Good Start, Grow Smart Early Learning Standards - SC Department ...

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3-Year Olds 4-Year Olds 5-Year Olds ELA-3K-1.9 Pretend to be a family member, pet or familiar adult during play. Snapshots: • Calls another child to “come to dinner now” while playing in the Home Living Center. • Crawls under the table and says that he is the dog and he needs to be petted. ELA-3K-1.10 Not expected at this level ELA-3K-1.11 Explore books with an adult or another child. Snapshots: • Turns the pages in books and pauses at 1 or 2 pages to notice pictures. • Climbs up on an adult’s lap with a book. ELA-4K-1.9 Begin to distinguish between real and make-believe in stories read aloud. Snapshots: • Listens to fantasy books read aloud in a large or small group setting and says, “That story is not real’. • Labels the Old Lady Who Swallowed a Fly as make-believe because all those animals can’t be inside ELA-4K-1.10 Begin to ask questions about the causes of events they observe or hear about in books. Snapshots: • Says, “I wonder why spiders eat flies?” when looking at a book about insects. • Wonders if the boat sank because it filled up with water. ELA-4K-1.11 Explore books independently. Snapshots: • • Chooses and looks at books for a short period of time browsing several books. Goes to Library Corner to look at book read by the teacher earlier in the day. 51 ELA-K-1.9 Recall the characteristics of fantasy. Snapshots: • Explains that text where animals wear clothes or talk are make believe. • Shows a friend the wordless book Tuesday and says “This is not real”. ELA-K-1.10 Explain the cause of an event described in stories read aloud. Snapshots: • Responds to a question such as “Why did the mitten burst?” ELA-K-1.11 Read independently for pleasure. Snapshots: • • Chooses and spends time looking at books in various learning centers in the classroom on a daily basis. Selects new books based on interest.
READING II. Understanding and Using Informational Texts Kindergarten students read informational (expository/persuasive/argumentative) texts of the following types: informational trade books and magazine articles. They also read directions, graphs and recipes embedded in informational texts. 52
Page 2 and 3: Table Of Contents Introduction 3 Th
Page 4 and 5: Good Start, Grow Smart Task Force S
Page 6 and 7: The purpose of the South Carolina E
Page 8 and 9: How To Use The South Carolina Early
Page 10 and 11: The partnership included: • •
Page 12: To what age group do the Early Lear
Page 15 and 16: Approaches to Learning - Children w
Page 17 and 18: 3-Year Olds 4-Year Olds 5-Year Olds
Page 28 and 29: Introduction to Social and Emotiona
Page 30 and 31: SOUTH CAROLINA KINDERGARTEN ACADEMI
Page 43 and 44: Introduction to English Language Ar
Page 45 and 46: Teachers should be aware of the fol
Page 47 and 48: READING I. Understanding and Using
Page 51: 3-Year Olds 4-Year Olds 5-Year Olds
Page 55 and 56: ELA-3K-2.3 Not expected at this lev
Page 59 and 60: READING III. Learning to Read Indic
Page 63 and 64: Phonemic Awareness and Phonics 3-Ye
Page 65 and 66: ELA-3K-3.11 Not expected at this le
Page 67 and 68: ELA-3K-3.15 Not expected at this le
Page 71 and 72: Writing IV. Developing Written Comm
Page 77 and 78: ELA-3K-4.9 Pretend to write. Snapsh
Page 79 and 80: WRITING V. Producing Written Commun
Page 83 and 84: Standard ELA-6: The student will be
Page 87: 3-Year Olds 4-Year Olds 5-Year Olds
Page 90 and 91: Highlights of the new mathematical
Page 92 and 93: Once children learn the basic signs
Page 94 and 95: I. MATHEMATICS PROCESSES The mathem
Page 96 and 97: M-3K-1.3 Not expected at this level
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M-3K-2.5 Not expected at this level
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III. Algebra Standard M-3: The stud
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Page 108 and 109:
3-Year Olds 4-Year Olds 5-Year Olds
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V. Measurement Standard M-5: The st
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Page 116 and 117:
Page 118 and 119:
Introduction to Physical Developmen
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Consider: • TIME. Keeping play pe
Page 122 and 123:
SOUTH CAROLINA KINDERGARTEN ACADEMI
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ACKNOWLEDGEMENTS The Good Start, Gr
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Good Start, Grow Smart Early Learning Standards - SC Department ...

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