Reading Pre-Kindergarten Expectations

Prior Knowledge: Demonstrates he/she is building background knowledge.

a) Asks questions related to a particular item, event or experience.

b) Correctly identifies meanings of words in read-alouds, in conversation, and in the descriptions of everyday items in the world around them.

c) Uses new vocabulary correctly.

d) Makes comparisons to words and concepts already known.

Comprehension and Understanding: Demonstrates that he/she understand what they observe.

a) Uses vocabulary relevant to observations.

b) Identifies emotions by observing faces in pictures and faces of peers and adults.

c) Asks questions related to visual text and observations.

d) Makes inferences and draws conclusions based on information from visual text.

Retell: Demonstrates his/her ability to express ideas using a variety of methods.

a) Uses facial expressions, body language, gestures, and sign language to express ideas.

b) Uses existing objects to represent desired or imagined objects in play or other purposeful way (e.g., plastic banana for a telephone).

c) Uses visual media to represent an actual experience.

d) Reviews and reflects on his/her own representations.

e) Writes and draws spontaneously to communicate meaning with peers or adults during playing:

Vocabulary: Demonstrates a growing receptive vocabulary.

a) Understands and follows spoken directions.

b) Identifies pictures related to words (show me the white dog).

c) Responds/reacts to questions/comments indicating he understands meaning (e.g., body language, gestures, facial expressions, and words).

d) Identifies meanings of words used in read-alouds, in conversation and in descriptions of everyday items in the world around him.

a) Uses facial expressions, body language, gestures, and sign language to engage in reciprocal conversation.

b) Uses more complex words in conversation.

c) Makes use of new and rare words introduced by adults or peers.

d) Correctly names picture when asked, “What is this?”

e) Begins to use appropriate volume and speed so spoken message is understood.

f) Initiates conversations about a book, situation, event or print in the environment.

1.With prompting and support, ask and answer about detail(s) in a text.

2. With prompting and support, retell familiar stories.

3. With prompting and support, ask and answer questions about characters and major events in a story.

4.Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary).

5. Students interact with a variety of common types of texts (e.g., storybooks, poems, songs).

6. With prompting and support, can describe the role of an author and illustrator.

7. With prompting and support, students will engage in a picture walk to make connections between self, illustrations, and the story.

8. Not applicable to literature.

9. With prompting and support, students will compare and contrast two stories relating to the same topic. a) With prompting and support, students will make cultural connections to text and self .

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

With prompting and support, make connections between self, text, and the world around them (text, media, social interaction).

 

Reading Text: Demonstrate understanding of the organization and basic features of print.

a) Follow words from left to right, top to bottom, and page by page.

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

c) Understand that words are separated by spaces in print.

d) Recognize and name some upper /lowercase letters of the alphabet, especially those in own name.

e) Recognize that letters are grouped to form words.

f) Differentiate letters from numerals.

Phonological Awareness: Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes).

a) Engage in language play (e.g., alliterative language, rhyming, sound patterns).

b) Recognize and match words that rhyme.

c) Demonstrate awareness of relationship between sounds and letters.

d) With support and prompting, isolate and pronounce the initial sounds in words.

Phonics: Demonstrate emergent phonics and word analysis skills.

a) With prompting and support, demonstrate one-to-one letter-sound correspondence by producing the primary sound of some consonants.

b) Recognizes own name and common signs and labels in the environment.