SYRACUSE CITY SCHOOL DISTRICT Pre-Kindergarten Language

Revised: 08/30/12
SYRACUSE CITY SCHOOL DISTRICT
Pre-Kindergarten Language
Conventions of Standard English
CCLS
Coded Standard
L.P1
DEMONSTRATE command
Skills (Blooms Level)
●
of the conventions of
DEMONSTRATE
Concepts (Webb’s Level)
●
Command of the
Concept Elaboration
With prompting and support students will:
(3)
conventions of standard
●
engage in conversation
●
observe models of correct usage of
standard English
●
WRITING (3)
English grammar and
grammar and usage
●
SPEAKING(2)
usage (3)
when WRITING or
standard English
●
SPEAKING.
engage in a variety of opportunities
to practice standard English
grammar
L.P1a
PRINT some upper- and
●
PRINT (1)
●
lower cases letters. (e.g.
upper-and lower cases
letters (1)
With prompting and support students will:
●
letters in their name).
be exposed to letter forms visually
and partake in discussions
describing likenesses and
differences of letter structures
●
engage in a variety of open-ended
writing/drawing opportunities using
a variety of tools
●
participate in daily opportunities to
practice writing their names in a
meaningful way that supports
individual fine motor development
L.P.1b
USE frequently occurring
●
USE (1)
●
nouns and verbs (1)
With prompting and support students will:
Resources
nouns and verbs (orally).
●
engage in conversation of a variety
of topics using action words and
nouns
L.P.1c
With guidance and
●
FORM (3)
●
regular plural nouns (2)
support FORM regular
With prompting and support students will:
●
engage in learning experiences
plural nouns orally by
where the use of plural nouns is
adding /s/ or /es/ (eg.,
modeled
dog, dogs; wish, wishes)
●
(orally).
practice using plural nouns in daily
conversations and learning
activities
L.P.1d
UNDERSTAND and USE
●
question words
(interrogatives) (e.g.,
UNDERSTAND
●
question words (2)
(2)
●
With prompting and support students will:
●
USE (1)
engage in learning situations where
questions are modeled
who, what, where, when,
●
why, how).
be exposed to questions in
conversations, literature and play
situations
●
be exposed to situations where
questions arise
●
have opportunities to discuss what
a question is
●
L.P.1e
In speech, USE the most
frequently occurring
●
USE (1)
●
have opportunities to ask questions
most frequently occurring With prompting and support students will:
prepositions (2)
●
engage in oral language situations
prepositions (e.g., to,
where use of prepositions is
from, in, out, on, off, for,
modeled
of, by, with).
●
Be exposed to and practice using
prepositions through daily, ongoing
conversations
L.P.1f
With guidance and
●
PRODUCE (1)
support, PRODUCE and
●
EXPAND (2)
●
complete sentences in
shared language
EXPAND complete
With prompting and support students will:
●
activities
sentences in shared
be engaged in conversation where
complete sentences are modeled
●
language activities.
verbally interact with others using
complete sentences
●
practice using complete sentences
when communicating with others
about an activity or event they
have engaged in
●
expand on ideas using complete
sentences
L.P.2
L.P.2a
DEMONSTRATE
command of the
conventions of standard
English grammar and
usage when writing and
speaking.
●
DEMONSTRATE
(3)
●
Command of the
conventions of standard
English grammar and
usage (2)
With prompting and support students will:
● engage in conversation
● observe models of correct usage
of standard English
● engage in a variety of
opportunities to practice standard
English grammar
CAPITALIZE the first
letter in their name.
●
CAPITALIZE (2)
●
first letter in their name
(2)
With prompting and support students will:
● be exposed to and understand
the difference between upper
case and lower case letter
● understand names begin with
capital letters
● form the capital letter that begins
their name
L.P.2b
ATTEMPT to WRITE a letter
or letters to represent a
word
●
●
ATTEMPT (1)
WRITE (1)
●
write a letter or letters to
represent a word (1)
With prompting and support student will:
●
●
●
L.P.2c
With guidance and
support, ATTEMPT to
SPELL simple words
phonetically, DRAWING
on knowledge of soundletter relationships
●
●
●
ATTEMPT (1)
SPELL (3)
DRAWING (2)
●
spell simple words
phonetically,drawing on
knowledge of soundletter relationships
participate in open ended writing
experiences using a variety of tools
(painting opportunities, markers,
chalk. etc.)
gain skills in writing marks/letters to
represent words
practice forming letters to
communicate words
With prompting and support students will:
● understand that words have a
sound structure (phonemic
awareness)
● understand sound-letter
relationships (phonemes)
● blend letter sounds together to
spell words phonetically
Knowledge of Language:
CCLS Coded Standard
Skills (Blooms
Concepts (Webb’s Level)
Concept Elaboration
Resources
Level)
L.P.3 USE knowledge of
●
USE (2)
●
knowledge of
With prompting and support students will
language and how
language and how
language functions in
language functions
experiences in different contexts (conversations:
different contexts
in different contexts
ie., social, academic, literature,
(2)
directions/procedures, math/science, etc.).
●
be involved in a variety of language
Vocabulary Acquisition and Use:
CC
Coded Standard
Skills (Blooms Level)
Concepts (Webb’s Level)
Concept Elaboration
Resources
LS
L.P.4
DETERMINE or CLARIFY
●
DETERMINE (2)
the meaning of
●
CLARIFY (2)
●
meaning of unknown With prompting and support students will:
and multiple-
unknown and multiple-
meaning words and
meaning words and
phrases (2)
phrases based on pre-
●
be exposed to multiple-meaning words
and phrases
●
learn new words
●
understand the meaning of words and
kindergarten reading
phrases in context
and content.
L.P.4a IDENTIFY new meanings
for familiar words and
●
IDENTIFY (1)
●
APPLY (3)
●
new meaning for
familiar words and
APPLY them accurately
apply them
(e.g., knowing duck is a
accurately (3)
With prompting and support students will:
●
learn new meanings for familiar words
and use them appropriately
bird and learning the
verb to duck).
L.P.5
With guidance and
●
EXPLORE (1)
●
word relationships
support, EXPLORE word
and nuances in word
relationships and
meanings (2)
With prompting and support students will:
●
be exposed to word relationships and
meanings
nuances in word
meanings.
L.P.5a SORT common objects
●
SORT (2)
●
objects into
With prompting and support students will:
into categories (e.g.,
categories (e.g.,
●
see likenesses and differences in objects
shapes, foods) for
shapes, foods) for
●
sort and describe why objects go
understanding of the
understanding of the
concepts the categories
concepts the
represent.
categories represent
together
(2)
L.P.5b DEMONSTRATE
●
DEMONSTRATE
●
understanding of
With prompting and support students will:
understanding of
frequently occurring
●
(2)
frequently occurring
RELATING (2)
verbs and adjectives
verbs and adjectives by
by relating them to
RELATING them to their
their opposites (2)
●
be exposed to frequently used verbs and
adjectives
●
practice using verbs and adjectives and
their opposites in conversation, hands- on,
opposites (e.g., up,
and kinesthetic activities
down, stop, go ,in, out).
L.P.5c IDENTIFY real-life
●
IDENTIFY (1)
●
real-life connections
connections between
between words and
words and their use
their use (3)
(e.g., note places at
With prompting and support students will:
●
be exposed to a variety of real- life
situations and discuss them
●
school that are colorful).
use vocabulary to identify connections to
personal experiences and real life
situations
L.P.5d DISTINGUISH shades of
●
meaning among verbs
DISTINGUISH
●
(2)
meaning among
verbs describing the
describing the same
same general action
general action (e.g.,
(2)
walk, march, strut,
prance) by acting ousts
With prompting and support students will:
●
be exposed to verbs with the same
general action
●
practice using and acting out the verbs
●
decipher meanings among verbs with the
same general action
the meanings.
L.P.6
With prompting and
support, USE words and
phrases acquired
through conversations,
reading and being read
to, and responding to
texts
●
USE (2)
●
words and phrases
acquired through
conversations,
reading and being
read to, and
responding to texts
(2)
With prompting and support students will:
● experience a variety of language,
conversations, and literature
● practice using words and phrases
learned from these experiences