Arizona

$Arizona flag$

Skills available for Arizona 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.

Show alignments for:

Arizona Early Learning Standards Arizona Early Learning Standards
Arizona Early Learning Standards (2013): Emergent Literacy Arizona Early Learning Standards (2013): Emergent Literacy
Arizona Early Learning Standards (2013): Language Arizona Early Learning Standards (2013): Language

Actions

Print standards

1 Language

1.1 Receptive Language Understanding
- 1.1.a Demonstrates understanding of a variety of finger-plays, rhymes, chants and songs, poems, conversations, and stories.
- 1.1.b Engages actively in finger-plays, rhymes, chants and songs, poems, conversations, and stories.
- 1.1.c Demonstrates understanding and follows directions that involve one step, two steps, or multiple steps.
1.2 Expressive Language and Communication Skills
- 1.2.a Communicates needs, wants, ideas, and feelings through three to five-word sentences.
- 1.2.b Speaks clearly and understandably to express ideas, feelings, and needs.
  - Which feeling matches the picture? (P-K.1)
- 1.2.c Makes culturally relevant responses (both verbal and nonverbal) to questions and comments from others.
- 1.2.d Initiates, sustains, and expands conversations with peers and adults using open-ended responses.
- 1.2.e With modeling and support, child uses language that includes social rules; e.g., pragmatics, appropriate tone, volume, and inflection to express ideas, feelings, and needs.
  - Which feeling matches the picture? (P-K.1)
- 1.2.f Uses culturally relevant responses such as eye contact, turn taking, and intonation while having conversations with adults and peers.
- 1.2.g Recognizes when the listener does not understand and varies the amount of information to clarify the message.
- 1.2.h With modeling and support, uses increasingly complex phrases and sentences.
1.3 Vocabulary
- 1.3.a Uses rich vocabulary across many topic areas.
- 1.3.b Figures out the meanings of unfamiliar words and concepts using the context of conversations, pictures that accompany text, or concrete objects.
  - Find the picture that matches the action verb (P-N.1)
- 1.3.c Uses category labels and names objects within a category; e.g., fruit, vegetable, animal, transportation.
  - Sort objects into categories (P-R.1)
  - Which one is not like the others? (P-R.2)
- 1.3.d Demonstrates understanding of and uses words that indicate position and direction; e.g., in, on, out, under, over, off, besides, behind.

2 Emergent Literacy

2.1 Concepts of Print
- 2.1.a Identifies signs, symbols, and labels in a variety of environments (environmental print).
- 2.1.b Demonstrates and understands that print conveys meaning and that each spoken word can be written and read.
  - Find a word in a sentence (P-C.3)
- 2.1.c Recognizes that letters are grouped to form words.
- 2.1.d Recognizes own written name and the written names of friends and family.
- 2.1.e Seeks information in printed materials.
2.2 Book Handling Skills
- 2.2.a Holds a book right side up with the front cover facing the reader and understands left to right and top to bottom directionality.
  - Identify book parts and features (P-I.1)
- 2.2.b Identifies where in the book to begin reading.
  - Identify book parts and features (P-I.1)
- 2.2.c Understands a book has a title, author, and/or illustrator.
2.3 Phonological Awareness
- 2.3.a Differentiates between sounds that are the same and different (e.g., environmental sounds, animal sounds, phonemes).
- 2.3.b Identifies rhyming words.
  - Choose the picture that rhymes with the word (P-D.3)
- 2.3.c Produces rhyming words.
  - Which two words have the same ending? (P-D.2)
- 2.3.d Recognizes spoken words that begin with the same sound.
- 2.3.e Hears and shows awareness of separate words within spoken phrases or sentences.
  - Find a word in a sentence (P-C.3)
- 2.3.f Identifies and discriminates syllables in words.
  - How many syllables does the word have? (K-E.1)
- 2.3.g Combines onset and rime to form a familiar one-syllable word with and without pictorial support.
2.4 Alphabet Knowledge
- 2.4.a Discriminates letters from other shapes and symbols.
- 2.4.b Matches and recognizes similarities and differences in letters, with modeling and support.
  - Frequently confused letters: find the letter (P-A.5)
  - Frequently confused letters: find all the letters (P-A.6)
- 2.4.c Recognizes an increasing number of letters, especially those in own name, familiar objects, family, and friends.
- 2.4.d Demonstrates understanding of letters by producing letter forms using a variety of materials; e.g., playdough, blocks, marker, and paper.
- 2.4.e Uses letter‐sound knowledge identifying the sounds of a few letters and producing the correct sounds for an increasing number of letters.
2.5 Comprehension and Text Structure
- 2.5.a Takes an active role in reading activities.
- 2.5.b Identifies characters and major events in a story.
- 2.5.c Asks and answers a variety of questions about books or stories told or read aloud.
  - What is the picture about? (K-T.1)
- 2.5.d Draws connections between story events and personal experiences.
  - Which could happen in real life? (P-J.1)
- 2.5.e Identifies events and details in the story and makes predictions.
  - What will happen next? (P-K.2)
- 2.5.f Gives an opinion for liking or disliking a book or story.
- 2.5.g Begins to demonstrate an understanding of the differences between fiction and non‐fiction.
  - Which could happen in real life? (P-J.1)
- 2.5.h Identifies the topic of informational text that has been read aloud.
- 2.5.i Retells or reenacts a story in sequence with pictures or props.
  - Order images in a story (1-V.1)
- 2.5.j Demonstrates reading fluency by use of phrasing, intonation, and expression in shared reading of familiar books, poems, chants, songs, nursery rhymes, or other repetitious or predictable texts.

3 Emergent Writing

3.1 Writing Processes and Writing Applications
- 3.1.a In writing process, uses a variety of writing tools, materials, and surfaces to create drawings or symbols.
- 3.1.b Writes own name using letter‐like forms or conventional print.
- 3.1.c Intentionally uses scribbles/writing and inventive writing to convey meaning, ideas, or to tell a story (e.g., signing artwork, captioning, labeling, creating lists, and making notes).
- 3.1.d Forms letters starting with large motor (e.g., sky writing, paint brush and water, sidewalk chalk) progressing to fine motor (paper and writing utensil).
- 3.1.e Organizes writing from left to right, indicating a print awareness that letters cluster as words, words cluster into phrases or sentences by use of spacing or marks.
  - Choose the sentence that is spaced correctly (P-C.2)
  - Identify and use end marks (K-JJ.2)

Arizona

Show alignments for:

Actions

1 Language

1.1 Receptive Language Understanding

1.1.a Demonstrates understanding of a variety of finger-plays, rhymes, chants and songs, poems, conversations, and stories.

1.1.b Engages actively in finger-plays, rhymes, chants and songs, poems, conversations, and stories.

1.1.c Demonstrates understanding and follows directions that involve one step, two steps, or multiple steps.

1.2 Expressive Language and Communication Skills

1.2.a Communicates needs, wants, ideas, and feelings through three to five-word sentences.

1.2.b Speaks clearly and understandably to express ideas, feelings, and needs.

1.2.c Makes culturally relevant responses (both verbal and nonverbal) to questions and comments from others.

1.2.d Initiates, sustains, and expands conversations with peers and adults using open-ended responses.

1.2.e With modeling and support, child uses language that includes social rules; e.g., pragmatics, appropriate tone, volume, and inflection to express ideas, feelings, and needs.

1.2.f Uses culturally relevant responses such as eye contact, turn taking, and intonation while having conversations with adults and peers.

1.2.g Recognizes when the listener does not understand and varies the amount of information to clarify the message.

1.2.h With modeling and support, uses increasingly complex phrases and sentences.

1.3 Vocabulary

1.3.a Uses rich vocabulary across many topic areas.

1.3.b Figures out the meanings of unfamiliar words and concepts using the context of conversations, pictures that accompany text, or concrete objects.

1.3.c Uses category labels and names objects within a category; e.g., fruit, vegetable, animal, transportation.

1.3.d Demonstrates understanding of and uses words that indicate position and direction; e.g., in, on, out, under, over, off, besides, behind.

2 Emergent Literacy

2.1 Concepts of Print

2.1.a Identifies signs, symbols, and labels in a variety of environments (environmental print).

2.1.b Demonstrates and understands that print conveys meaning and that each spoken word can be written and read.

2.1.c Recognizes that letters are grouped to form words.

2.1.d Recognizes own written name and the written names of friends and family.

2.1.e Seeks information in printed materials.

2.2 Book Handling Skills

2.2.a Holds a book right side up with the front cover facing the reader and understands left to right and top to bottom directionality.

2.2.b Identifies where in the book to begin reading.

2.2.c Understands a book has a title, author, and/or illustrator.

2.3 Phonological Awareness

2.3.a Differentiates between sounds that are the same and different (e.g., environmental sounds, animal sounds, phonemes).

2.3.b Identifies rhyming words.

2.3.c Produces rhyming words.

2.3.d Recognizes spoken words that begin with the same sound.

2.3.e Hears and shows awareness of separate words within spoken phrases or sentences.

2.3.f Identifies and discriminates syllables in words.

2.3.g Combines onset and rime to form a familiar one-syllable word with and without pictorial support.

2.4 Alphabet Knowledge

2.4.a Discriminates letters from other shapes and symbols.

2.4.b Matches and recognizes similarities and differences in letters, with modeling and support.

2.4.c Recognizes an increasing number of letters, especially those in own name, familiar objects, family, and friends.

2.4.d Demonstrates understanding of letters by producing letter forms using a variety of materials; e.g., playdough, blocks, marker, and paper.

2.4.e Uses letter‐sound knowledge identifying the sounds of a few letters and producing the correct sounds for an increasing number of letters.

2.5 Comprehension and Text Structure

2.5.a Takes an active role in reading activities.

2.5.b Identifies characters and major events in a story.

2.5.c Asks and answers a variety of questions about books or stories told or read aloud.

2.5.d Draws connections between story events and personal experiences.

2.5.e Identifies events and details in the story and makes predictions.

2.5.f Gives an opinion for liking or disliking a book or story.

2.5.g Begins to demonstrate an understanding of the differences between fiction and non‐fiction.

2.5.h Identifies the topic of informational text that has been read aloud.

2.5.i Retells or reenacts a story in sequence with pictures or props.

2.5.j Demonstrates reading fluency by use of phrasing, intonation, and expression in shared reading of familiar books, poems, chants, songs, nursery rhymes, or other repetitious or predictable texts.

3 Emergent Writing

3.1 Writing Processes and Writing Applications

3.1.a In writing process, uses a variety of writing tools, materials, and surfaces to create drawings or symbols.

3.1.b Writes own name using letter‐like forms or conventional print.

3.1.c Intentionally uses scribbles/writing and inventive writing to convey meaning, ideas, or to tell a story (e.g., signing artwork, captioning, labeling, creating lists, and making notes).

3.1.d Forms letters starting with large motor (e.g., sky writing, paint brush and water, sidewalk chalk) progressing to fine motor (paper and writing utensil).

3.1.e Organizes writing from left to right, indicating a print awareness that letters cluster as words, words cluster into phrases or sentences by use of spacing or marks.