FIE/DCPS TITLE I SUCCESS BY DESIGN: PREK - 3 INITIATIVE

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1 FIE/DCPS TITLE I SUCCESS BY DESIGN: PREK - 3 INITIATIVE ANNUAL REPORT FLORIDA INSTITUTE OF EDUCATION AT THE UNIVERSITY OF NORTH FLORIDA

2 FIE/DCPS Title I Success by Design: PreK - 3 Initiative Annual Report Introduction The first years of school serve as the academic foundation years. Success in the early years is crucial to positive academic outcomes beyond third grade. Preschool programs are becoming more widespread. Florida initiated its Voluntary Kindergarten Program (VPK) during the school year. In Duval County over 8,500 children were enrolled in VPK throughout The kindergarten readiness rate, based on the results of the Florida Kindergarten Readiness Screener (FLKRS) that is administered to all public school kindergartners during the first 30 days of school, is determined by the Florida Department of Education (FLDOE). VPK program providers are held accountable for the readiness rate of the children who were enrolled in their VPK classrooms. The readiness rate across the 350+ VPK providers in Duval County was 245 (300 maximum). The minimum rate was set at 214 and 85% of providers across the state met or exceeded the minimum. Implications With more children enrolling in kindergarten with many of the prerequisite skills for learning to read, the PK-3 curriculum (as an instructional unit rather than individual units) needs to be reviewed to ensure alignment not only with state standards and assessments but also for vertical alignment. Instructional methods need to include research-based, effective practices that meet the developmental needs of young children. Also, professional development must be aligned with the expectations for effective practice and for fidelity of implementation of the curriculum. Attention must be focused on not only classroom management and classroom climate, but also to the instructional support provided to students to ensure that learning occurs. PK-3 Transitions: A Critical But Missing Link Transition from preschool settings to kindergarten requires that children interact with peers who are more culturally diverse than peers in preschool and there is more emphasis on academic versus social skills. Therefore, PK-3 transitions must include attention to children s needs for instructional support, emotional support, and organizational support. Meaningful family involvement is also an essential component of PK-3 transitions and must ensure three-way communications are not only implemented but also are effective in improving the transitions from preschool to more formal school settings. Success by Design Initiative The overarching goal of the Success by Design Initiative is to develop a well-coordinated system to improve children s achievement, promote family involvement, and provide essential support services across the PK-3, early education years. The initial impact has been to focus improvement efforts on Title I Prekindergarten classes and kindergarten classes. In , Duval County Public Schools (DCPS) had 22 Title I Prekindergarten classes, located in 21 schools with the highest socio-economic need, serving approximately 396 students. Another 8,500 children were served through the state-funded VPK program. In contrast, DCPS enrolls approximately 10,500 kindergarten students per year. This collaborative initiative will leverage Florida Institute of Education at the University of North Florida 1

3 the positive change in children s readiness for kindergarten that is taking place as a result of the implementation of VPK throughout Florida. The chart below represents the focus of the Success by Design Initiative. Targets have included the following: 1) improving family engagement, 2) aligning PK-3 curriculum, 3) improving instruction by focusing professional learning on research-based practices that are effective in enhancing children s learning, and 4) improving transition practices from grade to grade. Accomplishments presented in this report reflect implementation during the school year. Specific deliverables included the following: Aligned student learning outcomes in Pre-Kindergarten and Kindergarten which will improve literacy instruction and bridge early school readiness (Title I Pre-kindergarten and Voluntary Pre-kindergarten) education with formal schooling that begins with entry into kindergarten. Provided essential teacher training for pre-kindergarten and Kindergarten teachers to learn and use the state s Voluntary Pre-Kindergarten curriculum standards to ensure that the tested standards are taught to students. Improved the communication process of data transfer, research, and projects between the district and collaborating agencies (Jacksonville Early Learning Partnership, Early Learning Coalition of Duval County, Nemours BrightStart!, etc.) that may benefit and enhance school readiness. Implemented the articulation among teachers through the use of the Classroom Assessment Scoring System (CLASS), a reliable observational tool that objectively measures the quality of teacher-student interactions Pre-K through3rd grade in the areas of: emotional support, classroom organization and instructional support. Conducted needs assessment and designed a district model Parent Resource Center which will be launched at 12 Title I schools to increase parent involvement at the schools and parent involvement programs at the Public Libraries and community centers. Implemented a six-week Summer Learning and Family engagement Pilot Program for rising first and second grade students with their families for the purpose of minimizing summer reading loss and accelerating literacy development. Florida Institute of Education at the University of North Florida 2

4 Align Student Learning Outcomes in Pre-Kindergarten and Kindergarten Standards alignment documents were created to correlate the 2008 VPK Education Standards with the kindergarten level Next Generation Sunshine State Standards. The documents were provided to Title I Pre-K teachers and K Literacy Lead teachers at the August 13, 2008 district in-service planning day. The documents included the following: Voluntary Prekindergarten (VPK) Education Standards Alignment with Kindergarten Reading and Writing Standards, Emergent Reading and Reading (Primary Literacy Standards) Alignment of VPK Education Standards and Next Generation Sunshine State Standards, Mathematics Alignment of VPK Education Standards and Next Generation Sunshine State Standards, Science ECHOS Benchmarks and Domain Items (aligned with VPK Education Standards) The purpose of providing these documents to both the Pre-K and K teachers was to inform them of the extent to which the VPK Education Standards provide expectations for children s learning (see Appendix A). Title I Pre-K teachers were advised to incorporate the standards into their planning and instructional themes. The K teachers became knowledgeable of the standards and how the standards were aligned with the Florida Kindergarten Readiness Screener (FLKRS), administered to all kindergarten students during the first 30 days of enrollment in kindergarten. The second area of alignment was instructional materials. To more closely align the Title I curriculum with the VPK education standards, the Houghton Mifflin Pre-K comprehensive curriculum prekindergarten kits were purchased for the Title I Pre-K classrooms. The curriculum provides for consistency of implementation across the district. Also, the instructional materials for learning the letters and sounds of the alphabet are the same as the materials used in kindergarten. In the area of mathematics, it was observed that Every Day Counts Calendar Math was used across the district in the kindergarten classes. The Every Day Counts Every Day in PreK: Math has been purchased for the Title I Pre-K classes. While most Pre-K teachers were doing daily calendar activities, using the same program as the K-5 sector will provide alignment and facilitate transitioning from one grade level to the next. Teacher Training to Pre-K and K Initial training was provided to both Pre-K and K teachers on August 13, The project manager met informally with the Pre-K teachers during their February 17, 2008 meeting to discuss the CLASS observation instrument and confer with the teachers about the Informed Consent letters. The project manager also attended the monthly sessions conducted by the district resource teachers for all Kindergarten Literacy Lead Teachers. The majority of the teacher training sessions have been carried forward as a no-cost extension in the contract. The designation of a Director of Early Learning Services and Parent Involvement for has provided the link to scheduling and facilitating delivery of the training. Communication Process of Data Transfer, Research, and Projects between DCPS and Collaborating Agencies The office of Instructional Research and Accountability has been the pivotal connection to coordinating needs relevant to the various projects of collaborating agencies. The Florida Institute of Education prepared a FLKRS report for the ELC of Duval based on data provided by Florida Institute of Education at the University of North Florida 3

5 DCPS. The report provides an analysis of children s school readiness in 15 Duval County neighborhoods anchored by a City of Jacksonville public library. The report is organized around four investigations as follows: 1) a comparison of DCPS with school districts of similar size and demographics, 2) variations in children s school readiness across the 15 literacy neighborhoods, 3) strengths and weaknesses of DCPS children s school readiness relative to VPK standards, and 4) children s school readiness in each of the 15 literacy neighborhoods. In addition, collaborating agencies have been encouraged to ask for Social Security numbers of program participants and/or Informed Consent documents so that data can be more easily shared. For example, Nemours utilizes Informed Consent and ELC of Duval asks for Social Security numbers of VPK enrollees. The City of Jacksonville Public Library has become an inaugural partner in the development of the Neighborhood Learning Networks (NLNs). Staff has been eager to both identify and involve branch and regional library partners for each NLN. In addition, library staff has conducted summer workshops to support the emphasis on family engagement within the NLNs. CLASS Observations Staff at the Florida Institute of Education has been trained to use the Classroom Assessment Scoring System (CLASS), a nationally validated observation tool to assess the quality of preschool and primary teaching in three domains: Classroom Organization, Emotional Support, and Instructional Support. Additionally, two Duval County Public Schools staff were trained to conduct observations in Pre-K and K classrooms. All observers met the reliability requirements established by the developers of CLASS. The purpose of the observations was to establish a baseline mean for each of the CLASS domains. Observations were conducted in 18 Pre-K classrooms and 42 Kindergarten classrooms from February through May An analysis of the observation data indicated that overall the kindergarten classrooms could be characterized above average on the seven-point scale in both Classroom Organization (5.2) and Emotional Support (5.4); however, the average rating for Instructional Support was 3.4, a little below average. For the Pre-K classrooms observed, the average ratings for Classroom Organization and Emotional Support were both 6.1, considered to be high quality. The average rating for Instructional Support in the Pre-K classrooms was 3.6, a little below average in quality (see Appendix B). The quality dimensions for Instructional Support are the following: Concept Development, Quality of Feedback, and Language Modeling. These three dimensions capture the ways/methods by which teachers are effective in supporting children s cognitive and language development. The focus is on the interactions between the teacher and children. For example, Concept Development includes how the teacher engages the child in a) analysis and reasoning (e.g., problem solving, predicting, classifying, comparing); b) creating (e.g., brainstorming, planning, producing); c) integrating (e.g., connecting concepts, connecting prior knowledge); and d) making connections to the real world (e.g., real-world applications, connections to child) (Pianta, La Paro, & Hamre, 2008) 1. Similarly, Quality of Feedback and Language Modeling have subcategories to reflect the extent to which the teacher uses effective feedback and language modeling practices. It appears from the baseline data that professional learning experiences should be provided to improve the quality of Instructional Support. The teachers need to be engaged in learning what the effective practices entail, need to have opportunities to apply them, and need to have jobembedded coaching opportunities as they apply what they have learned in training in their classrooms. 1 Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system: Manual Pre-K. Baltimore: Paul H. Brookes Publishing Co. Florida Institute of Education at the University of North Florida 4

6 The attached charts (Appendix B) also provide data regarding the classroom activities that were recorded during the cycles of observation. The majority of the observations were scheduled from 8:30-10:30 a.m. The most predominant activity was whole group instruction during cycles one and two. During cycles three and four, the predominant activities shifted to small group and center time. Each observation cycle is approximately 30 minutes (20 minutes for recording and 10 minutes for rating per cycle)(see Appendix B). Model Parent Resource Center The district-level Parent Involvement Resource Center at S. P. Livingston Elementary School was redesigned to more closely resemble the Chicago Child-Parent Centers program, a nationally recognized, effective model for family engagement. Not only was the space relocated and refurbished, but also developing programming more closely focused on increasing family engagement through partnerships with city agencies and neighborhood organizations was begun. Additionally, 11 Title I school-based Family Involvement Centers were identified and staffed with part-time Parent Liaisons. In designing the school-based model, the concept of Neighborhood Learning Networks (NLNs) was developed. Each NLN has as its anchor a Title I elementary school, plus a middle school, and a high school that also has a Full Service School component. This model was then aligned with City of Jacksonville neighborhood regional and branch libraries and community centers. The goal of the NLN is to align services for families and to make the transition from elementary to middle school to high school seamless for students and families (see Appendix C). Another aspect of the NLN is that communication has been improved through implementation of monthly calendars that reflect not only what is happening in individual schools, but also within the NLN, e.g., courses offered through Community Centers, public library programs, etc. Various agencies are now making contact with both district and FIE staff to enter into the collaborative efforts to align services so that families can access services more expediently. For example, United Way has launched its Achievers for Life (addressing middle school improvement for targeted students and families) and Learning to Finish (addressing increasing the graduation rate) programs in schools that are also designated as an NLN. Through joint communication and collaboration, program goals can be examined and strategies designed to ensure that effective practices are implemented and resources leveraged for maximum benefit of the students and families being served. The public libraries have been most supportive and have provided summer workshops for students and parents. Additionally, the City of Jacksonville Parks and Recreation staff has been supportive of expanding literacy efforts in its summer camps through the inclusion of a daily literacy hour. These initial efforts indicate that partnerships within the NLNs can result in greater emphasis on improving children s literacy outcomes during out-of-school time. Needs Assessment Two needs assessments were conducted under the auspices of the district-level Parent Involvement Center. The first was conducted at the annual Superintendent s Reading Celebration in May The second needs assessment survey was distributed by individual Title I schools and submitted to the district-level office as a component of each school s audit box. FIE staff input the data and provided data summaries to the Title I office. The data from the 178 cards collected at the Superintendent s Reading Celebration provided insight into the actual schools represented at the celebration. Only 10% of the cards returned were from parents who listed their child s school as a Title I school. This information Florida Institute of Education at the University of North Florida 5

7 prompted the Title I office to set aside funding for transportation for families who reside in neighborhoods anchored by Title I schools. In addition, the data indicated that elementary school parents preferred Friday for meetings and preferred mornings rather than afternoon, evening, or Saturday. Middle school parents (n=11) preferred Tuesday or Thursday for meetings and indicated evenings and Saturdays as their preference for scheduling. The top five preferences for topics for the elementary school parents were the following: computer training, read and tell stories, help in classroom, cook and bake, and indoor games. The top five preferences for parents at the middle school level were cook and bake, small jobs at home, exercise, after school learning, and outside games. Over 1,300 school-based parent surveys were received and input by FIE staff. The top categories for parent involvement were the following: FCAT Family Night Workshop, Families Building Better Readers, Other, Parent Involvement Annual School Meeting, SES Provider Fair, Parent Involvement Center Information, PASSport to Success Workshop, and District Parent Advisory Council Meeting. In examining the data regarding the 23 survey questions, the majority of parents at both elementary and middle school levels reported that they had received notices about meetings/workshops (61.9% and 57.3% respectively). However, only 26.6% of elementary parent respondents and 34.2 % of middle school parent respondents indicated they actually attended a parent workshop. Question 19 addressed parents attendance at workshops during which safety net or FCAT packets were distributed; 20.3% of elementary parents and 23.1% of middle school parents indicated they had attended and received materials related to safety nets or FCAT. Nearly half the respondents indicated they had received or checked out materials from the school for use at home (48% elementary and 50.4% middle school). The percent of parents who accessed materials through the district-level Parent Resource Center dropped to less than 13% (11.8% elementary and 12.8% middle school). Parents at the elementary school level perceived the school staff as friendly and welcoming (85.3%); at the middle school level 75.2% of respondents perceived the staff as friendly and welcoming (see Appendix D). In reviewing the questions, it appears that several should be modified to focus on one topic and that some items repeat a previous item. With the implementation of school-based family involvement centers, it would seem appropriate for needs assessment surveys to be designed and distributed to more closely align with the actual workshop offerings and events provided by the centers. Six-Week Summer Learning Pilot The purpose for including a summer learning pilot component, focusing on improving children s background knowledge and vocabulary specific to the district s science learning schedule, was to minimize targeted children s summer learning loss. At the time this component was included in the contract, the school district did not have summer learning options for children below grade three. However, a portion of the federal stimulus allocation to the district was used to offer a wide range of summer programs throughout the school district. Children whose DIBELS scores reflected a need for continued services through a summer program were targeted for the district s primary-level summer program. FIE staff developed a Summer Science Camp that was implemented at S. P. Livingston, site of the district-level Parent Involvement Resource Center. The program targeted rising first and second graders whose DIBELS scores were on target for their grade level. To align with the district s science learning schedules, the curriculum focus was weather for the rising first graders and space for the rising second graders. Although the target for enrollment was 12 students per grade level, the actual enrollment was five students for the first grade camp and seven students for the second grade camp. This lower enrollment was due to the implementation of additional summer programs by the district. Florida Institute of Education at the University of North Florida 6

8 The FIE summer camp coordinator developed a table of specifications to organize each science content area across the six-week time line for program implementation. Once the tables of specifications for the two content areas were completed, learning activities were designed and materials and nonfiction books were ordered to provide hands-on experiences for the children (see Appendix E). Individual interviews were conducted and transcriptions used to determine children s entry and exit level knowledge. For both classes, the children s word production increased and the complexity of their knowledge was reflected in their abilities to make connections among the concepts they had learned. For example, when asked during the first week of camp to tell me what you know about weather, one of the students in the second grade class said five words: sunlight, thunder, raining, cloudy, and fall. No connections were made about the concepts. However, at the conclusion of the study of weather, the child s response was 42 words. Specific connections were made to types of clothes that should be worn in identified types of weather (e.g., jacket for a snowy day). For the first graders, the prompt was to tell me what you know about the sun, moon, and stars. During the first week of camp, one child s transcription was 41 words and there were no connections made among the sun, moon, and stars. The child s exit interview was 117 words and connections were made. For example, connections included the following: The sun is a star. The sun shines on the Earth. The moon gets light from the sun. People visit the moon. The overall results were very positive. This model could be easily replicated for inclusion in Title I summer program offerings for primary children who can benefit from enrichment activities to minimize summer learning loss. School-based Family Involvement Centers could be utilized as sites for implementation to provide opportunities for parents/families to access materials to support their children s learning. Summary During the school year, progress was made in implementing strategies to improve alignment and delivery of instruction and support services to children enrolled in prekindergarten and primary grades. The following deliverables were achieved. Program and standards alignment Collaborating partnerships identified and initiated Data transfer and evaluations coordinated with the office of Instructional Accountability and Research Completion of CLASS observations in PreK and K classrooms to establish a baseline in three areas: Classroom Organization, Emotional Support, and Instructional Support Model parent resource centers were designed and implemented Neighborhood Learning Networks were identified and initiated Needs assessment data were analyzed and summaries provided to district staff Summer Science Camp for rising first and second graders was designed and implemented Teacher training will be continued as a no-cost extension during the school year. For additional information, contact Dr. Janice Hunter, Florida Institute of Education at the University of North Florida, or j.hunter@unf.edu. Florida Institute of Education at the University of North Florida 7

9 Appendix A

10 Appendix A Voluntary Prekindergarten (VPK) Education Standards Alignment with Kindergarten Reading and Writing Standards Emergent Reading and Reading VPK Education Standards Primary Literacy Standards V. Emergent Literacy Reading Standard 1: Print-Sound Code A. Emergent Reading Knowledge of Letters and Their Sounds A.3. Shows alphabetic knowledge Recognize and name most letters Benchmark a: Child recognizes almost all letters by name (e.g., Recognize and say the common sounds of most letters and when shown a group of letters, can accurately identify the letter write a letter that goes with a spoken sound that is named). Use their knowledge of sounds and letters to write Benchmark b: Child names most letters (e.g., when shown a phonetically, representing consonant sounds with single letters letter, can accurately say its name). in the correct sequence Benchmark c: Child names some letter sounds (e.g., when shown a letter, can accurately say the sound the letter makes). V. Emergent Literacy Reading Standard 1: Print-Sound Code A. Emergent Reading Phonemic Awareness A.2. Shows age-appropriate phonological awareness Benchmark a: Child combines words to make a compound word (e.g., foot + ball = football ) and deletes a word from a compound word (e.g., starfish - star = fish ). Benchmark b: Child combines syllables into words (e.g., sis + ter = sister Benchmark c: Child can delete a syllable from a word (e.g., trumpet trum = pet or candy dy = can ). Benchmark d: Child combines onset and rime to form a familiar one-syllable word with pictorial support (e.g., when shown several pictures, and adult says /c/ + at, child can select the picture of the cat). Produce rhyming words and recognize pairs of rhyming words Isolate initial consonants in single-syllable words (for example, /t/ is the first sound in top) When a single-syllable word is pronounced (for example, cat), identify the onset (/c/) and rime (-at) and begin to fully separate the sounds (/c/-/a/-/t/) by saying each sound aloud Blend onsets (/c/) and rimes (-at) to form words (cat) and begin to blend separately spoken phonemes to make a meaningful one-syllable word (for example, when the teacher says a word slowly, stretching it out as mmm-ahh-mmm children can say that the word being stretched out is mom) Florida Institute of Education at the University of North Florida 8

11 VPK Education Standards Primary Literacy Standards V. Emergent Literacy Reading Standard 1: Print-Sound Code A. Emergent Reading Reading Words A.2. Shows age-appropriate phonological awareness Benchmark a: Child combines words to make a compound word (e.g., foot + ball = football ) and deletes a word from a compound word (e.g., starfish - star = fish ). Benchmark b: Child combines syllables into words (e.g., sis + ter = sister Benchmark c: Child can delete a syllable from a word (e.g., trumpet trum = pet or candy dy = can ). Benchmark d: Child combines onset and rime to form a familiar one-syllable word with pictorial support (e.g., when shown several pictures, and adult says /c/ + at, child can select the picture of the cat). A.3. Shows alphabetic knowledge Benchmark a: Child recognizes almost all letters by name (e.g., when shown a group of letters, can accurately identify the letter that is named). Benchmark b: Child names most letters (e.g., when shown a letter, can accurately say its name). Benchmark c: Child names some letter sounds (e.g., when shown a letter, can accurately say the sound the letter makes). Benchmark d: Child recognizes some letter sounds (e.g., when shown a group of letters, can accurately identify the letter of the sound given Use their knowledge of letter sounds to figure out a few simple, regularly spelled, single-syllable words (consonant-vowelconsonant) Read simple texts containing familiar letter-sound correspondences and high-frequency words. Read some words on their won, including a small number (about 20) of simple, high-frequency words that are recognized by sight that is, when children encounter the words in a story, they do not need to sound the words out Florida Institute of Education at the University of North Florida 9

12 VPK Education Standards Primary Literacy Standards V. Emergent Literacy A. Emergent Reading (cont.) A.4. Shows understanding of text read aloud Benchmark a: Child retells or reenacts story after it is read aloud. Benchmark b: Child asks and answers appropriate questions about the story (e.g., What just happened? What might happen next? What would happen if...? What was so silly about...? Reading Standard 1: Print-Sound Code Reading Words (cont.) V. Emergent Literacy Reading Standard 2: Getting the Meaning A. Emergent Reading Accuracy and Fluency A.4. Shows understanding of text read aloud Benchmark a: Child retells or reenacts story after it is read aloud. Benchmark b: Child asks and answers appropriate questions about the story (e.g., What just happened? What might happen next? What would happen if...? What was so silly about...? Read level B books that they have not seen before, but that have been previewed for them, attending to each word in sequence and getting most of them correct Read emergently - that is, reread a favorite story, recreating the words of the text with fluent intonation and phrasing and showing through verbal statements or occasional pointing that they understand that the print on the page controls what is said V. Emergent Literacy Reading Standard 2: Getting the Meaning A. Emergent Reading Self-Monitoring and Self-Correcting Strategies A.1. Shows motivation for reading Benchmark a: Child enjoys reading and reading-related activities (e.g., selects reading and reading-related activities when give a choice, pretends to read to others). Benchmark b: Child uses books and other written materials appropriately (e.g., pretends to read, looks at books in an orderly fashion, turns one page at a time, goes from front to back). Benchmark c: Child asks to be read to or asks the meaning of written text. When rereading a familiar book: They are looking at the correct page; The word they are saying is the one they are pointing to What they read makes sense When listening to stories read aloud: Ask why a character would do that Say they don t understand something Say the character is scared because... or did that because... Florida Institute of Education at the University of North Florida 10

13 VPK Education Standards Primary Literacy Standards V. Emergent Literacy A. Emergent Reading (cont.) A.4. Shows understanding of text read aloud Benchmark a: Child retells or reenacts story after it is read aloud. Benchmark b: Child asks and answers appropriate questions about the story (e.g., What just happened? What might happen next? What would happen if...? What was so silly about...? IV. Language and Communication Reading Standard 2: Getting the Meaning Self-Monitoring and Self-Correcting Strategies (cont.) Reading Standard 2: Getting the Meaning E. Conversation Comprehension E.1. Uses language to express needs and feelings, share experiences, predict outcomes, and resolve problems Benchmark: Child demonstrates varied uses of language (e.g., requesting, commenting, using manner words, problem-solving). E.2. Initiates, asks questions, and responds to adults and peers in a variety of settings Benchmark a: Child follows another s conversational lead, appropriately initiates or terminates conversations, or appropriately introduces new content. Benchmark b: Child provides appropriate information for the setting (e.g., introduces himself or herself; requests assistance, such as asking for help; answers questions, such as providing name and address to a police officer or other appropriate adult). Books read independently: Give evidence that they are following the meaning of what they are reading (for example, retelling what they have read using their own words or colloquial phrasing) Books read to them: Retell the story in their own words or re-enact it, getting the events in the correct sequence Respond to simple questions about the book s content, (for example, Can you tell me what this story was about? What was Maria trying to do? How did Sam feel? Why did Antoine hide under the bed? Create artwork or a written response that shows comprehension of the story that was read Use knowledge from their own experience to make sense of and talk about the text Make predictions based on illustrations or portions of stories Reading Standard 2: Getting the Meaning Comprehension (cont.) Florida Institute of Education at the University of North Florida 11

14 V. Emergent Literacy A. Emergent Reading A.4. Shows understanding of text read aloud Benchmark a: Child retells or reenacts story after it is read aloud. Benchmark b: Child asks and answers appropriate questions about the story (e.g., What just happened? What might happen next? What would happen if...? What was so silly about...? VPK Education Standards Primary Literacy Standards V. Emergent Literacy Reading Standard 3: Reading Habits A. Emergent Reading Reading a Lot A.1. Shows motivation for reading Choose reading as a way to enjoy free time and ask for books Benchmark a: Child enjoys reading and reading-related activities to be read aloud to them (e.g., selects reading and reading-related activities when give a Listen to one or two books read aloud each day in school and choice, pretends to read to others). discuss these books with teacher guidance Benchmark c: Child asks to be read to or asks the meaning of Hear another one or two books read to them each day at home written text. or in after school care Reread or read along alone or with a partner or adult two to four familiar books each day Engage with a range of genres: literature (stories, songs, poems, plays); functional texts (how-to books, signs, label, messages); and informational texts (all-about books, attribute texts) Florida Institute of Education at the University of North Florida 12

15 VPK Education Standards Primary Literacy Standards V. Emergent Literacy Reading Standard 3: Reading Habits A. Emergent Reading Reading a Lot Reading Behaviors A.1. Shows motivation for reading Benchmark b: Child uses books and other written materials appropriately (e.g., pretends to read, looks at books in an orderly fashion, turns one page at a time, goes from front to back). is read IV. Language and Communication C. Vocabulary C.1. Shows an understanding of words and their meanings Benchmark b: Child has mastery of instructional language of the classroom and objects in the classroom (e.g., same and different, in front of and behind, next to, opposite, below). VPK Education Standards Hold a book right side up and turn pages in the correct direction Be able to follow text with a finger, pointing to each word as it Pay attention to what the words they are reading are saying Primary Literacy Standards IV. Language and Communication Reading Standard 3: Reading Habits A. Listening Discussing Books A.1. Gains meaning by listening Give reactions to the book, with backup reasons Benchmark: Child shows understanding by asking and answering Listen carefully to each other relevant questions, adding comments relevant to the topic, and Relate their contributions to what others have said reacting appropriately to what is said. Ask each other to clarify things they say D. Sentences and Structure Use newly learned vocabulary D.1. Uses age-appropriate grammar in conversations and increasingly complex phrases and sentences. Benchmark a: Child typically uses complete sentences of four or more words, usually with subject, verb, and object order. Benchmark b: Child uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement. Florida Institute of Education at the University of North Florida 13

16 D.2. Connects phrases and sentences to build ideas Benchmark a: Child uses sentences with more than one phrase. Benchmark b: Child combines more than one idea using complex sentences. Benchmark c: Child combines sentences that give lots of detail, stick to the topic, and clearly communicate intended meaning. E. Conversation E.1. Uses language to express needs and feelings, share experiences, predict outcomes and resolve problems Benchmark: Child demonstrates varied uses of language (e.g., requesting, commenting, using manner words, problem-solving). E.2. Initiates, asks questions, and responds to adults and peers in a variety of settings. Benchmark a: Child follows another s conversational lead, appropriately initiates or terminates conversations, or appropriately introduces new content. Benchmark b: Child provides appropriate information for the setting (e.g., introduces himself or herself; requests assistance, such as asking for help; answers questions, such as providing name and address to a police officer or other appropriate adult). E.3. Uses appropriate language and style for context Benchmark a: Child demonstrates knowledge of verbal conversational rules (e.g., appropriately takes turns, does not interrupt, uses appropriate verbal expressions, and uses appropriate intonation). Benchmark b: Child demonstrates knowledge of nonverbal conversational rules (e.g., appropriate eye contact, appropriate facial expressions, appropriate distance in conversation). Reading Standard 3: Reading Habits Discussing Books (cont.) Florida Institute of Education at the University of North Florida 14

17 VPK Education Standards Primary Literacy Standards IV. Language and Communication Reading Standard 3: Reading Habits C. Vocabulary Vocabulary C.1. Shows an understanding of words and their meanings Notice words that they don t know when they are read to and Benchmark a: Child has age-appropriate vocabulary in several talked with and guess what the words mean from how they are categories and demonstrates a wide variety of words within each used category (e.g., world knowledge, names of body parts, feelings, Talk about words and word meanings as they are encountered colors, shapes, jobs, tools, plants, animals and their habitats, and in books and conversation foods; words that describe, adjectives and adverbs; and action Show an interest in collecting words and playing with ones words, verbs). they like Benchmark b: Child has mastery of instructional language of the Learn new words every day from talk and books read aloud classroom and objects in the classroom (e.g., same and different, in front of and behind, next to, opposite, below). Benchmark c: Child understands or knows the meaning of many thousands of words, many more than he or she uses. C.2. Uses an expanded vocabulary to describe many objects, actions, and events Benchmark a: Child uses a large speaking vocabulary, adding new words weekly. Benchmark b: Child uses category labels (e.g., fruit, vegetable, animal, transportation, tools). Florida Institute of Education at the University of North Florida 15

18 Voluntary Prekindergarten (VPK) Education Standards Alignment with Kindergarten Reading and Writing Standards Emergent Writing and Writing VPK Education Standards Primary Literacy Standards IV. Language and Communication A. Listening A.2. Follows two- and three-step directions Benchmark: Child has mastery of two-step directions and usually follows three-step directions. B. Speaking B.1. Speaks clearly enough to be understood without contextual clues Benchmark: Child s speech is understood by both a familiar and an unfamiliar adult. D. Sentences and Structure D.1. Uses age-appropriate grammar in conversations and increasingly complex phrases and sentences Benchmark a: Child typically uses complete sentences of four or more words, usually with subject, verb, and object order. Benchmark b: Child uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement. D.2. Connects phrases and sentences to build ideas Benchmark a: Child uses sentences with more than one phrase. Benchmark b: Child combines more than one idea using complex sentences. Benchmark c: Child combines sentences that give lots of detail, stick to the topic, and clearly communicate intended meaning. Writing Standard 1: Habits and Processes Write daily Generate content and topics for writing Write without resistance when given the time, place and materials Use whatever means are at hand to communicate and make meaning: drawings, letter strings, scribbles, letter approximations and other graphic representations, as well as gestures, intonations and role-played voices Make an effort to reread their own writing and listen to that of others, showing attentiveness to meaning by, for example, asking for more information or laughing Florida Institute of Education at the University of North Florida 16

19 VPK Education Standards Primary Literacy Standards V. Emergent Literacy Writing Standard 1: Habits and Processes (cont.) B. Emergent Writing (See above.) B.1. Shows motivation to engage in written expression Benchmark: Child intentionally uses scribbles/writing to convey meaning (e.g., signing artwork, captioning, labeling, creating lists, making notes). B.2. Uses letter-like shapes, symbols, and letters to convey meaning Benchmark a: Child independently uses letters or symbols to make words or parts of words. Benchmark b: Child writes own name (first name, last name, or frequent nickname), not necessarily with full correct spelling or well-formed letters. B.3. Demonstrates age-appropriate ability to write letters Benchmark: Child independently writes some letters on request. B.4. Shows knowledge of structure of written composition Benchmark: When writing or dictating, child uses appropriate writing conventions (e.g., a letter starts with Dear or the idea that a story has a beginning, middle, and end). VPK Education Standards Primary Literacy Standards V. Emergent Literacy Writing Standard 2: Writing Purposes and Resulting Genres B. Emergent Writing Narrative Writing B.1. Shows motivation to engage in written expression Contain a story that may be only a single event or several Benchmark: Child intentionally uses scribbles/writing to convey events loosely linked, which the author may react to, comment meaning (e.g., signing artwork, captioning, labeling, creating lists, on, evaluate, sum up or tie together making notes). Tell events as they move through time (control for Florida Institute of Education at the University of North Florida 17

20 B.2. Uses letter-like shapes, symbols, and letters to convey meaning Benchmark a: Child independently uses letters or symbols to make words or parts of words. Benchmark b: Child writes own name (first name, last name, or frequent nickname), not necessarily with full correct spelling or well-formed letters. B.3. Demonstrates age-appropriate ability to write letters Benchmark: Child independently writes some letters on request. B.4. Shows knowledge of structure of written composition Benchmark: When writing or dictating, child uses appropriate writing conventions (e.g., a letter starts with Dear or the idea that a story has a beginning, middle, and end). VPK Education Standards chronological ordering) May include gestures, drawings and/or intonations that support meaning May incorporate storybook language (for example, and they lived happily ever after ). Primary Literacy Standards IV. Language and Communication Writing Standard 2: Writing Purposes and Resulting Genres C. Vocabulary Informational Writing C.1. Shows an understanding of words and their meanings Gather, collect and share information about a topic Benchmark a: Child has age-appropriate vocabulary in several Maintain a focus stay on topic categories and demonstrates a wide variety of words within each Exclude extraneous information when prompted category (e.g., world knowledge, names of body parts, feelings, colors, shapes, jobs, tools, plants, animals and their habitats, and foods; words that describe adjectives and adverbs; and action words verbs). Benchmark b: Child has mastery of instructional language of the classroom and objects in the classroom (e.g., same and different, in front of and behind, next to, opposite, below). Florida Institute of Education at the University of North Florida 18

21 Benchmark c: Child understands or knows the meaning of many thousands of words, many more than he or she uses. C.2. Uses an expanded vocabulary to describe many objects, actions, and events Benchmark a: Child uses a large speaking vocabulary, adding new words weekly. Benchmark b: Child uses category labels (e.g., fruit, vegetable, animal, transportation, tools). D. Sentences and Structure D.2. Connects phrases and sentences to build ideas Benchmark a: Child uses sentences with more than one phrase. Benchmark b: Child combines more than one idea using complex sentences. Benchmark c: Child combines sentences that give lots of detail, stick to the topic, and clearly communicate intended meaning. V. Emergent Literacy B. Emergent Writing B.4. Shows knowledge of structure of written composition Benchmark: When writing or dictating, child uses appropriate writing conventions (e.g., a letter starts with Dear or the idea that a story has a beginning, middle, and end). VPK Education Standards IV. Language and Communication C. Vocabulary C.1. Shows an understanding of words and their meanings Writing Standard 2: Writing Purposes and Resulting Genres Informational Writing (cont.) Primary Literacy Standards Writing Standard 2: Writing Purposes and Resulting Genres Procedural Writing Tell someone what to do (for example, give directions, send Florida Institute of Education at the University of North Florida 19

22 Benchmark a: Child has age-appropriate vocabulary in several categories and demonstrates a wide variety of words within each category (e.g., world knowledge, names of body parts, feelings, colors, shapes, jobs, tools, plants, animals and their habitats, and foods; words that describe adjectives and adverbs; and action words verbs). Benchmark b: Child has mastery of instructional language of the classroom and objects in the classroom (e.g., same and different, in front of and behind, next to, opposite, below). Benchmark c: Child understands or knows the meaning of many thousands of words, many more than he or she uses. C.2. Uses an expanded vocabulary to describe many objects, actions, and events Benchmark a: Child uses a large speaking vocabulary, adding new words weekly. Benchmark b: Child uses category labels (e.g., fruit, vegetable, animal, transportation, tools). D. Sentences and Structure D.2. Connects phrases and sentences to build ideas Benchmark a: Child uses sentences with more than one phrase. Benchmark b: Child combines more than one idea using complex sentences. Benchmark c: Child combines sentences that give lots of detail, stick to the topic, and clearly communicate intended meaning. V. Emergent Literacy B. Emergent Writing B.4. Shows knowledge of structure of written composition Benchmark: When writing or dictating, child uses appropriate writing conventions (e.g., a letter starts with Dear or the idea that a story has a beginning, middle, and end). messages) Name or label objects and places Florida Institute of Education at the University of North Florida 20

23 VPK Education Standards Primary Literacy Standards IV. Language and Communication Writing Standard 2: Writing Purposes and Resulting Genres C. Vocabulary Producing and Responding to Literature C.2. Uses an expanded vocabulary to describe many objects, Re-enact and retell stories (borrow and burrow into stories, actions, and events poems, plays and songs) Benchmark a: Child uses a large speaking vocabulary, adding Create their own stories, poems, plays and songs new words weekly. Use literary forms and language (for example, if they produce a Benchmark b: Child uses category labels (e.g., fruit, vegetable, poem, students should write with some poetic language, animal, transportation, tools). perhaps even using poetic devices such as imagery and D. Sentences and Structure repetition). D.2. Connects phrases and sentences to build ideas Benchmark a: Child uses sentences with more than one phrase. Benchmark b: Child combines more than one idea using complex sentences. V. Emergent Literacy B. Emergent Writing B.4. Shows knowledge of structure of written composition Benchmark: When writing or dictating, child uses appropriate writing conventions (e.g., a letter starts with Dear or the idea that a story has a beginning, middle, and end). VPK Education Standards Primary Literacy Standards IV. Language and Communication Writing Standard 3: Language Use and Conventions B. Speaking Style and Syntax B.1. Speaks clearly enough to be understood without contextual Using one s own language: clues Uses the syntax of oral language and so it is easy to read aloud Taking on language of authors: Approximates some of the phrasing and rhythms of literacy language Florida Institute of Education at the University of North Florida 21

24 D. Sentences and Structure Writing Standard 3: Language Use and Conventions D.1. Uses age-appropriate grammar in conversations and Style and Syntax (cont.) increasingly complex phrases and sentences Benchmark a: Child typically uses complete sentences of four or more words, usually with subject, verb, and object order. Benchmark b: Child uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement. D.2. Connects phrases and sentences to build ideas Benchmark a: Child uses sentences with more than one phrase. Benchmark b: Child combines more than one idea using complex sentences. Benchmark c: Child combines sentences that give lots of detail, stick to the topic, and clearly communicate intended meaning. E. Conversation E.1. Uses language to express needs and feelings, share experiences, predict outcomes and resolve problems Benchmark: Child demonstrates varied uses of language (e.g., requesting, commenting, using manner words, problem-solving). E.2. Initiates, asks questions, and responds to adults and peers in a variety of settings. Benchmark a: Child follows another s conversational lead, appropriately initiates or terminates conversations, or appropriately introduces new content. Benchmark b: Child provides appropriate information for the setting (e.g., introduces himself or herself; requests assistance, such as asking for help; answers questions, such as providing name and address to a police officer or other appropriate adult). Florida Institute of Education at the University of North Florida 22