B k standards-language_literacy 5-11-2012 final

• DRAFT May • DRAFT 6:13 PM 2012
11, 2012 May 11,

The standards for Language and Literacy reflect knowledge and skills fundamental
to children’s learning of language, reading and writing. Young children’s language
competencies pertain to their growing abilities to communicate effectively with adults
and peers, to express themselves through language, and to use growing vocabularies
and increasingly sophisticated language structures. Early literacy skills include children’s
developing concepts of print, comprehension of age-appropriate text, phonological
awareness, and letter recognition. Research has identified early skills of language and
literacy as important predictors for children’s school readiness, and their later capacity to
learn academic knowledge (National Early Literacy Panel, 2008).

The Language and Literacy domain consists of these strands and topics.
Strand: Listening and Speaking Standards
Topics: Receptive Language and Comprehension
Expressive Language
Communication Skills
1
Strand: Reading
Topics: Early Reading
Reading Comprehension
Fluency
Print Concepts and Book Handling Skills
Phonological Awareness
Phonics
Letter and Word Recognition

Strand: Writing
Topic: Early Writing
Writing Process
Writing Applications

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Language and Literacy here

11, 2012 May 11,

STRAND TOPIC
Listening and Speaking Standards Receptive Language and Comprehension
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here
Infants Younger Toddlers Older Toddlers Pre-Kindergarten
STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Recognize the names of familiar Show understanding of simple Show understanding of requests Demonstrate understanding of
Language and Literacy

people and favorite objects. requests and of statements and of statements referring increasingly complex concepts
EXAMPLES referring to people and objects to people, objects, ideas, and and longer sentences, and follow
around him/her. feelings. two-step requests.
• Watches grandmother’s face as
she speaks. EXAMPLES EXAMPLES EXAMPLES

• Looks at mommy when asked, • Follows one-step requests when • Sits next to Marcus at the table • Says to a friend, “Miss Lisa says
“Where’s Mommy?” caregiver uses gestures along with when caregiver asks to sit next it’s clean-up time.”
• Reaches for bottle when asked, words (e.g., “no no,” “roll the to him. • Responds to directions such as,
“Do you want your bottle?” ball,” “kiss the baby doll,” “wave • When the teacher says, “Jesse “Pick a book to read and lie down
bye-bye”). can’t find his bear.” Arianna goes on your cot.”
• Crawls toward the ball when to the house corner, finds the bear
caregiver asks, “Where’s the ball?” and gives it to Jesse.
without using gestures. • Gets own book out of own cubby
• Looks towards door when and caregiver’s book off the shelf
caregiver says, “Your daddy’s when caregiver requests, “Please
here.” get your truck book and my truck
book for naptime.” 2
• Points to head when caregiver
asks, “Where do you wear your • Picks up container for blocks when
hat?” caregiver says “Let’s put the blocks
away before painting.”

11, 2012 May 11,

STRAND TOPIC
Listening and Speaking Standards Expressive Language
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here Infants Younger Toddlers Older Toddlers Pre-Kindergarten
Experiment intentionally with Begin to use single words Combine words to express more Use language to communicate

sound inflection and gestures in and conventional gestures to complex ideas, or requests. in a variety of ways with others
different ways to express wants, communicate with others. EXAMPLES to share observations, ideas
needs or feelings. EXAMPLES and experiences; problem-solve,
• Begins to say “bottle” instead of
EXAMPLES “baba” when wanting a drink.
reason, predict and seek new
• Uses gestures or expressions to
indicate wants, needs or feelings.
information.
• Coos using single vowel sounds • Combines words into simple
(e.g., “ah,” “eh,” “uh”). sentences. “Me go home.” or EXAMPLES
• Uses one-word sentences.
• Demonstrates several different • Says “mama” or “papa.” “More please.” • Shares experiences in a statement,
cries to express different needs. • Speaks clearly enough for others such as “I have a new black puppy
• Says, “uh oh” when milk spills.
• Babbles, using consonant sounds. to usually understand what he is and it tickles when he licks my
• Uses long strings of babbles trying to say within context. face!”
• Uses gestures or expressions to together.
indicate wants, needs or feelings. • Name her extended family • Exhibits an understanding of
• Shakes head back and forth and members when caregiver points to abstract language in statements,
says, “no” when doesn’t want to each in a photograph. such as “Red and blue are both
do something. colors.” Or “I can tell you’re happy
• Adds “s” to words when referring
• Points to an object to communicate because you’re smiling.”
to more than one, “lots of dogs 3
that she wants the caregiver to get at the park” and “lots of deers • Exhibits problem-solving and
it for her. in the woods,” even though that reasoning in statements, such as
grammatical rule doesn’t always “It’s raining so we’ll play in the
work. gym today.” or “Maybe if we
move our chairs together, like this,
• Uses words like “mine,” “yours”
we can both see the book.”
and “his” to indicate who owns
each toy. • Makes a prediction, such as “I
think the old man will catch that
gingerbread man.”
• Seeks new information by asking
questions like “What’s for lunch
today?” or “Where are we going?”

(Standard Statements continue on
page X.)

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STRAND TOPIC
Listening and Speaking Standards Expressive Language Continued
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(Standard Statements continued from
page X.)

STANDARD STATEMENT
With modeling and support,
speak clearly and understandably
to express ideas, feelings and
needs.
EXAMPLES
• Modulates voice intonation
and volume appropriate to the
situation (e.g., Uses “inside”
quieter voice in the classroom and
a louder “outside” voice on the
playground).
• While accurately pronounces
most words, vocabulary contains
some errors (e.g., “kepitch”
4
for “ketchup” or “pusgetti” for
“spaghetti”).
• Is able to verbalize why he/she
is upset, such as “I’m sad when
my mom goes to work.” or “I’m
scared when it thunders.”

STANDARD STATEMENT
describe familiar people, places,
things and experiences.
EXAMPLES
• Describes a trip to the airport to
pick up Grandma.
• Looks in a mirror and describes
her features, blue eyes, brown
hair, and freckles.

page X.)

11, 2012 May 11,

STRAND TOPIC
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page X.)

STANDARD STATEMENT
As desired, add drawings
or other visuals to verbal
description to provide
additional detail.

EXAMPLES
• Passed a photograph around the
circle during show and tell as he
describes his new puppy.
• Points out the “ice-berg
detector” on his drawing of the
Titanic.

STANDARD STATEMENT 5
begin to use the conventions of
Standard English (Grammar):
• Use familiar nouns and verbs to
describe persons, animals, places,
events, actions etc.
• Form regular plural nouns orally
by adding /s/ or /es/.
• Understand and use question
words (interrogatives) (e.g., who,
what, where, when, why, how).
• Use frequently occurring
prepositions (e.g., to, from, in, out,
on, off, for, of, by, with).
• Produce and expand complete
sentences in shared language
activities.
(Examples continue on page 6.)

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STRAND TOPIC
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EXAMPLES
• Says, “My grandma’s cat had

babies, and I get to pick out one of
the kittens for my very own!”
• Says, “I made three wishes when I
blew out my birthday candles.”
• Asks, “When is lunch?” or “Why
isn’t Abby at school today?”
• Says, “I can put my coat on and
take it off by myself.”
• Says, “I had macaroni and cheese
for dinner last night” during
sharing time.

STANDARD STATEMENT
determine the meanings of 6
unknown words/concepts using
the context of conversations,
pictures that accompany text or
concrete objects (Vocabulary).

EXAMPLES
• While reading a new book about
dinosaurs, identifies a picture of a
Tyrannosaurus and a Stegosaurus.
• During a cooking project, the
teacher explains and demonstrates
how to use a colander to drain the
grapes, a word later heard in use
during dramatic play in the
kitchen area.

page X.)

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STRAND TOPIC
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page X.)

STANDARD STATEMENT
Sort common objects into
categories to gain a sense of
the concepts the categories
represent (Vocabulary).

EXAMPLES
• Gathers a fire truck, car and a
motorcycle when the teacher
suggested they might put some
vehicles in the block city.
• In the house corner, puts the corn,
carrots and broccoli in one basket,
an apple, banana and orange into
another basket and says, “These
are vegetables and these are 7
fruits.”

STANDARD STATEMENT
Demonstrate understanding of or
use words that indicate position
and direction (Vocabulary).
EXAMPLES
• At circle time, invites Allison to sit
beside him.
• During block play, announces that
he will park the tractor in front of
the barn.
page X.)

11, 2012 May 11,

STRAND TOPIC
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page X.)

STANDARD STATEMENT
Demonstrate understanding of
frequently occurring verbs and
adjectives by relating them to
their opposites (Vocabulary).

EXAMPLES
• Says, “Green means go and red
means stop!”
• Says, “The tortoise is slow, the
rabbit is fast.”

STANDARD STATEMENT
Identify real-life connections
between words and their use 8
(Vocabulary).

EXAMPLES
• Mentions that all the furniture in
the doll house is small.
• When the teacher wonders where
the baby bib is, goes to the house
corner and finds one in the doll
bed.
• While playing at the clay table,
says, “I need the circle cookie
cutter.”

11, 2012 May 11,

STRAND TOPIC
Listening and Speaking Standards Communication Skills
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Attempt to respond to basic Participate in and often initiate Participate in and often initiate With modeling and support

forms of social communication basic communications with communication according to follows typical patterns for
with the appropriate facial family members or familiar commonly accepted expectations communicating with others (e.g.,
expression, vocalization and/or others. with family members and in listens to others, takes turns
gesture. EXAMPLES social groups. talking and speaks about the
EXAMPLES EXAMPLES topic or text being discussed).
• Waves bye-bye in response to
• Gazes at caregiver during a papa’s waving bye-bye to her • Uses, “please” and “thank-you” EXAMPLES
feeding. • Runs to the window to blow kisses appropriately. • During morning meeting,
• Vocalizes when aunt calls her to mommy when she dropped off • Takes a turn in a conversation by contributes to the conversation
name. at child care, even before mommy answering a question when asked, about how to care for the new
has left the room. and then asking a question in class pet.
• Smiles and vocalizes to initiate
contact with grandpa. • Plays “peek-a-boo” with aunt. return. • While listing all the things the
• Says “please” when asking for • Makes a related comment in a class might find on a nature walk,
• Makes a gurgling sound and
something. group conversation during lunch suggests they might see a turtle in
pauses for caregiver to respond,
time. the pond.
then after caregiver says
something to him coo and smiles. 9
• Raises arms in the air when Daddy STANDARD STATEMENT STANDARD STATEMENT
says, “so big!” With modeling and support,
Begin to understand when
• Raises arms, waves bye-bye in words are used in a silly way. continue a conversation through
response to papa’s waving bye- multiple exchanges.
EXAMPLES
bye to him.
EXAMPLES
• Laughs when caregiver says “put
your boot on your ear.” • Engages in conversation with an
adult (e.g., Jasmine announces, “I
have a new kitten.” The teacher
responds, “What fun! What’s
its name?” “Mittens,” Jasmine
replies. “Why did you choose
that name?” “His feet are white
like he’s wearing mittens!” says
Jasmine.
• Engages in role-related
conversations during pretend play
(e.g., “I’m the mommy, and I fixed
dinner.” “What did you cook?”
asks the “daddy.” “Hamburgers!”
replies “mommy.” “Yum!” says
“daddy.”

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STRAND TOPIC
Reading Early Reading
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STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT
Show interest in books, pictures, Actively participate in book Show an appreciation for

songs and rhymes. reading, story telling and singing. reading books, telling stories and
EXAMPLES EXAMPLES singing.
• Turns toward granny and watches • Reaches for the pages of a board EXAMPLES
her eyes and mouth while she’s book when caregiver is holding up • Initiates reading a book, telling a
singing a song. a book and looking at it with me. story, or singing a song.
• Looks at a page of a picture book • Looks at the picture of the bus in • Sees a picture of a flower in a book
that caregiver holds up to see. a book when caregiver points and and pretend to sniff it.
• Cuddles and looks at caregiver’s says, “There’s the school bus.” • Asks for a favorite story to be read
face while being read to. • Enjoys looking at the pictures in a over and over.
• Babbles while looking at a book picture book. • Tries to do all the hand motions to
with big brother. • Pats a photograph of family pet. “The Itsy Bitsy Spider.”
• Coos when hearing caregiver • Moves my arms in a rolling motion • Listens as caregiver reads a short
singing. to ask caregiver to sing, “Wheels story.
• Reaches for the pages of a book on the Bus.” • Makes up a story and tells it to her
when caregiver is holding up a • Turns a board book right-side up teddy bear. 10
book and looking at it with me. and turns the pages.
• Follows mom’s gaze to look at a • Points to the animals in the
picture in a book. pictures as caregiver is reading
“Old MacDonald” and asks,
“Where’s the cow? Where’s the
dog?”
• Points to a picture of a dog and
make a barking noise or say
“doggie.”
• Vocalizes and points to identify
familiar signs, labels or logos in
the home and community (e.g., a
stop sign).

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STRAND TOPIC
Reading Reading Comprehension
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STANDARD STATEMENT STANDARD STATEMENT
Show understanding of the Ask and answer questions, and

meaning of stories. comment about characters and
EXAMPLES major events in familiar stories.
• Tell caregiver about the garden he/ EXAMPLES
she planted with grandfather after • After reading The Three Bears,
reading a book on flowers. says, “Goldie Locks will be in
• Finishes the repetitive sentence, trouble!”
“Brown Bear, Brown Bear, what do • Responds to open-ended
you see?” when reading that book. questions posed about the story
during shared reading (why, how,
prediction, cause/effect).

STANDARD STATEMENT
Retell or re-enact familiar stories.
EXAMPLES
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• After hearing the story, he “reads”
the book to a friend.
• Uses flannel-board pieces or
picture cards to tell the sequence
of events in the story.
• After hearing the story read aloud,
uses props and acts out The Three
Bears during dramatic play.

STANDARD STATEMENT
Identify characters and major
events in a story.
EXAMPLES
• Identifies the characters in the
book when the teacher points to
the picture.
• Identifies the three pigs and the
wolf in The Three Little Pigs, and
relates how the pigs outsmarted
the wolf.
page X.)

11, 2012 May 11,

STRAND TOPIC
Reading Reading Comprehension Continued
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page X.)

STANDARD STATEMENT
begin to demonstrate an
understanding of the differences
between fantasy and reality.
EXAMPLES
• Describes talking dogs, singing
flowers as “only pretend.”

STANDARD STATEMENT
describe what part of the story
the illustration depicts.
EXAMPLES 12
• Talks about the picture when
sharing a book.
• Responds to questions about the
illustrations.

STANDARD STATEMENT
name the author and illustrator
of a story and what each person
does for a book.
EXAMPLES
• Responds correctly when asked,
“What does the author do?” and
“What does the illustrator do?”
• During shared reading, verbalizes
that the author writes the book and
the illustrator makes the pictures.
• Mentions that Eric Carle is both the
author AND the illustrator in his
books.
page X.)

11, 2012 May 11,

STRAND TOPIC
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page X.)

STANDARD STATEMENT
identify the topic of an
informational text that has been
read aloud.
EXAMPLES
• Responds correctly when asked,
“What’s this book about?”

STANDARD STATEMENT
describe, categorize and compare
and contrast information in
informational text.
13
EXAMPLES
• Relates his experience getting his
kindergarten immunizations after
reading a book about going to the
doctor.
• After reading a book about
butterflies, sequences a series of
picture cards to describe how a
caterpillar becomes a butterfly.
• After reading a book about a
fire station, communicates the
difference between the fire engine
and the ladder truck.

page X.)

11, 2012 May 11,

STRAND TOPIC
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page X.)

STANDARD STATEMENT
discuss some similarities
and differences between two
texts on the same topic (e.g.,
illustrations, descriptions).
EXAMPLES
• Compares the illustrations in two
books about the zoo, and notices
that one uses photographs and
the other uses drawings of the
animals.
• During the fire engine project, uses
several books about the firehouse
to find out what will be needed on
14
the fire engine the class is building.

STANDARD STATEMENT
Actively engage in group reading
activities with purpose and
understanding.
EXAMPLES
• Asks for a favorite book to be read
aloud.
• Listens attentively as the teacher
reads, and giggles at the trouble
the Cat in the Hat causes.
• Participates in reciting rhymes and
finger plays using accompanying
gestures.

11, 2012 May 11,

STRAND TOPIC
Reading Fluency
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STANDARD STATEMENT

demonstrate an understanding
of reading fluency by use
of phrasing, intonation and
expression in shared reading of
familiar books, poems, chants,
songs, nursery rhymes or other
repetitious or predictable texts.
EXAMPLES
• Chants along during a shared
reading of Chicka, Chicka, Boom
Boom.
• Makes a “growly” voice when
reciting “I’ll huff and I’ll puff, and
I’ll blow your house down!” during
a shared reading of The Three
Little Pigs. 15
• Pauses appropriately to turn the
page when pretending to read out
loud.

11, 2012 May 11,

STRAND TOPIC
Reading Print Concepts and Book Handling Skills
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STANDARD STATEMENT STANDARD STATEMENT
Begin to demonstrate an Demonstrate an understanding

understanding that print carries of book handling.
meaning. EXAMPLES
EXAMPLES • Orients the book correctly for
• Pretend reads a favorite book to a reading (right-side up with front
friend. cover facing toward the child).
• Points to identify familiar signs, • Turns pages from front to back
labels, or logos in the home and and one at a time.
community and communicate
their meanings (e.g., stop sign,
McDonalds) STANDARD STATEMENT

• Pretends to read from her favorite Demonstrates an understanding
book to others, pointing to printed of basic conventions of print
words, and reciting from memory. in English, Spanish and other
• Points to the words and pictures Western languages.
on the chart of the daily routine, EXAMPLES
16
and pretends to read what is • Follows words from left to right
written. and top to bottom.
• Understands that words are
groups of letters and are separated
by spaces.

STANDARD STATEMENT
Demonstrate and understands
that print conveys meaning.
EXAMPLES
• Asks for stories to read from books
at nap time.
• Recognizes familiar signs with
texts such as a stop sign or
restaurant sign.
• Orders from a menu during
pretend play.
• Pointing to the text in a new book,
asks “What does that say?”
• “Writes” a journal entry and
“reads” it to the other children.

11, 2012 May 11,

STRAND TOPIC
Reading Phonological Awareness Demonstrate understanding of spoken words, syllables and sounds (phonemes):
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STANDARD STATEMENT
Differentiate between sounds

that are the same and different
(e.g. environmental sounds,
animal sounds, phonemes).
EXAMPLES
• Distinguishes between the sounds
of a bell and a drum.
• Identifies when spoken words have
the same or different beginning
sounds (e.g., cat/cake; feather/ball).

STANDARD STATEMENT
identify, blend and segment
syllables in spoken words.
17
EXAMPLES
• Playing with words, the teacher
separates and distinctly articulates
individual syllables “ap-ple” or
“ba-by,” and the child responds
“apple” and “baby.”
• Chants and claps the syllables
in classmate’s names and other
words.

STANDARD STATEMENT
recognize and produce rhyming
words.
EXAMPLES
• Identifies rhyming words in
familiar stories, poems, songs and
words.
(Examples continue on page X.)

11, 2012 May 11,

STRAND TOPIC
Reading Phonological Awareness Continued
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(Examples continued from page X.)
EXAMPLES

• Plays with rhyme and makes up
nonsense rhyming words.
• Finishes the rhyme: “Jack and Jill
went up the ______.”

STANDARD STATEMENT
blend onsets and rhymes in
single-syllable spoken words.
EXAMPLES
• Using real objects or pictures,
correctly identifies the cup when
the teacher asks for the “c-up.”
• Plays the “Name Game” and 18
substitutes different beginning
sounds in classmates’ names.

STANDARD STATEMENT
identify initial and final sounds in
spoken words.
EXAMPLES
• Davron and Daniel leave the circle
when the teacher invites all the
children whose names begin with
the /d/ sound to play.
• During a “sound search” game,
locates things in the environment
that begin with the /p/ sound.
• Repeats words and identifies the
common initial sound (e.g., baby,
ball, and bottle).
• Repeats words and identifies the
common final sound (e.g., Matt,
kite, boat).
page X.)

11, 2012 May 11,

STRAND TOPIC
Reading Phonological Awareness Continued
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page X.)

STANDARD STATEMENT
orally blend and segment
familiar compound words.
EXAMPLES
• Chants the two words of a
compound word (“dog –
house”) and the child responds,
“Doghouse.”
• The teacher asks, “if I take “snow”
out of “snowman,” what’s left?”
and the child responds, “Man!”

19

B k standards-language_literacy 5-11-2012 final

B k standards-language_literacy 5-11-2012 final

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B k standards-language_literacy 5-11-2012 final