Colorado Academic Standards Online
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clear Content Area: Reading, Writing and Communicating - 2019 // Grade Level: Preschool // Standard Category: 1. Oral Expression and Listening
Reading, Writing and Communicating - 2019
Preschool, Standard 1. Oral Expression and Listening
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Prepared Graduates:
- 1. Collaborate effectively as group members or leaders who listen actively and respectfully; pose thoughtful questions, acknowledge the ideas of others; and contribute ideas to further the group’s attainment of an objective.
Preschool Learning and Development Expectation:
1. Children comprehend and understand the English language (Receptive Language).
Indicators of Progress:
By the end of the preschool experience (approximately 60 months/5 years old) students may:
- Attend to language during conversations, songs, stories or other learning experiences.
- Comprehend increasingly complex and varied vocabulary.
- Follow two- to three-step directions.
Examples of High-Quality Teaching and Learning Experiences:
Supportive Teaching Practices/Adults May:
- Create opportunities for children to learn to use and recognize precise vocabulary that relates to math, science, art, and social experiences.
- Frequently read books with rich descriptive vocabulary, exploring and extending children's understanding of the meaning of new words.
- Talk with individual children often, encouraging them to express their ideas, needs and feelings, and ask them questions.
- Provide a rich variety of frequently repeated songs, poems, finger plays, and storytelling, which encourage children's participation and exposes them to many cultures.
- Provide a daily routine wherein simple directions are given for children to follow on a regular basis.
Examples of Learning/Children May:
- At the sensory table, children use various tools and instruments, such as tubes, scoops, funnels, and eggbeaters, to explore and describe the manipulation of water with the support of the paraprofessional who uses parallel talk to model (e.g., “Billy, you’re using the eggbeater to whip the water.”)
- On a trip to a pumpkin farm, the farmer talks to the children about planting, using words like tractor, hoe, growing season, and fertilizer. Later that week, Mark uses the toy garden hoe in the sand and tells another child to "Get the fertilizer.”
- When asked whether she wants a snack before playing, Angela uses her communication board to indicate her choice of the snack first.
- Every day, Marius enters the classroom and hangs up his backpack and jacket. Sometimes he needs a reminder to wash his hands before choosing an activity.
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Prepared Graduates:
- 1. Collaborate effectively as group members or leaders who listen actively and respectfully; pose thoughtful questions, acknowledge the ideas of others; and contribute ideas to further the group’s attainment of an objective.
Preschool Learning and Development Expectation:
2. Children use language to convey thoughts and feelings (Expressive Language).
Indicators of Progress:
By the end of the preschool experience (approximately 60 months/5 years old) students may:
- Participate in conversations of more than three exchanges with peers and adults.
- Use language to express ideas and needs.
- Use increasingly complex and varied vocabulary.
- Understand the difference between a question and a statement.
- Practice asking questions and making statements.
- Speak in sentences of five or six words.
Examples of High-Quality Teaching and Learning Experiences:
Supportive Teaching Practices/Adults May:
- The classroom environment provides a variety of play centers that encourage children to interact and communicate with one another.
- Child-initiated play time occurs at least 1/3 of the day to provide ample opportunity to practice using vocabulary and conversational skills.
- Talk with children frequently, encouraging them to share their experiences and ideas and listening attentively to their contributions.
- For children with limited expressive capabilities, use the language stimulation technique of expansion (e.g., Child: “That a dog,” Teacher: “That’s a brown dog with a long tail.”)
- Facilitate the use of words between children to express ideas, desires, feelings, and to resolve conflicts.
- Ask children questions, explaining how questions are different from statements, and allow children to practice asking questions to classroom visitors, on field trips, during read alouds, etc.
Examples of Learning/Children May:
- To create a graph, children are asked “What kind of pet do you have?” and they place a sticky note with their name beside the animal(s).
- Aaliyah approaches a group of children in the dramatic play center and asks, "What're you playing?" When they answer "Spaceship," she asks, "Can I play too?" She then offers her ideas, "I'm the princess." The play continues for over 10 minutes.
- When Max’s dad visits the class to show how to make pots on a pottery wheel, the children have an opportunity to ask questions. The teaching staff reminds what a question is to help children along (“a question helps you find out things”).
Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us