful=bulletin board,

art room, wall mural) Take “word walks” around school Plan for times to use story time vocabulary in other contexts



NA PK.L.5d Begins in Kindergarten. L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.



VOCABULARY AND COMPREHENSION-Imitate the special language in story books and story dialogue (repetitive language patterns, sound effects, and words from familiar stories) and use it in retellings and dramatic play.

PK.L.6 Use words and phrases acquired through conversations, listening to books read aloud, activities, and play.

L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.


Use dramatizing props during 4th read and in centers (dramatic play, books & blocks) Encourage all students to Chime in during Story Time (3rd read) Provide picture/word cards in appropriate centers Create story sequencing cards to help students retell the story Place story related activities and props in library center (flannel board sequencing props, puppets, objects, story sequence cards, etc.) Provide story props in dramatic play after 4th read Provide opportunities to use story props outside Provide non-fiction and fiction books in library Provide books in children’s first language for parents to read at home Ask critical thinking questions (Why, What would happen next?, etc.) to encourage deeper conversations

Foundations Early Learning Standards not covered in Common Core:

Language Development & Communication

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RECEPTIVE LANGUAGE-Consistently respond to requests for information or action (e.g., respond to questions and follow one-and two-step directions).-Comprehend and use language for multiple social and cognitive purposes (e.g., understand and talk about feelings, ideas, information, and beliefs).-Understand that people communicate in many ways, including through gestures, sign language, facial expressions, and augmentative communication devices.

MOTIVIATION FOR READING-Show preferences for favorite books.

FOUNDATIONS FOR WRITING-Use a variety of writing tools and materials (e.g., pencils, chalk, markers, crayons, finger paint, clay, computers)/-Use a variety of writing in their play and for a variety of purposes (e.g., labels, lists, signs, messages, stories).-Play with writing letters and mastering conventional letterforms, beginning with the first letter of their name.

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Documents

prekprograms.cmswiki.wikispaces.netprekprograms.cmswiki.wikispaces.net/file/view... · Web viewL.K.2 Demonstrate command of the conventions in standard English capitalization, punctuation,