Nevada Pre-Kindergarten Standards

Content Standard 1.0: Word Analysis
Pre-Kindergarten Standards: Language & Early Literacy (ELA) English Language Arts
Indicator WA= Word Analysis Examples: Children will/may... Supportive Practice: Practitioner/Adult will…
1.PK.1 Identify words that rhyme.
1.K.1 Demonstrate phonological awareness of spoken words
through rhyming, concept of word, syllable awareness, and
onset and “rime” awareness (Phonological Awareness).
1.PK.2 Identify the beginning sound of own name.
1.K.2 Demonstrate phonemic awareness of spoken words
through matching, isolating, blending, segmenting, deleting,
and substituting (Phonemic Awareness).
1.PK.3 Identify letters in own name.
1.K.3 Recognize and name upper and lower case letters of
the alphabet; Identify letter-sound relationships; Decode
words using letter/sound relationships; With assistance,
decode words in text through short/long vowels. (Phonics).
1.PK.4 Recognize environmental print and symbols.
1.K.4 Comprehend vocabulary using pictures, symbols,
environmental print; With assistance, comprehend
vocabulary using suffixes, synonyms, antonyms; Sequence
the letters of the alphabet to understand alphabetic
order; With assistance, use resources to find the meaning of
unknown words encountered in text; Build vocabulary using
picture and symbols. (Vocabulary Development).
Language
Play with sounds in words.
Repeat words that rhyme.
Try to create words that rhyme together
or create nonsense words.
Hear that each letter has a different sound.
Focus on beginning sounds in familiar
words.
Compare the same sounds of words
and letters.
Begin to know the names of letters if they
see their formation.
Recognize own name in print and the names
of most letters in their own name.
Explore letters through play (e.g., tracing
letters or forming them with clay).
Begin to recognize environment signs
(e.g., STOP, EXIT).
Recognize product logos (e.g., Legos
and Barbie).
Recognize some letters and words in books
or the environment.
Ask for help with a word in the environment.
During dramatic play, art, music, book
reading, large motor, or sensory play
activities, teachers can call attention to
letter sounds in words.
Allow time for children to play with
sounds through singing, rhyming, developing
nonsense words, and interacting to music.
Encourage children to imitate the beginning
sounds of words.
Play “I Spy…” game by asking children to “spy
something that begins with M like Michael.”
Create environments that include a diverse
variety of books, labels, signs, and charts.
Provide children with many examples of
print in games, activities, books, or centers
throughout room.
Encourage children to use and recognize
familiar logos and signs on food boxes/cans
in dramatic play area.
Label objects in room.
While reading to or playing with children,
talk about and identify select letters.
Encourage children to write at their own
level their name or letters from their name
on drawings or paintings.
Display children’s names on paintings,
drawings, and cubbies.
Display the alphabet at children’s eye level
and point out letters when children seem
interested or help them when attempting to
find certain letters.
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