Common Planner
K–12 Standards

English Language Arts

Other New Jersey Preschool Teaching & Learning sets

Reading Literature

  •  

    Key Ideas and Details

    1. 1

      With prompting and support, ask and answer key elements in a familiar story or poem.RL.PK.1

    2. 2

      With prompting and support, retell familiar stories or poems.  RL.PK.2

    3. 3

      With prompting and support, identify characters, settings, and major events in a familiar story.RL.PK.3

  •  

    Craft and Structure

    1. 4

      With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.RL.PK.4

    2. 5

      Recognize common types of literature (storybooks and poetry books).RL.PK.5

    3. 6

      With prompting and support, identify the role of author and illustrator in telling the story.RL.PK.6

  •  

    Integration of Knowledge and Ideas

    1. 7

      With prompting and support, using a familiar storybook, tell how the illustrations support the story.RL.PK.7

    2. 8

      (Not applicable to literature)RL.PK.8

    3. 9

      With prompting and support using a familiar storybook, tell how adventures and experiences of characters are alike and how they are different.RL.PK.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10

      Actively participate in read aloud experiences using age appropriate literature in individual, small and large groups.RL.PK.10

Reading Informational Text

  •  

    Key Ideas and Details

    1. 1

      With prompting and support, ask and answer questions about key elements in a familiar text.RI.PK.1

    2. 2

      With prompting and support, recall important facts from a familiar text.RI.PK.2

    3. 3

      With prompting and support, make a connection between pieces of essential information in a familiar text.RI.PK.3

  •  

    Craft and Structure

    1. 4

      With prompting and support, ask and answer questions about unfamiliar words in informational text.RI.PK.4

    2. 5

      Identify the front and back cover of a book.RI.PK.5

    3. 6

      With prompting and support, identify the role of author and illustrator in presenting ideas in informational text.RI.PK.6

  •  

    Integration of Knowledge and Ideas

    1. 7

      With prompting and support, tell how the illustrations support the text (information or topic) in informational text.RI.PK.7

    2. 8

      (Begins in kindergarten)RI.PK.8

  •  

    Range of Reading and Level of Text Complexity

    1. 10

      Actively participate in read aloud experiences using age appropriate information books individually and in small and large groups.RI.PK.10

Reading: Foundational Skills

  •  

    Print Concepts

    1. 1

      Begin to demonstrate understanding of basic features of print. RF.PK.1

      1. a

        Follow words from left to right, top to bottom, page by page.RF.PK.1.a

      2. b

        Recognize that spoken words can be written and read.RF.PK.1.b

      3. c

        Recognize that words are separated by spaces.RF.PK.1.c

      4. d

        Recognize and name many upper and lower case letters of the alphabet.RF.PK.1.d

  •  

    Phonological Awareness

    1. 2

      Demonstrate understanding of spoken words and begin to understand syllables and sounds (phonemes).RF.PK.2

      1. a

        Recognize and produce simple rhyming words.RF.PK.2.a

      2. b

        Segment syllables in spoken words by clapping out the number of syllables.RF.PK.2.b

      3. c

        Identify many initial sounds of familiar words.RF.PK.2.c

      4. d

        (Begins in kindergarten)RF.PK.2.d

      5. e

        (Begins in kindergarten)RF.PK.2.e

  •  

    Phonics and Word Recognition

    1. 3

      Demonstrate an understanding of beginning phonics and word skills.RF.PK.3

      1. a

        Associates many letters (consonants and vowels as ready) with their names and their most frequent sounds.  RF.PK.3.a

      2. b

        (Begins in kindergarten)RF.PK.3.b

      3. c

        Recognize their name in print as well as other familiar print in the environment.RF.PK.3.c

      4. d

        (Begins in kindergarten)RF.PK.3.d

  •  

    Fluency

    1. 4

      Begin to engage in a variety of texts with purpose and understanding.RF.PK.4

WRITING

  •  

    Text Types and Purposes

    1. 1

      Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share a preference or opinion during play or other activities.W.PK.1

    2. 2

      Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share information during play or other activities.W.PK.2

    3. 3

      (Begins in kindergarten)W.PK.3

  •  

    Production and Distribution of Writing

    1. 4

      (Begins in grade 3)W.PK.4

    2. 5

      With guidance and support, share a drawing with dictation, scribble-writing, letter-strings, or invented spelling to describe an event real or imagined.W.PK.5

    3. 6

      With guidance and support, use digital tools to express ideas (e.g., taking a picture of a block structure to document or express ideas, etc.).W.PK.6

  •  

    Research to Build and Present Knowledge

    1. 7

      With guidance and support, participate in shared research and shared writing projects.W.PK.7

    2. 8

      With guidance and support, recall information from experience or familiar topic to answer a question.W.PK.8

    3. 9

      (Begins in grade 4)W.PK.9

Speaking and Listening

  •  

    Comprehension and Collaboration

    1. 1

      Participate in conversations and interactions with peers and adults individually and in small and large groups. SL.PK.1

      1. a

        Follow-agreed upon rules for discussions during group interactions.SL.PK.1.a

      2. b

        Continue a conversation through several back and forth exchanges.SL.PK.1.b

    2. 2

      Ask and answer questions about a text or other information read aloud or presented orally.SL.PK.2

    3. 3

      Ask and answer questions to seek help, get information, or follow directions. SL.PK.3

  •  

    Presentation of Knowledge and Ideas

    1. 4

      Begin to describe familiar people, places, things, and events and sometimes with detail.SL.PK.4

    2. 5

      Use drawings or visual displays to add to descriptions to provide additional detail.SL.PK.5

    3. 6

      With guidance and support, speak audibly and express thoughts, feelings, and ideas.SL.PK.6

LANGUAGE

  •  

    Conventions of Standard English

    1. 1

      Begin to understand the conventions of standard English grammar when speaking during interactions and activities.L.PK.1

      1. a

        Print many alphabet letters.L.PK.1.a

      2. b

        Use frequently occurring nouns and verbs.L.PK.1.b

      3. c

        Form regular plural nouns.L.PK.1.c

      4. d

        Understand and use question words (e.g., who, what, where, when, why, how). L.PK.1.d

      5. e

        Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, by, with).L.PK.1.e

      6. f

        Begin to speak in complete sentences.L.PK.1.f

      7. g

        Understands and can follow simple multi-step directions. L.PK.1.g

    2. 2

      Begin to understand the simple conventions of standard English grammar during reading and writing experiences throughout the day.L.PK.2

      1. a

        (Begins in kindergarten)L.PK.2.a

      2. b

        (Begins in kindergarten)L.PK.2.b

      3. c

        Attempt to write a letter or letters by using scribble-writing, letter-like forms, letter-strings, and invented spelling during writing activities throughout the day. L.PK.2.c

      4. d

        (Begins in kindergarten)L.PK.2.d

    3. 3

      (Begins in grade 2)L.PK.3

  •  

    Vocabulary Acquisition and Use

    1. 4

      Begin to determine the meaning of new words and phrases introduced through preschool reading and content.L.PK.4

      1. a

        With guidance and support, generate words that are similar in meaning (e.g., rock/stone, happy/glad).L.PK.4.a

      2. b

        (Begins in kindergarten)L.PK.4.b

    2. 5

      With guidance and support, explore word relationships.L.PK.5

      1. a

        Begin to sort familiar objects (e.g., sort a collection of plastic animals into groups: dogs, tigers, and bears).L.PK.5.a

      2. b

        Begin to understand opposites of simple and familiar words.L.PK.5.b

      3. c

        Identify real-life connections between words and their use (e.g., “Tell me the name of a place in the classroom that is noisy or quiet.”). L.PK.5.c

      4. d

        (Begins in kindergarten)L.PK.5.d

    3. 6

      Use words and phrases acquired through conversations, activities and read alouds. L.PK.6

Frequently asked questions

What grade levels do these standards cover?
PRE-K
Where can I read the official document?
Preschool Teaching and Learning Standards 2014

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