Language Arts Literacy - Paterson Public Schools

PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening ? Strand A: Active Listening

Strand B: Listening Comprehension

Benchmarks

By the end of Preschool at developmentally appropriate levels of increasing complexity and skill, all students should:

A. Language Arts Literacy Create or act out familiar stories, songs, plays, and rhymes in play activities

Grade Specific Concepts/Skills

By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which demonstrate a level

of complexity appropriate for a preschooler:

Student Activities/Evidence

The following are examples of tasks/classroom assessments that provide evidence of a student's progress toward proficiency:

Create stories, songs, plays, and rhymes in Selects a familiar story (Goldilocks, Three

play activities

Little Pigs, etc.) and retells the story

Act out familiar stories, songs, rhymes, plays in play activities

Selects a familiar story, song or play and acts out different parts or characters of the story, song, or play

Retell a story with attention to the sequence of main events

Recognize that stories have a beginning, middle, and end.

Experiments with rhyming words Retells a familiar story

Identifies a story event when out of sequence

Listen for a variety of purposes (e.g., to gain and share information, to perform a task, for enjoyment, to learn what happened in a story, to converse with an adult or peer)

Listen to gain or share information and perform a task

Understands instructions for completing art project

Listen to conversation with an adult or peer

Answers questions before, during and after read aloud sessions

Listens in order to converse with an adult Demonstrates that a response is expected

or peer

when a questions is asked

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PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations.

NJCCC K-12 Standard 3.4 Listening ? Strand A: Active Listening Strand B: Listening Comprehension

Benchmarks

By the end of Preschool at developmentally appropriate levels of increasing complexity and skill, all students should:

A. Language Arts Literacy Understand messages in conversations (e.g. responds differently based on purpose of messages in conversation; attends and responds to conversations) and following one and two step directions

Grade Specific Concepts/Skills

By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which demonstrate a level

of complexity appropriate for a preschooler:

Respond appropriately in conversation

Adapt language to meet different social and situational needs

Accurately follow multi-step oral directions

Student Activities/Evidence

The following are examples of tasks/classroom assessments that provide evidence of a student's progress toward proficiency:

Uses appropriate eye contact, body language and/or facial expression

Responds when a question is asked/ stays on topic; can give information on topic presented

Follows oral directions that involve several actions. (e.g., get a smock, select your paint cups, and choose your paper)

RESOURCES

Department of Early Childhood Education Preschool Curriculum Guide and Teacher Handbook Creative Curriculum for Preschool, 4th Edition: Chapter 2: "A System for Classroom Jobs," pp. 73-74, Chapter 4: "Teacher Directed Learning,"

pp. 174-175, Chapter 10: "Materials for Listening," pp. 359; "Listening for Understanding," p.365, Chapter 13: "Music and Movement,"

pp. 423-441, Sections in all Interest Areas chapters: "How ___ promotes Development: Language Development" and "Connecting ___ with Curriculum Objectives: Language Development" and "What Children Learn in the ___ Area: Literacy." Literacy: The Creative Curriculum Approach, Cate Heroman and Candy Jones, Teaching Strategies, 2004. CCDC: Creative Curriculum Developmental Continuum, Individual Child Profile ELAS-L: New Jersey Early Learning Assessment System - Literacy

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PRESCHOOL Language Arts Literacy Expectation 2 Converses effectively in their home language, English, or sign language

for a variety for purposes relating to real world experiences and different audiences.

NJCCC K-12 Standard 3.3 Speaking ? Strand A. Discussion

Strand C: Word Choice

Strand B. Questioning and Contributing

Strand D: Oral Presentation

Benchmarks

By the end of Preschool at developmentally appropriate levels of increasing complexity and skill, all students should:

A. Language Arts Literacy Speak clearly enough to be understood by unfamiliar adults and uses appropriate levels of volume, tone, and inflection

Grade Specific Concepts/Skills

By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which demonstrate a level

of complexity appropriate for a preschooler:

Student Activities/Evidence

The following are examples of tasks/classroom assessments that provide evidence of a student's progress toward proficiency:

Speak clearly and audibly

Child dramatizes voice of story through tone

Use expressive language skills to communicate effectively with others

Primarily uses 5-6 word sentences to express ideas

Use appropriate voice, tone and inflection level when speaking

Uses language for a variety of purposes: to express relationships, make connections, express feelings, initiate play with others, communicate and negotiate ideas and plans for activities.

Use new vocabulary to describe feelings, thoughts, experiences, and observations

Demonstrate knowledge of newly acquired Uses newly acquired language during

vocabulary when describing feelings,

classroom activities and during dramatic

thoughts, experiences, and observations play roles

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PRESCHOOL Language Arts Literacy Expectation 2 Converses effectively in their home language, English, or sign language

for a variety for purposes relating to real world experiences and different audiences.

NJCCC K-12 Standard 3.3 Speaking ? Strand A. Discussion

Strand C: Word Choice

Strand B. Questioning and Contributing

Strand D: Oral Presentation

Benchmarks

By the end of Preschool at developmentally appropriate levels of increasing complexity and skill, all students should:

A. Language Arts Literacy Use descriptive language (e.g., color words; size words, such as bigger, smaller; shape words)

Grade Specific Concepts/Skills

By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which demonstrate a level

of complexity appropriate for a preschooler:

Use descriptive words in daily conversations

Student Activities/Evidence

The following are examples of tasks/classroom assessments that provide evidence of a student's progress toward proficiency:

Uses color, size and shape vocabulary when describing objects

Tell stories based on personal experience or make-believe

Tell a simple personal story Retells or creates a story using the special language of storybooks (e.g., "Once upon a time")

Creates original stories based on personal experiences or make believe that may include storybook language

Ask and answer questions to obtain information

Ask and answer questions related to a topic

Asks and answers appropriate questions during conversations and story discussions

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PRESCHOOL Language Arts Literacy Expectation 2 Converses effectively in their home language, English, or sign language

for a variety for purposes relating to real world experiences and different audiences.

NJCCC K-12 Standard 3.3 Speaking ? Strand A. Discussion

Strand C: Word Choice

Strand B. Questioning and Contributing

Strand D: Oral Presentation

Benchmarks

By the end of Preschool at developmentally appropriate levels of increasing complexity and skill, all students should:

A. Language Arts Literacy Follow conversation rules (e.g., taking turns, making relevant comments; staying on topic) when talking with peers and adults

Grade Specific Concepts/Skills

By the end of the grade level listed above, children demonstrate their level of competence in the following ways, which demonstrate a level

of complexity appropriate for a preschooler:

Student Activities/Evidence

The following are examples of tasks/classroom assessments that provide evidence of a student's progress toward proficiency:

Talk about one topic for several turns with Converses interactively with peers or

a peer or adult

adults related to a topic

Demonstrates appropriate daily etiquette Engages in conversations making relevant

during conversations by taking turns

comments to topic being discussed

Relates comments to current topic

RESOURCES Department of Early Childhood Education Preschool Curriculum Guide and Teacher Handbook CC: The Creative Curriculum for Preschool, 4th Ed.: Chapter 3; "Knowledge of Print'" p.128, 132; "Letters and Words," pp. 129, 133,

"Understanding Books and Other Texts," pp. 130-131, 133; Chapter 10: "Library," esp. "Skills for Engaging with Books," pp. 351-379;

"Developmental Steps in Writing," pp. 367-369, "Understanding the Value and Function of Print," p. 366. Literacy: The Creative Curriculum Approach, Cate Heroman and Candy Jones, Teaching Strategies, 2004. ELAS-L: New Jersey Early Learning Assessment System - Literacy

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