Good Start, Grow Smart Early Learning Standards - SC Department ...
Good Start, Grow Smart Early Learning Standards - SC Department ...
Good Start, Grow Smart Early Learning Standards - SC Department ...
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3-Year Olds 4-Year Olds 5-Year Olds<br />
ELA-3K-1.5<br />
Repeat words or actions from a favorite story<br />
read aloud.<br />
Snapshots:<br />
•<br />
•<br />
Demonstrates while playing in the Home<br />
Living Center. The way the monkeys<br />
threw down their hats in Caps for Sale.<br />
Says “It won’t come up” while pretending<br />
to plant seeds in the sand table after<br />
hearing The Carrot Seed.<br />
ELA-3K-1.6<br />
Use pictures and adult reader’s expression to<br />
experience mood and meaning of text<br />
Snapshots:<br />
•<br />
•<br />
Shows excitement for the reader to turn<br />
each page to see and hear what happens<br />
next to the strawberry in The Big Hungry<br />
Bear.<br />
Matches her voice to the reader’s as she<br />
chimes in on Brown Bear, Brown Bear.<br />
ELA-4K-1.5<br />
Retell one or two events from a story read aloud.<br />
Snapshots:<br />
•<br />
•<br />
Tells a friend that Henny Penny thinks that<br />
the sky is falling down but it’s really an acorn<br />
after hearing The Little Red Hen read.<br />
Lists several of the things that the baby bird<br />
encounters on his search for his mother in<br />
the book Are You My Mother?<br />
ELA-4K-1.6<br />
Begin to identify significant words from text read<br />
aloud.<br />
Snapshots:<br />
•<br />
•<br />
Suggests why the author named the bunny<br />
the “Hippity-Hoppity Bunny” in the book The<br />
Hippity Hoppity Bunny.<br />
Suggests after hearing the book Oonga<br />
Boonga that the baby’s wails stopped<br />
because Daniel “whispered”.<br />
49<br />
ELA-K-1.5<br />
Generate a retelling that identifies the characters<br />
and the setting in a story and relates<br />
the important events in sequential order.<br />
Snapshots:<br />
•<br />
•<br />
•<br />
Uses a flannel board to retell a familiar<br />
story.<br />
Writes or draws a condensed version of a<br />
story read.<br />
Tells a friend about the story such as The<br />
Very Busy Spider, including the order in<br />
which the animals spoke to the spider.<br />
ELA-K-1.6<br />
Discuss how the author’s choice of words<br />
affects the meaning of the text. (For example,<br />
yell rather than said).<br />
Snapshots:<br />
•<br />
•<br />
Points out that the words “but he was still<br />
hungry” were repeated on different pages<br />
because the author wanted you to know<br />
why the caterpillar continued to eat.<br />
Says that when the author says that the<br />
elephant “trumpeted”, you knew he was<br />
really loud.