Alignment of NYS Prekindergarten Standards to K-12 Common Core State Standards
Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Reading Standards: Foundational Skills Prekindergarten
1. 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.
2. 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 and Word Recognition
3. 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.
4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).
Speaking and Listening Standards: Prekindergarten
Comprehension and Collaboration
1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups.
a. Engage in agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Engage in extended conversations.
c. Communicate with individuals from different cultural backgrounds.
2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Presentation of Knowledge and Ideas
4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
6. Demonstrate an emergent ability to express thoughts, feelings and ideas.
Language Standards: Prekindergarten
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print some upper- and lowercase letters.(e.g. letters in their name).
b. Use frequently occurring nouns and verbs (orally).
c. With guidance and support, form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) (orally).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. In speech, use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. With guidance and support, produce and expand complete sentences in shared language activities.
2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Capitalize the first letter in their name.
b. Attempt to write a letter or letters to represent a word.
c. With guidance and support, attempt to spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Knowledge of Language
3. Use knowledge of language and how language functions in different contexts
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
5. With guidance and support, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites ( e.g., up, down, stop, go, in, out).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.