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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.

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