Language Arts Pacing Guide Pre-School, Age 3 & 4



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Language Arts Pacing Guide


Pre-School, Age 3 & 4
To successfully complete preschool the learner will
Core Standard F.1: Word Recognition, Fluency, and Vocabulary Development


  • Recognize pictures tell a story; print has meaning.

  • Show books are “read” right side up, front to back, top to bottom, and left to right.

  • Recognize letters make sounds; letters have names; words are made of letters.

Essential Question:

  • How does knowing about letters, words, and pictures help me to get ready to read?

Concepts about Print Learning Targets:

  • F.1.1 Pretend to read a book. 3-BD, 4-DS

  • F.1.2 Turn one page at a time. 3-D, 4-S

  • F.1.4 Hold book right side up, looking at pages and pictures [3.9]. 3-BD, 4-S

  • F.1.5 Turn pages from front to back. [3.10] 3-BD, 4-S

  • F.1.7 Tell something that a favorite character does in a story. [1.30] 3-B, 4-BD
  • F.1.9 Distinguish print from pictures. 3-B, 4-S


  • F.1.10 Tell a story while holding a book. [3.12] 3-B, 4-BD

  • F.1.11 Read own writing (e.g., gives meaning to own writing by “reading what it says”). 4-B

  • F.1.12 Name 13 uppercase letters. 4-DS

  • F.1.14 Watch and listen to a story to completion or for ten or more minutes. [3.3, 7.2] 3-B, 4-S

Phonological Awareness Learning Targets:

  • F.1.15 Match the sound that begins own name with the sound that begins another word or name. [1.25] 4-BD

  • F.1.16 Identify first letter of own name. 3-BD, 4-S

  • F.1.17 Generate sounds from letters. 4-BD

  • F.1.18 Recognize that words that look alike may sound alike. [1.29] 4-BD

  • F.1.19 Imitate simple rhymes. [7.19] 3-B, 4-D
  • F.1.20 Sing the alphabet song. [7.38] 3-BD, 4-S


  • F.1.21 Recite/sing one rhyme or song. 3-S, 4-S

Decoding and Word Recognition Learning Targets:

  • F.1.24 Recognize own name in isolated print. 3-BD, 4-S

  • F.1.25 Match the sound that begins own name with the sound that begins another word or name.* [1.15] 4-BD

  • F.1.29 Recognize that words that look alike may sound alike.* [1.18] 4-BD

Vocabulary and Concept Development Learning Targets.

  • F.1.37 Ask and answer simple questions about a story being read. 3-B, 4-D

  • F.1.40 Tell one thing that happens in a familiar story. [2.5] 3-B, 4-DS

  • F.1.43 Use new vocabulary learned from experiences. [7.10] 3-B, 4-D

Key Vocabulary

Page


Character

Alphabet, capital, uppercase, lowercase

Letters, words,

Rhymes



Core Standard F.2: Reading Comprehension

  • Explain how stories follow a sequence.


  • Recognize pictures give clues to what happens in a story.

Essential Questions:

  • How does identifying beginning, middle, and end help me understand the story?

Structural Features of Informational and Technical Materials Learning Targets:

  • F.2.4 Express what might happen after the action in a picture. 3-B, 4-BD

  • F.2.8 Identify the beginning, middle, and end of the story. 4-BD

  • F.2.5 Tell one thing that happens in a familiar story. * [1.40] 3-B, 4-DS

Key Vocabulary

Story


Beginning, middle, end

Core Standard F.3: Literary Response and Analysis

  • Retell a story using characters and their actions.

  • Ask questions about detail of story.

Essential Question:
  • How does identifying characters and their actions help me understand the story?


Emergent Literacy with Appropriate Books and Stories Learning Targets:

  • F.3.5 Ask questions and make comments about a story being read. [7.6] 3-B, 4-BD

  • F.3.20 Identify two characters that interact in a story. 4-BD

  • F.3.7 Tell something that a favorite character does in a story. *[1.7, 7.34] 3-B, 4-BD

  • F.3.9 Hold a book right side up, looking at pages and pictures. *[1.4] 3-BD, 4-S

  • F.3.10 Turn pages from front to back. * [1.5] 3-BD, 4-S

  • F.3.12 Tell a story while holding a book. * [1.10] 3-B, 4-BD

Key Vocabulary

Author, title, cover, illustrations




Core Standard F.4: Writing Process

Core Standard F 5: Writing Application

Core Standard F 6: Writing Conventions

  • Draw pictures to communicate that thoughts and ideas can be “read.”
  • Recognize that oral language can be written.


  • “Write” to express thoughts.

  • Recognize writing is left to right and top to bottom.

Essential Question:

  • How does drawings and writing express my ideas?

Organization and Focus Learning Targets:

  • F.4.1 Draw pictures and scribble to generate and express ideas. 3-B, 4-D

  • F.4.3 Associate writing with words. [5.1] 3-B, 4-BD

  • F.4.7 Write from left to right. [6.1] 4-BD

  • F.4.12 Dictate something for an adult to write down. 4-BD

Different Types of Writing and Their Characteristics Learning Targets:

  • F.5.4 Draw name or a message on a card or picture. 4-D

  • F.5.6 Scribble a message on a card or picture. 3-B, 4-D

  • F.5.8 Write more than word correctly. [6.9] 4-BD

  • F.5.1 Associate writing with words. * [4.3] 3-B, 4-BD

Handwriting and Spelling Learning Targets:

  • F.6.6 Write letters in strings. 4-BD

  • F.6.7 Write using phonetically spelled words. 4-B
  • F.6.1 Write from left to right. * [4.7] 4-BD



Core Standard F.7: Listening and Speaking Skills, Strategies, and Applications

  • Share thoughts in complete sentences.

  • Respond orally to questions using clear sentences.

  • Actively listen to stories being read.

  • Imitate simple rhymes.

  • Follow simple directions.

Essential Question:

  • How does listening and speaking clearly help me communicate with others?

Comprehension Learning Targets:

  • F.7.5. Ask and answer simple questions. 3-B, 4-BD

  • F.7.6 Ask questions and make comments about a story being read. * [3.5] 3-B, 4-BD

  • F.7.10 Use new vocabulary learned from experiences. * [1.43] 3-B, 4-D

Oral Communication Learning Targets:

  • F.7.20 Repeat simple sentences as presented. 3-B, 4-BD

  • F.7.21 Engage in reciprocal conversations for two or three exchanges. 3-B, 4-BD

  • F.7.23 Imitate four to five word sentences. 3-B, 4-S
  • F.7.28 Use six word vocalization, signs, symbols, or gestures to communicate. 3-B, 4-DS


  • F.7.19 Imitate simple rhymes. * [1.19] 3-B, 4-D

Speaking Application Learning Targets:

  • F.7.39 Give name, age, and gender upon request. 3-DS, 4-S

  • F.7.34 Tell something that a favorite character does in a story. * [1.7, 3.7] 3-B, 4-BD

  • F.7.38 Sing the alphabet song. * [1.20] 3-BD, 4-S



B= Beginning Skill

D= Developing Skill

S= Secure Skill
*Italics* = Supports core learning target (may be Core in another area).


English Language Arts Teaching Models and Tools




  • Fundations resources (alphabet cards and poster)

  • Foundations for Young Children to the Indiana Academic Standards

  • PreSchool Binder


NOTE TO THE TEACHER:


  • The quarter in which a standard is listed is when the standard is EMPHASIZED. It is assumed these standards will be taught throughout the school year.










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