Alaska

$Alaska flag$

Skills available for Alaska pre-K language arts standards

Standards are in black and IXL language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

Showing alignments for:

Alaska Early Learning Guidelines: Language Alaska Early Learning Guidelines: Language

Actions

Print standards

65 Children demonstrate phonological awareness.

60 months to Kindergarten Entry
- Matches picture with articulated initial letter sound (e.g., matches the picture of a dog with the sound /d/)
- Begins to recognize vowel sounds, with assistance
- Begins to blend individual letter sounds to make a new word, with assistance (e.g., "/b/ /a/ /l/... what's the word? Ball")
  - Blend each sound in a word together (P-E.2)
- Recognizes which segment of a word is left off when spoken aloud, with assistance, (e.g., "picture," and can recognize the /p/ is left off when "'icture" is said)
- Creates a familiar word when given a word and a new beginning sound (e.g., "man" and new beginning sound /f/ creates "fan")
- Divides words into syllables with assistance
- Begins to create and invent words by substituting one sound for another (e.g., "Bandaid/dambaid")

Language

60 Children use receptive communication skills.
- 60 months to Kindergarten Entry
  - Demonstrates understanding of an increasing number of technical and specialized words (e.g., pediatrician is a child's doctor, elder is an honored person in the child's family or community)
  - Understands words that mean the same thing (synonyms) and some words that mean the opposite thing (antonyms)
    - Match antonyms to pictures (P-Q.1)
    - Match synonyms (K-GG.2)
61 Children use expressive communication skills.
- 60 months to Kindergarten Entry
  - Expresses most feelings and emotions
    - Which feeling matches the picture? (P-K.1)
  - Names some non-present objects using appropriate words
  - Correctly uses words to indicate understanding
  - Defines words, with assistance (e.g., "Firefighters put out fires.")
    - What am I? (K-U.3)
62 Children demonstrate progression in grammar and syntax.
- 60 months to Kindergarten Entry
  - Demonstrates beginning skills in using sentences in a logical sequence
  - Uses sentences in home language that show an emergence of grammatical correctness with subject/verb agreement
  - Begins to use verb-tense appropriately with regular verbs, usually
  - Begins to notice when simple sentences do not make sense, with assistance
63 Children demonstrate comprehension and meaning in language.
- 60 months to Kindergarten Entry
  - Follows two-part and three-part directions unfamiliar to the daily routine
    - What will happen next? (P-K.2)
  - Uses and understands complex sentences in home language
  - Plays with language (e.g., jokes, riddles, words that sound fun together)
  - Begins to represent a storyline though drawing, acting, or singing, with assistance
  - Retells simple stories in sequence in home language

66 Children demonstrate awareness of letters and symbols.

60 months to Kindergarten Entry
- Demonstrates understanding that letters have a name and a sound
  - Choose the letter that matches the consonant sound: review (P-F.5)
- Makes many letter/sound matches
  - Choose the letter that matches the consonant sound: review (P-F.5)
- Identifies a letter for a given letter name, for most letters

67 Children demonstrate awareness of print concepts.

60 months to Kindergarten Entry
- Demonstrates how to follow text in proper order on a written page while reading or following along (e.g., for English, left to right and top to bottom)
  - Identify book parts and features (P-I.1)
- Recognizes difference between letters and numerals
- Identifies letters in first name
- Points to title of book when asked
  - Identify book parts and features (P-I.1)
- Reads familiar sight words (e. g., names on cereal boxes)
  - Choose the two sight words that are the same (P-H.1)
  - Read sight words: review sets 1–10 (P-H.15)
- Reads own first name and those of some peers
- Reads some environmental print (e.g., bus)
- Recognizes when something is written in his/her home language, sometimes

68 Children demonstrate comprehension of printed material and oral stories.

60 months to Kindergarten Entry
- Knows that print conveys meaning
  - Find a word in a sentence (P-C.3)
- Compares stories with real life
  - Which could happen in real life? (P-J.1)
- Uses pictures to infer or predict meaning in text read aloud and/or shared with others
  - Which could happen in real life? (P-J.1)
  - Which feeling matches the picture? (P-K.1)
- Uses strategies such as questioning or predicting to comprehend printed material
- Recalls a story with some level of detail pertaining to characters and setting

69 Children demonstrate awareness that written materials can be used for a variety of purposes.

60 months to Kindergarten Entry
- Uses picture clues for information (e.g., attempts to predict weather by looking at picture of clouds and rain in newspaper or on television news)
  - Which feeling matches the picture? (P-K.1)
  - What will happen next? (P-K.2)
- Recognizes function of common labels in the environment (e.g., restroom sign)
- Uses a simple cookbook, map, or similar printed material, with assistance

70 Children demonstrate appreciation and enjoyment of reading.

60 months to Kindergarten Entry
- Enjoys "how-to" books, non-fiction, and reference books
- Shares and talks about books with peers
- Looks for books of interest
- Shows interest in learning to read and makes attempts at 'reading' favorite books aloud
- Sits through entire picture book read aloud without disrupting
- Has a favorite author/illustrator or series of books by same author
- "Reads" books by repeating the story he/she has heard an adult tell or by "reading" the pictures

Alaska

Showing alignments for:

Actions

65 Children demonstrate phonological awareness.

60 months to Kindergarten Entry

Matches picture with articulated initial letter sound (e.g., matches the picture of a dog with the sound /d/)

Begins to recognize vowel sounds, with assistance

Begins to blend individual letter sounds to make a new word, with assistance (e.g., "/b/ /a/ /l/... what's the word? Ball")

Recognizes which segment of a word is left off when spoken aloud, with assistance, (e.g., "picture," and can recognize the /p/ is left off when "'icture" is said)

Creates a familiar word when given a word and a new beginning sound (e.g., "man" and new beginning sound /f/ creates "fan")

Divides words into syllables with assistance

Begins to create and invent words by substituting one sound for another (e.g., "Bandaid/dambaid")

Language

60 Children use receptive communication skills.

60 months to Kindergarten Entry

Demonstrates understanding of an increasing number of technical and specialized words (e.g., pediatrician is a child's doctor, elder is an honored person in the child's family or community)

Understands words that mean the same thing (synonyms) and some words that mean the opposite thing (antonyms)

61 Children use expressive communication skills.

60 months to Kindergarten Entry

Expresses most feelings and emotions

Names some non-present objects using appropriate words

Correctly uses words to indicate understanding

Defines words, with assistance (e.g., "Firefighters put out fires.")

62 Children demonstrate progression in grammar and syntax.

60 months to Kindergarten Entry

Demonstrates beginning skills in using sentences in a logical sequence

Uses sentences in home language that show an emergence of grammatical correctness with subject/verb agreement

Begins to use verb-tense appropriately with regular verbs, usually

Begins to notice when simple sentences do not make sense, with assistance

63 Children demonstrate comprehension and meaning in language.

60 months to Kindergarten Entry

Follows two-part and three-part directions unfamiliar to the daily routine

Uses and understands complex sentences in home language

Plays with language (e.g., jokes, riddles, words that sound fun together)

Begins to represent a storyline though drawing, acting, or singing, with assistance

Retells simple stories in sequence in home language

66 Children demonstrate awareness of letters and symbols.

60 months to Kindergarten Entry

Demonstrates understanding that letters have a name and a sound

Makes many letter/sound matches

Identifies a letter for a given letter name, for most letters

67 Children demonstrate awareness of print concepts.

60 months to Kindergarten Entry

Demonstrates how to follow text in proper order on a written page while reading or following along (e.g., for English, left to right and top to bottom)

Recognizes difference between letters and numerals

Identifies letters in first name

Points to title of book when asked

Reads familiar sight words (e. g., names on cereal boxes)

Reads own first name and those of some peers

Reads some environmental print (e.g., bus)

Recognizes when something is written in his/her home language, sometimes

68 Children demonstrate comprehension of printed material and oral stories.

60 months to Kindergarten Entry

Knows that print conveys meaning

Compares stories with real life

Uses pictures to infer or predict meaning in text read aloud and/or shared with others

Uses strategies such as questioning or predicting to comprehend printed material

Recalls a story with some level of detail pertaining to characters and setting

69 Children demonstrate awareness that written materials can be used for a variety of purposes.

60 months to Kindergarten Entry

Uses picture clues for information (e.g., attempts to predict weather by looking at picture of clouds and rain in newspaper or on television news)

Recognizes function of common labels in the environment (e.g., restroom sign)

Uses a simple cookbook, map, or similar printed material, with assistance

70 Children demonstrate appreciation and enjoyment of reading.

60 months to Kindergarten Entry

Enjoys "how-to" books, non-fiction, and reference books

Shares and talks about books with peers

Looks for books of interest

Shows interest in learning to read and makes attempts at 'reading' favorite books aloud

Sits through entire picture book read aloud without disrupting

Has a favorite author/illustrator or series of books by same author

"Reads" books by repeating the story he/she has heard an adult tell or by "reading" the pictures