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Standard 1 – Benchmarks By the end of their preschool years, most children will:Demonstrate motivation, interest and enjoyment in books, reading, and acting out stories while engaged in play.Demonstrate book-handling skills, such as holding a book right-side up and turning pages from front to back. Recognize familiar environmental print, such as “STOP” signs, and realize it has meaning.Retell a story from a familiar book and relate it to real-life experiences.Make predictions of next steps in story.Demonstrate knowledge that a symbol can represent something else (e.g. a word can stand for an object, a name for a person, a picture for a real object.)Recognize own first name in print.Demonstrate knowledge of the Alphabetic Principle, the concept that the sounds of speech can be represented by one or more letters of the alphabet.Identify at least 10 letters of the alphabet, especially those in their own name.Demonstrate knowledge of the basic concepts of print, such as knowing the differences between pictures, letters, and words.Standard 2 – benchmarksBy the end of their preschool years, most children will:Demonstrate motivation to draw and write during play, experimenting with writing tools, such as pencils, crayons, markers and the computer keyboard.Demonstrate understanding that their spoken words can be represented with written letters or symbols as they dictate.Use scribbling and drawing to represent their ideas and then begin to use letters and developmental or invented spelling of words to communicate a message.Attempt to write their own names using a variety of materials.Use environmental print (such as signs, labels on food, and general print around them) to help in their writing, and ask adults for help in writing messages, lists and stories.Standard 3 – BenchmarksBy the end of their preschool years, most children will:Listen and respond to conversations with adults and other children during play.Identify sounds and words in their daily environment.Listen attentively to books and stories.Repeat familiar songs, rhymes and phrases from favorite storybooks.Demonstrate understanding of an increasingly rich vocabulary.Follow simple directions with two or more steps.Recognize some rhyming sounds.Demonstrate the ability to hear individual parts of words and separate the parts using clapping, finger snapping, or other movements (e.g. clapping out each syllable of pup-py, di-no-saur.)Identify words that begin with the same sound from a small group of words.Repeat spoken words when requested.Standard 4 – BenchmarksBy the end of their preschool years, most children will:Play with the sounds of language, repeating rhymes, songs, poems and fingerplays.Use an increasingly rich vocabulary.Demonstrate motivation to communicate in play and everyday activities.Provide meaningful responses to questions and pose questions to learn new information or clarify ideas.Use complete sentences of varying length to express ideas and feelings through spoken language, sign language or other forms of communication.Initiate and engage in conversation and discussions with adults and other children.Tell real or imaginary stories that have a recognizable beginning, middle and end.Standard 5 – BenchmarksBy the end of their preschool years, most children will:Name at least one example of a language other than their home languages.Say simple greetings in another language, such as “hola” (“hello” in Spanish) and “adios” (“good-bye” in Spanish) or use sign language to express a greeting.Resources, Activities, Ideas to help with expanding literacy. These are tied to specific Standards and Benchmark. Standard 1Benchmark 2Sitting with children and modeling proper use and treatment of books. Reading book to them and pointing to pictures and words. Have a book hospital for books that need mending. Benchmark 7Use cards with names printed on them to dismiss from activities. These cards can be used with name and pictures for younger groups. Benchmark 8Using alphabet magnets on large oil pan with name sheets or alphabet sheetsBenchmark 9Use Alphabet flashcards as part of daily circle routine, giving the letter and adding sound it makes as group gets older.Standard 2Benchmark 1Writing center supplied with paper, pencils, colored pencils, markers, crayons, glue sticks, scissors, erasers, Dry erase markers and dry erase boards, magnetic drawing boards, magnet boards and magnetic letters.Benchmark 3Drawing a story. Using child’s own drawing to tell a story.Benchmark 4Name tracing sheetsDaily sign in cardsWriting name on work Name plate tracingBenchmark 5Making environmental print pictures. Standard 3,Benchmark 3Listening to stories on tape or cd by Dr. Jean and many other authors.Benchmark 6Have practice activities for following directionsBenchmark 8. Hickety-Pickety Bumble BeeAll:Hickety-Pickety Bumble BeeWho can say their name for me? (Adult points to a child)Child:Rob-inAdult:Let’s all say it.All: Rob-in Adult:Let’s clap and say it.All:Rob-in (clap on each syllable)Adult:Let’s whisper it.All: Rob-in (softly)Adult:Let’s turn off our voices and clap it. (Cluck tongue and pretend to lock lips together with a key)All: (clap clap)Repeat the chorus: Hicktey-Pickety Bumble Bee. Who can say their name for me? Adult points to another child who then says their name. Game continues until all children have had a turn. Standard 4Benchmark 1Fingerplays, songs, flannel boards and poems, such a Teasing Mr. Alligator5 Little Monkeys sitting in a tree,Teasing Mr. Alligator, you can’t catch me, you can’t catch me.Along came Mr. Alligator quiet as can be….And snapped that monkey right out of the tree!(Repeat down to one monkey)1 little monkey sitting in a tree,Teasing Mr. Alligator, you can’t catch me, you can’t catch me…Along came Mr. Alligator quiet as can beAnd snapped that monkey right out of the tree!No more monkeys sitting in a tree!!There was an Old Lady who Swallowed a ChickBenchmark 7Kid Story Time- children take turns telling a story of their choice. These are very creative and are a lot of fun to listen to. Using popsicle sticks with names draw a name for a person to start a story, when they are finished they draw a name from the sticks. If time allows a third story teller is chosen. Standard 5Benchmark 1Using books written in English and a second language in the classroomBenchmark 2Using books written in English and a second language in the classroomResources from the web and which standard and benchmark they will help with.Standard 3 Benchmark 7 Free rhyming pintables from Little Minds at Work Free Robot Rhyming game from Free home School Benchmark 8 Free printable Syllable Mats from You Clever Monkey. Free printable Syllable counting mats from This Reading MamaResources, Activities and Ideas to promote literacy in other areasShape Book directionsPreschool Shape BookUsing Felt cut to approximately 5x7 in size. Cut two of the same shape from a color (example 2 blue squares, 2 red ovals and so on) Trace one shape on the bottom half of the felt page then sew (or attach with fabric glue) one of the same shape to the top of the page. Create one page for each shape in your book. Create a cover and back cover. On the back cover attach a pocket to hold the loose shapes that match the shape pages. Infant/toddler Shape BookUsing felt cut to approximately 3.5x5 Create a cover and back cover. On the back cover attach a pocket to hold the loose shapes that match the shape pages. For shape pages cut two of the same shape from a color (example 2 blue squares, 2 red ovals and so on) then sew (or attach with fabric glue) one shape to the page. Make one page for each shape in your book.Infant “My Books”These books are composed of pictures that are relevant to the individual child. Create a book with pictures of the child labeled with their name, picture of their immediate family with names (ie mom, dad, Desmond). Add pictures of pets with animal and names. Add pages of other important family members as well. Each child in the group would have their own my book to share one on one with the teachers. Green Eggs and Ham Tic Tac ToeUsing Model Magic Air Dry Craft Clay, create eggs using white, blue and yellow. Mix the blue and yellow to make your green egg yokes and hams (make 4 of each). Use the white to make the egg whites and the ham bone. One Fish Two Fish StampsUse foam core board for stamp base and craft foam for stamps. With this activity for infants/toddlers create the stamps ahead of time. For preschool classrooms your class can assemble precut pieces to make the stamps. With the prek class, students can cut the fish shapes from craft foam and attach to foam core board to make stamps. Cut foam core to 2x3 inch size. Draw fish shapes on craft foam some smaller about an inch long, some larger about 2 inches long so you have a bigger fish, for the 1 fish and 2 smaller fish for the 2 fish stamps. Little Free Library information: ................
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