Common Planner
K–12 Standards

II. III. & IV. Emergent Literacy: Language and Communication, Reading, & Writing - PK4

Other Texas Prekindergarten Guidelines sets

Emergent Literacy: Language and Communication Domain PK4.II

  • A

    Listening ComprehensionPK4.II.A

    1. 1

      Child shows understanding by responding appropriately to what has been communicated by adults and peers.PK4.II.A.1

    2. 2

      Child shows understanding by following three-step verbal directions.PK4.II.A.2

  • B

    Speaking (Conversation) PK4.II.B

    1. 1

      Child uses language for multiple purposes.PK4.II.B.1

    2. 2

      Child engages in conversations in appropriate ways, demonstrating knowledge of verbal and nonverbal conversational rules.PK4.II.B.2

    3. 3

      Child provides appropriate information in various settings. PK4.II.B.3

    4. 4

      Child matches language to social contexts.PK4.II.B.4

  • C

    ArticulationPK4.II.C

    1. 1

      Child’s speech is understood by both familiar and unfamiliar adults and peers. PK4.II.C.1

    2. 2

      Child demonstrates growing understanding of the intonation of language. PK4.II.C.2

  • D

    VocabularyPK4.II.D

    1. 1

      Child understands (receptive) and uses (expressive) a wide variety of words to label, describe and make connections among objects, people, places, actions, and events.PK4.II.D.1

    2. 2

      Child understands (receptive) and uses (expressive) the instructional language of the classroom.  PK4.II.D.2

    3. 3

      Child consistently understands (receptive) and uses (expressive) new vocabulary acquired through books, conversations, and play.PK4.II.D.3

  • E

    Sentences and StructurePK4.II.E

    1. 1

      Child typically uses complete sentences of four or more words with age-appropriate grammatical complexity, usually in standard word order. PK4.II.E.1

    2. 2

      Child correctly uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement.PK4.II.E.2

    3. 3

      Child uses sentences that combine multiple phrases or ideas.PK4.II.E.3

    4. 4

      Child uses sentences that provide many details, remains on topic, and clearly communicates intended meaning.PK4.II.E.4

Emergent Literacy: Reading DomainPK4.III

  • A

    Motivation to ReadPK4.III.A

    1. 1

      Child engages in story-related prereading activities.PK4.III.A.1

    2. 2

      Child self-selects books and other written materials to engage in pre-reading behaviors. PK4.III.A.2

    3. 3

      Child recognizes that all print carries meaning and serves as a means for communication.PK4.III.A.3

  • B

    Phonological AwarenessPK4.III.B

    1. 1

      Child identifies the individual words in a spoken sentence.PK4.III.B.1

    2. 2

      Child distinguishes differences between similar-sounding words.PK4.III.B.2

    3. 3

      Child uses two familiar base words to form a compound word with pictorial or gestural supports.PK4.III.B.3

    4. 4

      Child manipulates compound words with pictorial or gestural support.PK4.III.B.4

    5. 5

      Child begins to blend and segment syllables in multisyllabic words. PK4.III.B.5

    6. 6

      Child identifies rhyming words. PK4.III.B.6

    7. 7

      Child identifies alliterative words with pictorial support. PK4.III.B.7

    8. 8

      Child identifies a familiar one-syllable word that is segmented by onset and rime (in English only).PK4.III.B.8

    9. 9

      Child blends and segments one-syllable words by phonemes with visual or gestural support.PK4.III.B.9

  • C

    Alphabet Knowledge PK4.III.C

    1. 1

      Child recognizes and names at least 20 letters (upper- or lower-case letters).PK4.III.C.1

    2. 2

      Child recognizes at least 20 distinct letter-sound correspondences.PK4.III.C.2

    3. 3

      Child produces at least 20 distinct letter-sound correspondences.PK4.III.C.3

  • D

    Comprehension of TextPK4.III.D

    1. 1

      Child retells or re-enacts a story with a clear beginning, middle, and end. PK4.III.D.1

    2. 2

      Child uses information learned from books by describing, relating, categorizing, or comparing and contrasting.PK4.III.D.2

    3. 3

      Child asks and responds to questions relevant to the text read aloud.PK4.III.D.3

    4. 4

      Child makes inferences and predictions about a text.PK4.III.D.4

  • E

    Concepts of PrintPK4.III.E

    1. 1

      Child can distinguish between elements of print including letters, words, and pictures.PK4.III.E.1

    2. 2

      Child holds books right side up and demonstrates understanding of print directionality (e.g., knows where a book starts and ends, turns pages, points to words left to right, top to bottom, with correct sweeping). PK4.III.E.2

    3. 3

      Child can identify some conventional features of print that communicate meaning including end punctuation and case.PK4.III.E.3

Emergent Literacy: Writing DomainPK4.IV

  • A

    Motivation to WritePK4.IV.A

    1. 1

      Child intentionally uses marks, letters, or symbols to record language and verbally shares meaning.PK4.IV.A.1

    2. 2

      Child independently draws and writes for many purposes to communicate ideas, using a variety of writing tools.PK4.IV.A.2

  • B

    Writing as a ProcessPK4.IV.B

    1. 1

      Child discusses and contributes ideas for drafts composed in whole/small group writing activities. PK4.IV.B.1

    2. 2

      Child interacts and provides suggestions for revisions (add, take out, change order) and edits (conventions) in whole/small group writing activities. PK4.IV.B.2

    3. 3

      Child shares and celebrates class-made and individual written products.PK4.IV.B.3

  • C

    Conventions in WritingPK4.IV.C

    1. 1

      Child writes first name (or nickname) using legible letters in the proper sequence.PK4.IV.C.1

    2. 2

      Child progresses from using scribbles and mock letters to forming letters and letter strings as a way to communicate.PK4.IV.C.2

    3. 3

      Child begins to write familiar words using letter-sound correspondences, often using letters associated with beginning and/or ending sounds to write words.PK4.IV.C.3

    4. 4

      Child uses appropriate directionality when writing (e.g., top to bottom, left to right). PK4.IV.C.4

    5. 5

      Child begins to experiment with punctuation when writing.PK4.IV.C.5

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What grade levels do these standards cover?
PRE-K

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