Prerequisites for Kindergarten Common Core Standards—ELA

Reading Standards for Literature

Key Ideas and Details / North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
MOTIVATION FOR READING
-Enjoy listening to and discussing storybooks, simple information books, and poetry read aloud.
-Use books that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information.
VOCABULARY AND COMPREHENSION
-Discuss books by responding to questions about what is happening in stories and predicting what will happen next.
-Ask questions about a story or information in a book. / PK.RL.1 With prompting and support, ask and answer questions about a story or poem read aloud. / RL.K.1 With prompting and support, ask and answer questions about key details in a text.
Teaching Practice in Pre-K
What teachers do to develop these practices in children:
Ask tiered questions during Story Time "Read 1" and "Read 2".
Ask tiered questions related to poems during SWPL.
Provide opportunities for students to ask questions
Model active listening
North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
EXPRESSIVE LANGUAGE
-Describe experiences and create and/or retell simple stories.
VOCABULARY AND COMPREHENSION
-Imitate the special language in storybooks and story dialogue (repetitive language patterns, sound effects, and words from familiar stories) and use it in retellings and dramatic play. / PK.RL.2 With prompting and support, retell main ideas from a story or poem read aloud. / RL.K.2 With prompting and support, retell familiar stories, including key details.
Teaching Practice in Pre-K
What teachers do to develop these practices in children:
Use Graphic organizers (circle map, story map) to recall information from the story
Conduct a picture walk prior to reading – introduce vocabulary
Use OWL Picture cards to introduce/reinforce vocabulary
Ask WH questions/open ended questions
Plan multiple reads of books (4 x)
Add story/poem props to centers
Encourage chiming in during 3rd reads
Use dramatization to engage studentsduring 4th read of story or poem
Use book as a shared experience and inspiration for writing
Key Ideas and Details / North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
VOCABULARY AND COMPREHENSION
-Discuss books by responding to questions about what is happening in stories and predicting what will happen next.
-Imitate the special language in storybooks and story dialogue (repetitive language patterns, sound effects, and words from familiar stories) and use it in retellings and dramatic play.
EXPRESSIVE LANGUAGE
-Describe experiences and create and/or retell simple stories. / PK.RL.3 With prompting and support, act out characters and events in a story or poem read aloud. / RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
Teaching Practice in Pre-K
What teachers do to develop these practices in children:
Model/Demonstrate meanings of action words
Use close sentence strategy to encourage students to chime in (3rd Read)
Provide props in centers for students to retell stories
Enhance story time Ex: (One Dark Night: read w/lights off)
Ask (tier) questions based on student readiness
Add blank books to writing center for children to recall and draw details from the story.
Read story/poem with appropriate emotions and actions
Use a ‘feelings’ chart to make connections with the emotions displayed by the characters in the story
Craft and Structure / North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
RECEPTIVE LANGUAGE
-Understand and use growing vocabulary. / PK.RL.4 Ask and answer questions about new words in a story or poem. / RL.K.4 Ask and answer questions about unknown words in a text.
Teaching Practice in Pre-K
What teachers do to develop these practices in children:
Use props(objects and/or pictures) to help introduce/reinforce vocabulary. (Hands on activities)
Use new vocabulary with students throughout the day
Use picture cards (OWL) as transitions & in centers
Plan Field trips (real life experiences) related to written text
Provide center props related to unit themes (vocabulary words)
Use pocket chart picture cards and have children point to particular vocabulary words
Include vocabulary recognition opportunities in centers and during story reads
Provide opportunities for discussion/interaction (centers, outside, transitions)
Use Smart board/technology to show pictures of unfamiliar vocabulary
Display pictures throughout the classroom after they have been introduced
Use a ‘target chart’/circle map (graphic organizer) and ask questions about what they know about a particular word/object and record their responses
Plan supplemental lessons during SWPL to reinforce new vocabulary
Encourage children to come up with their own definitions for new words
Bring in concrete examples of vocabulary
Listen and respond appropriately to students questions/responses
Provide wait time for students to respond
Include vocabulary word cards in centers
Craft and Structure / North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
MOTIVATION TO READING
-Enjoys listening to and discussing story books, simple information books and poetry read aloud. / PK.RL.5 Recognize the difference between stories, poems and informational texts. / RL.K.5 Recognize common types of texts (e.g., storybooks, poems)
Teaching Practice in Pre-K
What teachers do to develop these practices in children:
Add unit books and non-fiction books to book browsing
Provide informational books in centers
Discuss: Same/different w/ fiction and non-fiction ideas
Model/Think Aloud how you know the difference between imagined stories and informational text
Expose students to multiple forms of literature
Provide interesting story books (imaginary and real life)
Read books throughout the day
Use a Venn diagram to record the differences between different types of texts
Compare and contrast stories both informational and imagined.
Incorporate informational stories that support story time books into Story Time
Children create their own stories then discuss/determine type
North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
NA / PK.RL.6
NA / RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story
Integration of Knowledge and Ideas / North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
BOOK AND PRINT AWARENESS
-Be aware of print and understand that it carries a message by recognizing and creating it in different forms and for a variety of functions.
MOTIVATION FOR READING
-Use books that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information. / PK.RL.7 With prompting and support, use illustrations to make connections to the text read to them. / RL.K.7 With prompting and support, describe therelationship between illustrations and the story inwhich they appear (e.g., what moment in a storyan illustration depicts).
Teaching Practice in Pre-K
What teachers do to develop these practices in children:
Provide time to take a ‘picture walk’ before reading the story aloud
Make a classroom book with children’s illustrations
Encourage children take on the role of author/illustrator during writing opportunities
Model/Think aloud making connections to the illustrations and the written text
Provide story sequence cards for students to retell/recall the story
North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
NA / PK.RL.8
NA / RL.K.8 (Not applicable in literature)
Integration of Knowledge and Ideas / North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
VOCABULARY AND COMPREHENSION
-Relate personal experiences to events described in familiar books.
EXPRESSIVE LANGUAGE
-Describe experiences and create and/or retell simple stories. / PK.RL.9 With prompting and support, make connections between a story or poem and one's own experiences. / RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories
Teaching Practice in Pre-K
What teachers do to develop these practices in children:
Model how to relate story to personal experience
Encourage students to talk about their own experiences as they relate to the story
Use Venn diagram to compare events between stories and a shared experience
Utilize virtual field trips to create a shared experience
Incorporate family take-home activities/family connections unit sheets Ex: Fire Eva. Plan
Create classroom books based on shared experiences
Encourage children to write/draw and describe personal experiences as they relate to stories read
Compare stories that use the same characters
Conduct a picture walk, having children use current knowledge & experiences to make predictor connections.
Relate story events to recap lesson.
Take pictures of students doing things that relate to story events (i.e., families)
Relate your personal experiences to the story or poem
Encourage students to share their personal experiences
Provide related shared experiences
Range of Reading and Level of Text Complexity / North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
MOTIVATION TO READING
-Enjoy listening to and discussing storybooks, simple information books, and poetry read aloud.
-Show and interest in books, other print and reading-related activities, including using and sharing books and print in their play.
RECEPTIVE LANGUAGE
-Attend to language for longer periods of time, such as when books are read, people are telling stories, and during conversations. / PK.RL.10 Actively engage (listen, chime in, sing, dramatize, etc.) in group literacy activities / RL.K.10 Actively engage in group reading activities with purpose and understanding
Teaching Practice in Pre-K
What teachers do to develop these practices in children:
Provide opportunities for children to chime in and participate actively in the story
Dramatize stories at story time and during centers
Include songs, word play and letters (SWPL) each day
Provide guest speakers/readers
Include props related to books during story reading
Provide pictures to sequence events in the story
Use literacy charts to further understand the story
Use ‘story telling’ techniques (tone, volume, pauses, etc.) when reading text
Add stories, songs and poems to listening center for repetition.
Utilize students as leaders when reading/singing familiar books, poems, and songs.
Model active listening when students are speaking

Reading Standards for Informational Text

Key Ideas and Details / North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
VOCABULARY AND COMPREHENSION
-Develop knowledge about their world (what things are and how they work) and use this knowledge to make sense of stories and information books.
-Ask questions about a story or information in a book.
EXPRESSIVE LANGUAGE
-Ask questions and make comments related to a topic of discussion. / PK.RI.1 With prompting and support, ask and answer questions about an informational text read aloud. / RI.K.1 With prompting and support, ask and answer questions about key details in a text.
Teaching Practice in Pre-K
What teachers do to develop these practices in children:
Previews age appropriate informational text and prepares a variety of questions.
Uses informational text to ask literal questions and make comparisons and connections to prior experiences.
Ask tiered questions during the reading of the text
Provide opportunities for students to ask questions
North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
EXPRESSIVE LANGUAGE
-Describe experiences and create and/or retell simple stories. / PK.RI.2 With prompting and support, recall important facts of an informational text after hearing it read aloud. / RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
Teaching Practice in Pre-K
What teachers do to develop these practices in children:
Model retelling using pictures
Use picture cues to prompt recall of facts
Conduct a picture walk
Use pictures of main events to sequence the story
Encourage children to share their prior knowledge (KWL)
Use text as a shared experience for writing
Craft and Structure / North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
EXPRESSIVE LANGUAGE
-Describe experiences and create and/or retell simple stories. / PK.RI.3 With prompting and support, act out concepts learned from hearing an informational text read aloud (e.g., act out how a tree grows or how a bunny hops). / RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Teaching Practice in Pre-K
What teachers do to develop these practices in children:
Model and demonstrate concepts from text
Provide models and materials in centers with text
Use cloze sentence strategy to allow students to fill in knowledge gained
Support text with models pictures and videos
Support text with real things
North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
RECEPTIVE LANGUAGE
-Understand and use a growing vocabulary. / PK.RI.4 Ask and answer questions about new words in an informational text. / RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.
Teaching Practice in Pre-K
What teachers do to develop these practices in children:
Think loud during readings
Use the ‘turn and talk’ strategy
Model/teach asking questions versus making a statement
Use picture cues to teach new vocabulary
Model active listening
Provide wait time
Include picture word cards in centers
Craft and Structure / North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
BOOK AND PRINT AWARENESS
-Hold a book upright while turning pages one by one from front to back.
-Pretend to read familiar books in ways that mimic adult reading. / PK.RI.5 See MA.PK.R.F.1.a Handle books respectfully and appropriately, holding them right-side-up and turning pages one at a time from front to back. / RI.K.5 Identify the front cover, back cover, and title page of a book.
Teaching Practice in Pre-K
What teachers do to develop these practices in children:
Model throughout the day
Review care of materials daily
Use small group time at beginning of year to teach book handling skills
Support development as needed
North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
NA / PK.RI.6
NA / RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Integration of Knowledge and Ideas / North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
MOTIVATION FOR READING
-Use books that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information. / PK.RI.7 With prompting and support describe important details from a photograph or illustration. / RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts.)
Teaching Practice in Pre-K
What teachers do to develop these practices in children:
Take a picture walk before reading new stories
Use variety of pictures from magazines, calendars, newspapers, etc. and model/practice commenting on details and telling stories
Write/draw your own story after sharing an interesting/funny pictures or photos (cut from newspaper, magazines, old books, etc.) with the class
Make a class book with photographs
Integration of Knowledge and Ideas / North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
NA / PK.RI.8
NA / RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.
North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
NA / PK.RI.9
NA / RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures)
Range of Reading and Text Complexity / North Carolina Foundations: Early Learning Standards / Pre-Kindergarten Common Core Connections (CMS PLC) / Kindergarten Common Core Standards
MOTIVATION FOR READING
-Enjoy listening to and discussing storybooks, simple information books, and poetry read aloud.
-Show an interest in books, other print, and other reading-related activities, including using and sharing books and print in their play.
RECEPTIVE LANGUAGE
-Attend to language for longer periods of time, such as when books are read, people are telling stories, and during conversations. / PK.RI.10 Listen to or dramatize a variety of age-appropriate readings on informational topics related to the Pre-K curriculum. See Common Core Appendix B and OWL texts and E-books. / RI.K.10 Actively engage in group reading activities with purpose and understanding
Teaching Practice in Pre-K
What teachers do to develop these practices in children:
Incorporate props in centers
Model imaginative play during centers with props
Engage in play in centers when prompted by students
Model dramatization of informational text

Reading Standards: Foundational Skills