PreK

●    Instantly recognizes the quantity of up to 3 objects without counting (subitizes). . (V.A.4)
●    Child recognizes numerals 0-3. (V.A.5)

●    Rote counts from 1-5. (V.A.1)

●    Names and describes common 2D shapes and names at least 1 solid 3D shape. (V.C.1)
●    Demonstrates use of position words.  (V.C.3)

●    Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different. (V.E.1)

●    Can you count the potatoes for me? How many are there?
●    Let’s see how high you can count. 
●    What shapes can we find at the park?
●    Can you put the (broom in the closet, tomatoes on the table, etc.)?
●    Can you give me all of the (red socks, blue socks, etc.)?

●    Have your child count for you for different reasons (counting nails to hang a picture or ingredients for a recipe).
●    Encourage your child to touch each object he/she counts only once.
●    Give your child chores that encourage the use of spatial terms (putting the pillows on the bed or basket under the table).
●    Encourage your child to find and name shapes in the environment (the clock is a circle, the door is a rectangle, etc.).

●    Produces at least 20 distinct letter-sound correspondences. (III.C.3.)
●    Uses information learned from books by describing, relating, categorizing, or comparing and contrasting. (III.D.2.)
●    Recognizes and names at least 8 letters (upper-or lower-case letters).  (III.C.1.)
●    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).(III.E.2.)
●    Identifies rhyming words.  (III.B.6)

●    Intentionally uses marks, letters, or symbols to record language and verbally shares meaning (IV.A.1)
●    Shares and celebrates class-made and individual written products (IV.B.3)
●    Writes independently to communicate his/her ideas for different purposes (IV.A.2)
●    Progresses from using scribbles and mock letters to forming letters and letter strings as a way to communicate. (IV.C.2)

●    Child independently draws and writes for many purposes to communicate ideas, using a variety of writing tools.  (IV.A.2)
●    Engages in conversations in appropriate ways , demonstrating knowledge of verbal and nonverbal conversational rules. II.B.2
●    Begins to write familiar words using letter-sound correspondences, often using letters associated with beginning and/or ending sounds to write words.  (IV.C.3)
●    Uses sentences that provide many details, remains on topic, and clearly communicates intended meaning. (II.E.4)

●    What sound does this letter make?
●    Where should we start reading this book? Can you help me point to the words?
●    Can you help me write my grocery list? What should I write for ‘apples’?
●    Can you tell me about the picture/story you wrote?
●    What did you talk about with your teacher today?
●    What was your favorite part of the book?
●    What was the best center you played today? What did you like about it?

●    Read to your child every day.
●    Ask your child questions about the stories that you read.
●    Encourage your child to make books at home.
●    Have conversations with your child about their experiences in school and in social activities
●    Encourage your child to read the environmental print they encounter in day-to-day activities

●    Instantly recognizes the quantity of up to 3 objects without counting (subitizes). (V.A.4)
●    Counts up 5 items and demonstrates cardinality by communicating that the last number indicates how many items are in the set. (V.A.3)
●    Recognizes numerals 4 - 5(V.A.5)

●    Rote counts from 1-10 (V.A.2)
●    Recognizes patterns (V.E.3)

●    Child names and describes common 2D shapes and names at least 1 solid 3D shape. (V.C.1)
●    Recognizes and compares capacity based on how much space exists within an object.  (V.D.2)

●    Collects data and organizes it in a graphic representation.  (V.E.2)

●    Let’s climb the stairs and see how many there are.
●    Can you count for me? 
●    What shapes can you use to make a house/ice cream cone/etc.?
●    What patterns can you find?
●    I have two grapes and I’m going to give you one. How many grapes do I have now?

●    Have your child count for you for different reasons (counting nails to hang a picture or ingredients for a recipe).
●    Encourage your child to touch each object he/she counts only once.
●    Provide opportunities for your child to find patterns in nature.
●    Encourage your child to find and name shapes in the environment (the clock is a circle, the door is a rectangle, etc.)
●    Provide playdough for your child to form various numbers.

Reading

●    Produces at least 16 letter sounds in the language of instruction. (III.C.3)
●    Makes inferences and predictions about text. (III.D.4)
●    Recognizes at least 20 distinct letter-sound correspondences, (III.C.2)
●    Makes inferences and predictions about a text. (III.D.4)
●    Can identify some conventional features of print that communicate meaning including end punctuation and case (III.E.3)
●    Identifies alliterative words with pictorial support. (III.B.7)

Writing 

●    Writes first name (or nickname) using legible letters in proper sequence. (IV.C.1)

Vocabulary

●    Uses language for multiple purposes (II.B.1)
●    Consistently understands (receptive) and uses (expressive) new vocabulary acquired through books, conversations, and play.  (II.D.3)
●    Child uses sentences that combine multiple phrases or ideas. (II.E.3)

Questions to ask your child at home?

●    What letter would I write first to write the word ‘dog’?
●    Why do you think the boy is feeling sad in the story? What do you think will happen in the story when...?
●    (Pointing to period or question mark when reading) What is this? What does it mean?
●    Can you tell me about the picture/story you wrote?
●    Tell me the steps you need to do to get ready for bed?
●    That’s a great picture. Can you sign your name to it?

How can I help my child learn at home?

●    Read to your child every day.
●    Ask your child questions about the stories that you read.
●    Encourage your child to write for different purposes at home (helping you make a grocery list or writing a thank you letter or card to someone. 
●    Have conversations with your child about their experiences in school and in social activities
●    Encourage your child to read to you (either by reading the words he/she knows or by telling the story using the pictures)

●    Instantly recognizes the quantity of up to 6 without counting (subitizes).  (V.A.4)
●    Counts up to 8 items and demonstrates cardinality by communicating that the last number indicates how many items are in the set.  (V.A.3)
●    Recognizes numerals 0-8. (V.A.5)

●    Rote counts from 1-20 (V.A.2)
●    Uses objects, pictorial models, and/or a verbal word problem to represent adding up to 5 objects and subtracting objects from a set of 5.  (V.B.1, V.B.2)
●    Recognizes, duplicates, extends, and creates patterns.  (V.E.3)

●    Recognizes common shapes, regardless of orientation and size. (V.C.4)
●    Recognizes and compares heights and lengths of people and objects (V.D.1)

●    Collects data and organizes it in a graphic representation. (V.E.2)

●    Let’s count the ingredients and see how many there are.
●    How high can you count? 
●    Can you make a pattern?
●    Which one is the first one?
●    Who is taller?

●    Have your child count for you for different reasons (counting nails to hang a picture or ingredients for a recipe).
●    Encourage your child to touch each object he/she counts only once.
●    Provide opportunities for your child to create patterns.
●    Encourage your child to identify the first (second, third, fourth, and fifth) of different objects lined up.
●    Have your child create numbers in shaving cream on a paper plate.

●    Recognizes and names at least 20 letters (upper- or lower-case letters). (III.C.1)
●    Produce at least 20 distinct letter-sound correspondences. (III.C.3)
●    Blends and segments one-syllable words by phonemes with visual or gestural support. (III.B.9)

●    Independently draws and writes for many purposes to communicate ideas, using a variety of writing tools. (IV.A.2)
●    Writes (first name or frequent nickname) using legible letters in the proper sequence. (IV.C.1)
●    Begins to write familiar words using letter-sound correspondences, often using letters associated with beginning and/or ending sounds to write words. (IV.C.3)
●    Shares and celebrates class-made and individual written products (IV.B.3.)

●    Engages in conversations in appropriate ways demonstrating knowledge of verbal and nonverbal conversational rules. (II.B.2)
●    Understands (receptive) and uses (expressive) a wide variety of words to label, describe and make connections among objects, people, places, actions, and events. (II.D.1)
●    Correctly uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement (II.E.2)
●    Uses sentences that provide many details, remains on topic, and clearly communicates intended meaning. (II.E.4)

●    What letter would I write first to write the word ‘pig’?
●    Why do you think the boy is feeling sad in the story? What do you think will happen in the story when...?
●    (Pointing to period or question mark when reading) What is this? What does it mean?
●    Can you tell me about the picture/story you wrote? Can you sign your name on it?
●    What can you tell me about the animals you saw at the zoo?

●    Read to your child every day.
●    Ask your child questions about the stories that you read.
●    Encourage your child to write for different purposes at home (helping you make a grocery list or writing a thank you letter or card to someone. 
●    Have conversations with your child about their experiences in school and in social activities
●    Encourage your child to read to you (either by reading the words he/she knows or by telling the story using the pictures)

Number

●    Instantly recognizes the quantity of up to 6 objects without counting (subitizes). (V.A.4)
●    Counts up to 10 items and demonstrates cardinality by communicating that the last number indicates how many items are in the set. (V.A.3)
●    Recognizes numerals 0 - 10. (V.A.5)

Operations and Algebraic Reasoning

●    Rote counts from 1-30. (V.A.1)
●    Uses objects, pictorial models, and/or a verbal word problem to represent adding up to 5 objects and subtracting objects from a set of 5. (V.B.1, V.B.2)

Geometry/Measurement

●    Creates shapes using materials and/or manipulatives.  (V.C.2)
●    Recognizes and compares weights of objects. (V.D.3)
●    Uses language to describe concepts associated with the passing of time within a day. (V.D.4)

Data Analysis

●    Child collects data and organizes it in graphing representation. (V.E.2)

Questions to ask your child?

●    How much do the apples cost? What numbers are there?
●    Can you count and wash the strawberries for me?
●    How high can you count?
●    What did you do this morning? What will you do after dinner?
●    Can you give me some strawberries so that we have the same number?
●    Does an elephant or a dog weigh more?

How can I help my child learn at home?

●    Encourage your child to count different objects in his/her environment.
●    Ask your child about his/her day, focusing on what happened before, after, in the morning, after lunch, etc.
●    Give your child opportunities to share items evenly between multiple people (cookies, toys, etc.)
●    Tell your child a simple addition/subtraction story. Allow them to use beans or marshmallows to solve the problem (I bought 4 apples from the store, but Daddy ate 2. How many apples do I have left?)