The Common Core in Connecticut

A Early learning experiences will support children to understand language (receptive language).

• Word Comprehension

  • L.60.1 Understand an increasing variety and specificity of words for objects, actions and attributes encountered in both real and symbolic contexts

    • Use color words (P-L.1)
    • Use number words: one to five (P-L.2)
    • Use number words: six to ten (P-L.3)
    • Use number words: one to ten (P-L.4)
    • Choose the singular or plural noun that matches the picture (P-M.1)
    • Find the picture that matches the action verb (P-N.1)
    • Compare pictures using adjectives (P-O.1)
    • Inside and outside (P-P.1)
    • Above and below (P-P.2)
    • Next to and beside (P-P.3)
    • Match antonyms to pictures (P-Q.1)
    • Sort objects into categories (P-R.1)
    • Which one is not like the others? (P-R.2)

  • L60.2 Determine the meanings of unknown words/concepts using the context of conversations, pictures or concrete objects

• Language Comprehension

  • L.60.3 Understand increasingly complex sentences that include 3-4 concepts (e.g., "Plants are living things that will not survive without soil, sunlight and water.")

B Early learning experiences will support children to use language (expressive language).

• Vocabulary

  • L.60.4 Use an increasing variety and specificity of accepted words for objects, actions and attributes encountered in both real and symbolic contexts

    • Use color words (P-L.1)
    • Use number words: one to five (P-L.2)
    • Use number words: six to ten (P-L.3)
    • Use number words: one to ten (P-L.4)
    • Choose the singular or plural noun that matches the picture (P-M.1)
    • Find the picture that matches the action verb (P-N.1)
    • Compare pictures using adjectives (P-O.1)
    • Inside and outside (P-P.1)
    • Above and below (P-P.2)
    • Next to and beside (P-P.3)

  • L.60.5 Use more complex words learned through books and personal experiences (e.g., label favorite shirt as chartreuse, or know that a paleontologist studies dinosaurs)

• Expression of Ideas, Feelings and Needs

  • L.60.6 Use more complex words to describe the relationships between objects and ideas (e.g., position words such as "under" or "beside" and comparative words such as "bigger" or "longer")

    • Inside and outside (P-P.1)
    • Above and below (P-P.2)
    • Next to and beside (P-P.3)

• Language Structure

  • L.60.7 Use basic grammar rules including subject-verb agreement, tenses, regular and irregular past tense, irregular plurals

  • L.60.8 Use an increasing variety and specificity of accepted words for objects, actions and attributes encountered in both real and symbolic contexts

    • Use color words (P-L.1)
    • Use number words: one to five (P-L.2)
    • Use number words: six to ten (P-L.3)
    • Use number words: one to ten (P-L.4)
    • Choose the singular or plural noun that matches the picture (P-M.1)
    • Find the picture that matches the action verb (P-N.1)
    • Compare pictures using adjectives (P-O.1)
    • Inside and outside (P-P.1)
    • Above and below (P-P.2)
    • Next to and beside (P-P.3)

C Early learning experiences will support children to use language for social interaction.

• Conventions of Conversation

  • L.60.9 Initiate, maintain and end conversations by repeating what other person says and/or by asking questions

• Language for Interaction

  • L.60.10 Use language to share ideas and gain information

D Early learning experiences will support children to gain book appreciation and knowledge.

• Interest and Engagement with Books

  • L.60.11 Independently choose to "read" books and select a variety of texts including fiction and

• Understanding of Stories or Information (Stories or information may be shared through oral storytelling, sharing of pictures and/or books)

  • L.60.12 With prompting and support, retell familiar stories, including story elements (e.g., setting, characters, events) and/or share key details from informational text

  • L.60.13 Identify main components of a story or text (the major plot points of a story or the main topic of an informational text)

  • L.60.14 Use connections between self and character, experience and emotions to increase comprehension

E Early learning experiences will support children to gain knowledge of print and its uses.

• Book Concepts

  • L.60.15 Know how print is read (e.g., left to right, top to bottom, front to back or according to convention of home language)

    • Identify book parts and features (P-I.1)

  • L.60.16 Know that books have titles, authors, illustrators or photographers

    • Identify book parts and features (P-I.1)

  • L.60.17 Recognize words as a unit of print and that letters are grouped to form words

    • Choose the two words that are the same (P-C.1)
    • Choose the sentence that is spaced correctly (P-C.2)
    • Find a word in a sentence (P-C.3)
    • Choose the two sight words that are the same (P-H.1)

• Print Concepts

  • L.60.18 Identify some familiar printed words out of context

  • L.60.19 Begin to use awareness of letter sounds along with pictures to read words in text

    • Find a word in a sentence (P-C.3)
    • Blend each sound in a word together (P-E.2)

• Letter Recognition

  • L.60.20 Recognize and name known letters of the alphabet in familiar and unfamiliar words

    • Find the letter in the alphabet: uppercase (P-A.1)
    • Find the letter in the alphabet: lowercase (P-A.2)
    • Choose the letter that you hear: uppercase (P-A.3)
    • Choose the letter that you hear: lowercase (P-A.4)
    • Frequently confused letters: find the letter (P-A.5)
    • Frequently confused letters: find all the letters (P-A.6)
    • Choose the lowercase letter that matches: c, k, o, p, s, u, v, w, x, z (P-B.1)
    • Choose the lowercase letter that matches: a, b, d, e, g, h, n, q, r (P-B.2)
    • Find all the lowercase letters (P-B.3)
    • Choose the uppercase letter that matches: C, K, O, P, S, U, V, W, X, Z (P-B.4)
    • Choose the uppercase letter that matches: A, B, D, E, G, H, N, Q, R (P-B.5)
    • Find all the uppercase letters (P-B.6)

  • L.60.21 Make some letter-sound connections

    • Identify the first sound in a word (P-E.3)
    • Put the sounds in order (P-E.4)
    • Find the word that begins with a given sound (P-F.2)
    • Choose the letter that matches the consonant sound: review (P-F.5)
    • Find the short a word (P-G.1)
    • Find the short e word (P-G.2)
    • Find the short i word (P-G.3)
    • Find the short o word (P-G.4)
    • Find the short u word (P-G.5)

F Early learning experiences will support children to develop phonological awareness.

• Phonological Awareness

  • L.60.22 Produce rhyming words or words that have same initial sound

    • Which two words have the same ending? (P-D.2)
    • Choose the picture that rhymes with the word (P-D.3)
    • Which two words start with the same sound? (P-F.1)
    • Find the word that begins with a given sound (P-F.2)

  • L.60.23 Recognize which words in a set of words begin with the same sound

    • Which two words start with the same sound? (P-F.1)
    • Find the word that begins with a given sound (P-F.2)

  • L.60.24 Distinguish syllables in words

    • How many syllables does the word have? (K-E.1)
    • Which word has more syllables? (K-E.2)
    • Sort by the number of syllables (K-E.3)

G Early learning experiences will support children to convey meaning through drawing, letters and words.

• Drawing and Writing

  • L.60.25 Draw original stories with a beginning, middle and end

  • L.60.26 Use early developmental spelling. May use one letter for the initial or final sound to represent whole word