Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

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1 PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B: Listening Comprehension Create or act out familiar stories, songs, plays, and rhymes in play activities By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which demonstrate a level of complexity appropriate for a preschooler: Create stories, songs, plays, and rhymes in play activities The following are examples of tasks/classroom assessments that provide evidence of a student s progress toward proficiency: Selects a familiar story (Goldilocks, Three Little Pigs, etc.) and retells the story Retell a story with attention to the sequence of main events Listen for a variety of purposes (e.g., to gain and share information, to perform a task, for enjoyment, to learn what happened in a story, to converse with an adult or peer) Act out familiar stories, songs, rhymes, plays in play activities Recognize that stories have a beginning, middle, and end. Listen to gain or share information and perform a task Listen to conversation with an adult or peer Listens in order to converse with an adult or peer Selects a familiar story, song or play and acts out different parts or characters of the story, song, or play Experiments with rhyming words Retells a familiar story Identifies a story event when out of sequence Understands instructions for completing art project Answers questions before, during and after read aloud sessions Demonstrates that a response is expected when a questions is asked 1

2 PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B: Listening Comprehension Understand messages in conversations (e.g. responds differently based on purpose of messages in conversation; attends and responds to conversations) and following one and two step directions By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which demonstrate a level of complexity appropriate for a preschooler: Respond appropriately in conversation Adapt language to meet different social and situational needs Accurately follow multi-step oral directions The following are examples of tasks/classroom assessments that provide evidence of a student s progress toward proficiency: Uses appropriate eye contact, body language and/or facial expression Responds when a question is asked/ stays on topic; can give information on topic presented Follows oral directions that involve several actions. (e.g., get a smock, select your paint cups, and choose your paper) RESOURCES Department of Early Childhood Education Preschool Curriculum Guide and Teacher Handbook Creative Curriculum for Preschool, 4 th Edition: Chapter 2: A System for Classroom Jobs, pp , Chapter 4: Teacher Directed Learning, pp , Chapter 10: Materials for Listening, pp. 359; Listening for Understanding, p.365, Chapter 13: Music and Movement, pp , Sections in all Interest Areas chapters: How promotes Development: Language Development and Connecting with Curriculum Objectives: Language Development and What Children Learn in the Area: Literacy. Literacy: The Creative Curriculum Approach, Cate Heroman and Candy Jones, Teaching Strategies, CreativeCurriculum.net CCDC: Creative Curriculum Developmental Continuum, Individual Child Profile ELAS-L: New Jersey Early Learning Assessment System - Literacy 2

3 PRESCHOOL Language Arts Literacy Expectation 2 Converses effectively in their home language, English, or sign language for a variety for purposes relating to real world experiences and different audiences. NJCCC K-12 Standard 3.3 Speaking Strand A. Discussion Strand C: Word Choice Strand B. Questioning and Contributing Strand D: Oral Presentation Speak clearly enough to be understood by unfamiliar adults and uses appropriate levels of volume, tone, and inflection By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which demonstrate a level of complexity appropriate for a preschooler: Speak clearly and audibly Use expressive language skills to communicate effectively with others Use appropriate voice, tone and inflection level when speaking The following are examples of tasks/classroom assessments that provide evidence of a student s progress toward proficiency: Child dramatizes voice of story through tone Primarily uses 5-6 word sentences to express ideas Uses language for a variety of purposes: to express relationships, make connections, express feelings, initiate play with others, communicate and negotiate ideas and plans for activities. Use new vocabulary to describe feelings, thoughts, experiences, and observations Demonstrate knowledge of newly acquired vocabulary when describing feelings, thoughts, experiences, and observations Uses newly acquired language during classroom activities and during dramatic play roles 3

4 PRESCHOOL Language Arts Literacy Expectation 2 Converses effectively in their home language, English, or sign language for a variety for purposes relating to real world experiences and different audiences. NJCCC K-12 Standard 3.3 Speaking Strand A. Discussion Strand C: Word Choice Strand B. Questioning and Contributing Strand D: Oral Presentation Use descriptive language (e.g., color words; size words, such as bigger, smaller; shape words) By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which demonstrate a level of complexity appropriate for a preschooler: Use descriptive words in daily conversations The following are examples of tasks/classroom assessments that provide evidence of a student s progress toward proficiency: Uses color, size and shape vocabulary when describing objects Tell stories based on personal experience or make-believe Tell a simple personal story Retells or creates a story using the special language of storybooks (e.g., "Once upon a time") Creates original stories based on personal experiences or make believe that may include storybook language Ask and answer questions to obtain information Ask and answer questions related to a topic Asks and answers appropriate questions during conversations and story discussions 4

5 PRESCHOOL Language Arts Literacy Expectation 2 Converses effectively in their home language, English, or sign language for a variety for purposes relating to real world experiences and different audiences. NJCCC K-12 Standard 3.3 Speaking Strand A. Discussion Strand C: Word Choice Strand B. Questioning and Contributing Strand D: Oral Presentation Follow conversation rules (e.g., taking turns, making relevant comments; staying on topic) when talking with peers and adults By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which demonstrate a level of complexity appropriate for a preschooler: Talk about one topic for several turns with a peer or adult Demonstrates appropriate daily etiquette during conversations by taking turns Relates comments to current topic The following are examples of tasks/classroom assessments that provide evidence of a student s progress toward proficiency: Converses interactively with peers or adults related to a topic Engages in conversations making relevant comments to topic being discussed RESOURCES Department of Early Childhood Education Preschool Curriculum Guide and Teacher Handbook CC: The Creative Curriculum for Preschool, 4 th Ed.: Chapter 3; Knowledge of Print p.128, 132; Letters and Words, pp. 129, 133, Understanding Books and Other Texts, pp , 133; Chapter 10: Library, esp. Skills for Engaging with Books, pp ; Developmental Steps in Writing, pp , Understanding the Value and Function of Print, p Literacy: The Creative Curriculum Approach, Cate Heroman and Candy Jones, Teaching Strategies, ELAS-L: New Jersey Early Learning Assessment System - Literacy 5

6 PRESCHOOL Language Arts Literacy Expectation 3: Children demonstrate reading skills. NJCCC K-12 Standard 3.1 Strand A: Concepts about Print/ Vocabulary and Concept Development Comprehension By the end of Preschool at developmentally By the end of the grade level listed above, children demonstrate appropriate levels of increasing complexity and skill, their level of competence in the following ways, which all students should: demonstrate a level of complexity appropriate for a preschooler: Understand that print and written symbols convey meaning and represent spoken language Understand the difference between letters, numbers, and words Understand that illustrations and pictures convey meaning Handle books correctly and exhibit reading-like behavior Understand that the relationship between the spoken and written word Distinguish between letters, numbers, and words Describe meaning of pictures and illustrations when asked Demonstrate proper book handling skills The following are examples of tasks/classroom assessments that provide evidence of a student s progress toward proficiency: Recognizes signs/symbols (stop sign, exit, center labels, name, cubbies) and understand their meaning Locates by pointing to letters, numbers or words in a familiar storybook Tell a story using picture clues Represents familiar stories and personal experiences through self-made illustrations Handles book properly by holding it upright, begins reading at the cover page and turns pages correctly Identify and write letters of the alphabet. Identify familiar words in print Demonstrate reading-like behavior Identify and write letters of the alphabet when presented in mixed order and can write letters correctly Writes own name Read own name in print and that of peers Exhibit reading-like behavior(e.g., work from top to bottom, pretend to read story by pointing to words from left to right) Names and writes letters as culminating activity to teacher presentation of a particular letter Selects their name out of a list of names 6

7 PRESCHOOL Language Arts Literacy Expectation 3: Children demonstrate reading skills. NJCCC K-12 Standard 3.1 Strand A: Concepts about Print/ Vocabulary and Concept Development Comprehension By the end of Preschool at developmentally appropriate levels of increasing complexity and skill, By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which The following are examples of tasks/classroom assessments that provide evidence of a student s progress toward proficiency: all students should: demonstrate a level of complexity appropriate for a preschooler: Recognize that it is print (words) that is read in a story Predict story events or outcomes, using illustrations and prior knowledge as a guide Recognizes that books have titles, authors, and often illustrators Use visual and verbal cues, including pictures, to reread and comprehend new words and stories Read familiar words in print Focus mainly on print when reading story rather than illustration Use illustrations to predict story events and outcomes Use prior knowledge to predict story events and outcomes Recognizes that a title is a name of a book, an author writes a book, and an illustrator draws the pictures in a book Use pictures, visual cues and verbal clues to aid comprehension Reads familiar sight words on Rebus charts Follows words with eyes or finger while reading a familiar book Points to words while retelling a story from a familiar book or while reading own writing Looks at pictures and uses prior knowledge to predict an outcome from an unfamiliar story Articulates that a title is the name of a book, an author writes books and illustrator draws the pictures in a book Utilizes pictures and verbal clues when rereading new words to develop an understanding of a story 7

8 PRESCHOOL Language Arts Literacy Expectation 3: Children demonstrate reading skills. NJCCC K-12 Standard 3.1 Strand A: Concepts about Print/ Vocabulary and Concept Development Comprehension By the end of Preschool at developmentally appropriate levels of increasing complexity and skill, By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which The following are examples of tasks/classroom assessments that provide evidence of a student s progress toward proficiency: all students should: demonstrate a level of complexity appropriate for a preschooler: RESOURCES Department of Early Childhood Education Preschool Curriculum Guide and Teacher Handbook CC: The Creative Curriculum for Preschool, 4 th Ed.: Chapter 3; Knowledge of Print p.128, 132; Letters and Words, pp. 129, 133, Understanding Books and Other Texts, pp , 133; Chapter 10: Library, esp. Skills for Engaging with Books, pp ; Developmental Steps in Writing, pp , Understanding the Value and Function of Print, p Literacy: The Creative Curriculum Approach, Cate Heroman and Candy Jones, Teaching Strategies, ELAS-L: New Jersey Early Learning Assessment System - Literacy 8

9 PRESCHOOL Language Arts Literacy Expectation 3: Children demonstrate reading skills. NJCCC K-12 Standard 3.1 Strand B: Comprehension Skills/Response to Text/ Vocabulary and Concept Development By the end of Preschool at developmentally By the end of the grade level listed above, children demonstrate appropriate levels of increasing complexity and their level of competence in the following ways, which demonstrate skill, all students should: a level of complexity appropriate for a preschooler: Understands that a story has a particular sequence Recognize the elements that compose a story Recognizes the differences between fact and fiction Relates stories to his/her own life and experience Understand that a story has a beginning, middle and end Recognize that a story contains characters, a plot, events and a setting Distinguishes between fact and fiction Make connections between characters, events and setting in stories and relates to personal experiences The following are examples of tasks/classroom assessments that provide evidence of a student s progress toward proficiency: Retells a story in proper sequence Draws pictures in order in relation to a story Describes the elements of a familiar story by naming characters, setting and describing the plot and events Tells whether a story, or parts of a story, are real or make believe Relate story to personal life during dramatic play or daily classroom activities RESOURCES Department of Early Childhood Education Preschool Curriculum Guide and Teacher Handbook CC: The Creative Curriculum for Preschool, 4 th Ed.: Chapter 3 Literacy as a Source of Enjoyment, p131, 133; Chapter 10 - Exploring Books, p. 365, Understanding How Stories Work, p. 366, The Teacher s Role: Observing, Responding to, and Interacting with Children in the Library Area, pp Literacy: The Creative Curriculum Approach, Cate Heroman and Candy Jones, Teaching Strategies, CreativeCurriculum.net CCDC: Creative Curriculum Developmental Continuum, Individual Child Profile ELAS-L : New Jersey Early Learning Assessment System - Literacy 9

10 Language Arts Literacy Expectation 3: Children demonstrate reading skills. NJCCC K-12 Standard 3.1 Strand C: Phonological Awareness/ Decoding and Word Recognition/ Fluency A. Language Arts Literature Discriminate among sounds of spoken language By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which demonstrate a level of complexity appropriate for a preschooler: Hears and discriminates the more complex level sounds of the spoken language (e.g., sounds-symbol correspondence) The following are examples of tasks/classroom assessments that provide evidence of a student s progress toward proficiency: Identifies individual sounds of the alphabet from many Identifies the sound of letter presented Matches sounds and identifies sounds in words (Beginning, ending) Segments words into separate phonemes Recite and identify rhymes and rhyming sounds Recites rhymes Identifies matching sounds and rhymes Substitutes phonemes to create new words Recites nursery rhymes and claps on rhyming word at the end of the sentence Recognizes the same sound in different words Identifies two words that rhyme out of a set of three 10

11 Language Arts Literacy Expectation 3: Children demonstrate reading skills. NJCCC K-12 Standard 3.1 Strand C: Phonological Awareness/ Decoding and Word Recognition/ Fluency A. Language Arts Literature Recognize that words are made up of sounds and some words have the same beginning sound By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which demonstrate a level of complexity appropriate for a preschooler: Recognize words that begin with the same sound The following are examples of tasks/classroom assessments that provide evidence of a student s progress toward proficiency: Identifies a group of words beginning with the same sound Generates a word that begin the same way as the target word Separate words into different syllables Discriminate separate syllables in a word Claps out 0syllables in classmates names Claps out syllables in familiar words Understand that words make up sentences Separate words that compile a sentence Claps separate words in a sentence RESOURCES Department of Early Childhood Education Preschool Curriculum Guide and Teacher Handbook CC: The Creative Curriculum for Preschool, 4 th Ed.: Chapter 3 Phonological Awareness, p. 128, 132; Chapter 10 - Library, pp , especially Connecting Written Symbols with Sounds, p. 366; Sections in all Interest Areas chapters 6-16: How Promotes Development: Language Development, and Connecting with Curriculum Objectives: Language Development. Literacy: The Creative Curriculum Approach, Cate Heroman and Candy Jones, Teaching Strategies, CreativeCurriculum.net CCDC: Creative Curriculum Developmental Continuum, Individual Child Profile ELAS-L : New Jersey Early Learning Assessment System - Literacy 11

12 PRESCHOOL Language Arts Literacy Expectation 4: Children demonstrate writing skills. NJCCC K-12 Standard 3.2 Strands: A: Process C: Mechanics, Spelling, Handwriting B: Product D: Forms, Audiences, Purposes Use pictures, letters and words in their writing to communicate meaning and information By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which demonstrate a level of complexity appropriate for a preschooler: Demonstrate meaning and information through the use of pictures, letters and words The following are examples of tasks/classroom assessments that provide evidence of a student s progress toward proficiency: Writes messages using pictures, letter -like scribbles, letters, combination of letters, words, and phrases such as I love you. Use drawings to express thoughts, feelings, and ideas Understand that what is said can be written and what is written can be read Use emergent writing skills to write for a variety of purposes Represent stories and experiences through drawing Demonstrate understanding of the relationship between the spoken and written word Demonstrates that writing has different forms and can be used for different purposes Uses picture and symbol in drawings to convey thoughts and feelings Creates an art form in response to a story and asks an adult to write down what he/she says about it Displays knowledge of forms of print by making signs, writing lists, labels and messages Draws pictures, writes classmates names on them realizing that shows ownership Use knowledge of letters to write or copy familiar words, such as own name Copy or write own name Copy or write letters of the alphabet Copy or write familiar words Copies or writes name on work Copies or writes letters of the alphabet or familiar words during classroom activities 12

13 PRESCHOOL Language Arts Literacy Expectation 4: Children demonstrate writing skills. NJCCC K-12 Standard 3.2 Strands: A: Process C: Mechanics, Spelling, Handwriting B: Product D: Forms, Audiences, Purposes By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which demonstrate a level of complexity appropriate for a preschooler: The following are examples of tasks/classroom assessments that provide evidence of a student s progress toward proficiency: Use writing tools and materials Apply grammar rules, conventions and mechanics of print Use phonemic knowledge to spell simple words Demonstrate correct use of writing tools and materials Realize that capital letters start important words, beginning of sentences; periods signal the end of a thought and question marks are used when a question is asked Shows awareness of letter-sound relationship when in personal writing Draws or write using pencils, crayons, chalk, markers, rubber stamps, and computers Uses a pencil and hold it effectively to form recognizable letters, most of which are correctly formed Uses capital letters, periods and question marks in his/her form of writing Uses what they know about letter-sound relationships to spell simple or more complex words 13

14 PRESCHOOL Language Arts Literacy Expectation 4: Children demonstrate writing skills. NJCCC K-12 Standard 3.2 Strands: A: Process C: Mechanics, Spelling, Handwriting B: Product D: Forms, Audiences, Purposes By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which demonstrate a level of complexity appropriate for a preschooler: The following are examples of tasks/classroom assessments that provide evidence of a student s progress toward proficiency: RESOURCES Department of Early Childhood Education Preschool Curriculum Guide and Teacher Handbook Creative Curriculum for Preschool, 4 th Edition: Chapter 2: A System for Classroom Jobs, pp , Chapter 4: Teacher Directed Learning, pp , Chapter 10: Materials for Listening, pp. 359; Listening for Understanding, p.365, Chapter 13: Music and Movement, pp , Sections in all Interest Areas chapters: How promotes Development: Language Development and Connecting with Curriculum Objectives: Language Development and What Children Learn in the Area: Literacy. Literacy: The Creative Curriculum Approach, Cate Heroman and Candy Jones, Teaching Strategies, CreativeCurriculum.net CCDC: Creative Curriculum Developmental Continuum, Individual Child Profile ELAS-L: New Jersey Early Learning Assessment System - Literacy 14

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