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 StandardsMOTIVATION 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 StandardsVOCABULARY 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