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Skills available for Florida 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.

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C Vocabulary

  • 1 Shows an understanding of words and their meanings

  • 2 Shows increased vocabulary to describe many objects, actions, and events

    • a Child uses a large speaking vocabulary, adding new words weekly.

      • using descriptive words (e.g., "My turtle crawls slowly." "That's a silly picture.")

      • trying out new words when talking to their friends

      • during story time, asking questions to clarify concepts and build word knowledge

      • describing the process of how eggs and an incubator were used together to hatch baby chicks.

      • Provide numerous daily opportunities for children to talk with peers and adults in the classroom.

      • Encourage children's verbal input during shared book reading (e.g., in response to questions or to relate the book to their own experiences)

      • Teach children to play Go Fish and other card games that require verbal labeling and request of picture card.

      • Develop child-friendly definitions of important words related to an upcoming lesson.

      • Build your own background knowledge and expanded vocabulary related to an upcoming thematic unit to share with the children.

      • Create a bulletin board or other spotlight area to highlight new words children discover during on-going classroom experiences.

      • Create and regularly add to a classroom dictionary that includes new words, child-friendly definitions, and illustrations or photographs.

    • b Child uses category labels (e.g., fruit, vegetable, animal, transportation, tool).

      • Sort objects into categories (P-I.2)
      • Which one is not like the others? (P-I.3)
      • answering questions at large group time about forms of transportation

      • labeling and describing fruits and vegetables

      • identifying which objects are kitchen items and which are not

      • describing an apple as a fruit and a jacket as a piece of clothing.

      • Call attention to category labels that appear in story books and other written text.

      • Model use of and teach children category group labels (e.g., vehicles, clothing, and furniture).

      • Provide opportunities for children to make category collages of items and have children share their collages by orally labeling each item and naming the category.

    • c Child uses a variety of word meaning relationships (e.g., part-whole, object-function, object-location).

      • naming parts of a familiar object (e.g., naming parts of a car: hood, window, trunk)

      • answering questions about what a familiar object is used for (e.g., pencil is for writing, pot is for cooking)

      • sorting play animals according to typical habitat (e.g., jungle animals vs. farm animals vs. house animals).

      • Use real objects, manipulatives, or photographs to help children practice using the concepts of part-whole (e.g., identifying the tires, steering wheel, trunk of a vehicle).

      • Before taking a fieldtrip, hold a class discussion about what you might see and experience at the location (e.g., sheep, tractor, cows at a farm).

      • After taking the fieldtrip, hold a discussion about what the children saw at the location and compare with the earlier prediction.

      • Discuss the necessary tools and their functions when planning a cooking experience (e.g., spoon for stirring, whisk for whipping, and oven for baking).

      • Use props, manipulatives, charts, and photos to support children's understanding of associations among word concepts (e.g., matching pictures of car parts to the picture of a car.).