The Common Core in Montana

Communication and Language Development

• 3.1 Children use listening and observation skills to make sense of and respond to spoken language and other forms of communication. Children enter into the exchange of information around what they see, hear, and experience. They begin to acquire an understanding of the concepts of language that contribute to learning.

  • a React to familiar voices, sounds, words, facial expressions, and gestures

    • The child may gaze at a familiar face, turn her head toward a familiar voice, or become quiet when she hears a comforting sound.

  • b React to simple, familiar words and actions

    • The child may look at or turn towards an object in response to a request, such as "Look at the ball," imitate an action, such as clap her hands when you do, or make a vocalization when someone walks near.

      • Compare pictures using adjectives (P-O.1)

  • c Respond to simple "where" questions with words, gestures, or actions

    • The child may look at, point to, or retrieve a familiar object when the object is named or the child is asked, "Where is daddy?" or "Where is your blanket?"

  • d Follow simple one-step directions related to her immediate and visible context

    • The child may follow a single step command or instruction, such as "Cover your baby doll" offered as the child lays the doll in the bed.

      • Compare pictures using adjectives (P-O.1)

  • e Use one or two words to respond to "what," "who," "whose," and "where" questions in context

    • The child may correctly answer simple questions, such as: "What is this picture?" with "Dog" or "What are you doing?" with "Eating a cracker"; "Who is this?" with "Mommy"; "Whose coat is this?" with "Mine"; and "Where is the ball?" with "Here it is!"

      • Which feeling matches the picture? (P-K.1)
      • 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)

  • f Respond to songs, rhymes, or stories

    • The child may show interest, laugh, and/or smile when told a silly rhyme or an engaging story.

  • g Follow a two-step interrelated direction

    • The child may follow a two-step direction, such as "Get the ball and roll it to me, please."

  • h Demonstrate an understanding of words that describe spatial concepts

    • The child may understand words such as "in" and "on"; "on" and "off"; "top" and "bottom"; "over" and "under"; and "beginning" and "end."

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

  • i Use and respond to "how," "why," and "when" questions appropriately

    • The child may ask and respond to more complex questions in the exchange of information.

      • Who, what, when, where, or why? (K-FF.1)

  • j Follow three and four-step directions

    • The child may—often with cues and supports—follow a three or four-step interrelated command, such as "Put on your boots, get your coat, and stand by the door, please."

  • k Focus on the meaning of words to enhance understanding and build vocabulary

    • The child may ask and answer questions about the meaning of words related to her discoveries, actions, and inquiries as a way to build deeper understanding and vocabulary.

      • Which feeling matches the picture? (P-K.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)

• 3.2 Children develop skills in using sounds, facial expressions, gestures, and words for a variety of purposes, such as to help adults and others understand their needs, ask questions, express feelings and ideas, and solve problems.

  • a Use a variety of sounds to communicate

    • The child may use distinguishable sounds or cries when he is hungry, uncomfortable, sleepy, gassy, or afraid.

  • b Make sounds or signs in response to people and the environment

    • The child may make gestures or sounds in response to people or the environment.

  • c Experiment making different sounds

    • The child may coo—"oo," "ah," or "oh"—or babble—"bababa," "dadada," or "mamama."

  • d Combine words and gestures

    • The child may wave "good-bye" while saying, "Bye-bye" or hold her arms out while saying, "Up."

  • e Use consistent combinations of sounds or signs to indicate specific objects or people

    • The child may say "dada" to mean daddy or sign "apple" by making a fist, placing the knuckle of the right index finger against his cheek, and pivoting his hand back and forth.

  • f Respond to simple requests or comments with non-verbal or verbal answer

    • The child may respond verbally or with simple gestures to comments, such as "I wonder where the ball went."

  • g Use single words to communicate

    • The child may use single words for a variety of communicative purposes both in play and in daily living.

  • h Ask others to label unfamiliar objects.

    • The child may frequently ask "What is that?" in her quest to build vocabulary and understanding.

  • i Produce two-word phrases

    • The child may imitate or produce a two-word sentence with meaning, such as "Daddy go" or "My turn."

  • j Talk or vocalize to self during play

    • The child may talk to objects, toys, or imaginary people while playing. Try not to interrupt the child's play experience; provide additional opportunities for the child to practice language and communicate his ideas through frequent opportunities for natural social interactions and peer play.

  • k Use multi-word phrases and full sentences

    • The child may communicate using correct sentence structure, such as "I'm wearing my birthday shoes."

      • Find the complete sentence (K-JJ.3)

  • l Express feelings with words The child may use words appropriately to express emotions, such as happy, excited, sad, tired, or scared.

    • Which feeling matches the picture? (P-K.1)

  • m Initiate and participate in conversations with peers and adults

    • The child may listen to conversations, stories, and ideas of others, and share his own stories and ideas in discussion.

  • n Use increasingly longer sentences

    • The child may use descriptive words for objects and actions, such as the red ball and running fast, resulting in longer, more complex sentences.

      • 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)
      • Compare pictures using adjectives (P-O.1)

  • o Demonstrate correct grammar usage more consistently

    • The child may use pronouns, such as "I," "he," "she," or "they" and verb forms, such as "run," "rolled," or "kicking," correctly. At this stage, some grammatical rules may be over-generalized, such as using the "ed" for all past tense verbs as in "He runned."

      • Find the picture that matches the action verb (P-N.1)

  • p Use new words

    • The child may spontaneously use newly acquired vocabulary after seeking its meaning, such as stating, "the tiger looks ferocious!"

  • q Relate a story or event with increasing detail and coherence

    • The child may repeat or add to a story, relate a well-developed story of his own experience, or accurately repeat a familiar rhyme or song.

• 3.3 Children develop skills that help them interact and communicate with others in effective ways.

  • a Gaze at familiar adults

    • The child may keep his eyes on the faces of familiar adults.

  • b Respond when name is said

    • The child may turn her head or look at the caregiver when she hears her name.

  • c Use gestures and sounds to communicate and interact with others

    • The child may use social conventions for greeting another, such as waving "hello" or "good-bye" or smiling.

  • d Engage in give-and-take interactions

    • The child may maintain eye contact and use sounds, facial expressions, gestures, or words to engage in a back and forth exchange one-on-one with another person, each waiting for a response before replying, often in imitation.

  • e Respond to speech by attending to who is speaking

    • The child may listen while others are speaking or singing and engage verbally or non-verbally.

  • f Laugh, smile, or giggle at something funny

    • The child may laugh, smile, or giggle at things she finds funny or silly.

  • g Initiate communication with others

    • The child may initiate communication with other people for a variety of purposes, such as making a request for something she wants using words or gestures.

  • h Demonstrate turn-taking in play and conversation

    • The child may engage in back and forth conversations with a peer or adult, and cooperate in simple games or activities that require turn-taking.

  • i Use language appropriately with different audiences

    • The child may use different words and communication styles depending on who is listening, such as using a higher pitched voice to engage a baby.

  • j Use language appropriately depending on the situation

    • The child may make a relevant comment during group planning, relate a story, or ask for information about something that interests her. The bilingual child may adjust her language choice and communication style to fit the situation or the person with whom she is communicating.

      • Which could happen in real life? (P-J.1)
      • Which feeling matches the picture? (P-K.1)
      • What will happen next? (P-K.2)

  • k Adjust intonation and volume of speech for a variety of settings

    • The child may whisper around a sleeping baby but call loudly to a friend across the playground.

• 3.4 Children develop competency in their home language while becoming proficient in English.

  • a Use home or first language

    • The child may predominantly—and sometimes exclusively—use her home language for some time as she becomes acquainted with the new language. She may continue to respond spontaneously to familiar words in the home language, such as clapping her hands when she hears the word for "clap."

  • b Demonstrate a period of adjustment to learning a new language

    • The child may stop talking in either language as he listens to the new language and focuses on learning the meaning of unfamiliar sounds and words.

  • c Follow simple directions in home language or in English

    • The child may follow verbal directions in either the home language or in English when accompanied by gestures and cues, such as coming when the teacher signals with her hand while saying, "Come here, please."

      • Compare pictures using adjectives (P-O.1)

  • d Speak in short phrases in English

    • The child may use short phrases or groups of words in English while still using the home language for longer sentences or more detailed explanations.

  • e Use English for informal purposes and rely on home language for formal learning

    • The child may use English in conversations, but for deep learning and complete understanding, still prefer the use of the home language.

  • f Adjust communication form for the audience

    • The child may use the home language with family members and use English with English-speaking peers.

Literacy

• 3.5 Children develop an understanding, skills, and interest in the symbols, sounds, and rhythms of written language as they also develop interest in reading, enjoyment from books, and awareness that the printed word can be used for various purposes.

  • a Focus intently on a book

    • The child may look at a book with no attempt to touch it.

  • b React when being read a book

    • The child may smile or coo when being shown the pictures in a book.

  • c Explore books with mouth and hands

    • The child may grasp and bring the book to her mouth to suck and chew on it. The child may shake, bend, or wave a book, or pat the pictures.

  • d Maintain attention when being read a book

    • The child may gaze at the page or point to illustrations while someone is reading a book to her.

  • e Vocalize when being read a book

    • The child may make vocalizations while pointing to pictures and may eventually ask, "What's that?" or use "book babble" imitating the sound of reading.

  • f Choose familiar books and repeat words or vocalizations in books

    • The child may seek out familiar books and repeat vocalizations and words heard when she was previously read the book.

  • g Point at or name objects, animals, or people in pictures, books or drawings

    • The child may point to pictures and label or describe them either independently or when prompted.

      • Which could happen in real life? (P-J.1)
      • Which feeling matches the picture? (P-K.1)
      • What will happen next? (P-K.2)
      • 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)
      • Find the picture that matches the action verb (P-N.1)
      • Compare pictures using adjectives (P-O.1)
      • Match antonyms to pictures (P-Q.1)

  • h Indicate that the pictures on a page are related to the text

    • The child may pretend to read books she has memorized, using the pictures as cues, or use pictures to predict and "read" the storyline.

      • Which feeling matches the picture? (P-K.1)
      • What will happen next? (P-K.2)

  • i Purposefully explore books with respect to proper position and use

    • The child may open and close the book carefully, study the pictures, make sounds, and position the book correctly for reading.

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

  • j Demonstrate interest in books and reading

    • The child may bring a favorite book to be read, carry books around, or listen attentively when a book is being read.

  • k Repeat simple songs, rhymes, or stories

    • The child may sing familiar songs, recite simple poems, or relate relevant aspects of a story.

  • l Use books, magazines, and other printed materials to enhance play

    • The child may pretend to read the newspaper or a cookbook while playing house in the dramatic play area.

  • m Recognize print or symbols in the neighborhood, community, and environment

    • The child may read familiar signs, such as a favorite restaurant or food label.

  • n Demonstrate an understanding that print progresses from left to right

    • The child may follow the text on a printed page by moving her finger from left to right while reading or following along as someone else reads.

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

  • o Identify the title of a book

    • The child may point to the title of the book or spontaneously say the title when the book is presented.

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

  • p Demonstrate an understanding that letters make up words, words make up sentences, and sentences make up stories

    • The child may point to or label letters in words, or identify similarities and differences among words, such as "My name starts with a "T" like Tara's.".

      • 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)

  • q Sustain attention to increasingly longer books and stories

    • The child may attend to longer stories or books, especially when there is animation and dramatic presentation or when the child is actively involved, such as imitating a phrase, word, or sound that is repeated in the story.

• 3.6 Children develop interest and skills in using symbols as a meaningful form of communication.

  • a Experiment with grasp

    • The child may grip a rattle or other toy and later a variety of drawing and writing tools using her fist and fingers.

  • b Watch others write and draw

    • The child may watch with interest as an adult or another child draws, paints, or writes.

  • c.a Scribble on paper spontaneously

    • The child may use a crayon, marker, or pencil to make marks and scribble on a piece of paper or other writing surface and eventually describe what the marks are meant to be.

  • c.b Demonstrate a pincer grasp

    • The child may pick up crayons, pencils, and even smaller objects using her thumb and forefinger.

  • d Experiment with a variety of writing tools

    • The child may use pencils, crayons, chalk, markers, pens, paints, sand, or write in the air with her finger.

  • e Imitate others who are writing or drawing shapes

    • The child may imitate what she has seen others write using traditional and nontraditional tools, such as making marks in the sand with a stick or drawing with a finger in pudding.

  • f Demonstrate controlled linear scribbles

    • The child may include identifiable shapes in his scribbles.

  • g Write letters, letter-like shapes, and inventive words

    • The child may write individual letters and strings of letters or letter-like shapes in groups.

  • h Use print in play

    • The child may write down the food order at an imaginary restaurant.

  • i Demonstrate an understanding that print holds meaning and that thoughts and ideas can be written down

    • The child may ask an adult to label a drawing or write down a story that he narrates.

  • j Form letters to approximate conventional forms

    • The child may form alphabet letters, and indicate that letters stand for spoken sounds, although not always correctly.

  • k Write his or her own name

    • The child may write, copy, and correctly label the letters in her name with increasing accuracy.

  • l Write familiar words using accepted writing format

    • The child may copy familiar or create pretend words, correctly writing left to right and top to bottom of the page.

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

• 3.7 Children develop an understanding that print carries a message through symbols and words, and that there is a connection between sounds and letters (the alphabetic principle).

  • a Show interest when stories are read

    • The child may watch the reader with wide open eyes and a thoughtful expression, gaze at the page, or point to a picture on the page.

  • b Imitate sounds when looking at words in a book

    • The child may duplicate simple sounds, words, or phrases when being read or looking at familiar books.

  • c Point to words in the book

    • The child may point to words when being read a book, although not necessarily the word being read.

      • Find a word in a sentence (P-C.3)

  • d Demonstrate an understanding that print represents words

    • The child may pretend to read a book or ask an adult to write her words on her art work or a note to her grandma.

  • e Respond to print in the environment

    • The child may notice and comment on the print she sees around her, such as the name on the box of cereal she eats. The child may further ask, "What does that say?"

  • f Demonstrate an awareness that letters of the alphabet can be individually named

    • The child may identify letters seen in the environment or ask an adult how to write each letter in his name or in a word he is writing.

      • 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)

  • g Identify letters

  • The child may identify a growing number of letters, such as the letters in his name or sing the "Alphabet Song" pointing to the letter as it is sung.

    • 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)

  • h Match letters and their sound

    • The child may match letters with their sounds, such as explaining that his name, Sam, starts with the letter "S" that makes the sound "ssssss."

      • Find the word that begins with a given sound (P-F.2)
      • Which two words end with the same sound? (P-F.4)
      • 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)

• 3.8 Children develop an awareness of the sounds of letters and the combination of letters that make up words and use this awareness to manipulate syllables and sounds of speech.

  • a Respond to the sound of spoken language

    • The child may focus on the person speaking and kick her feet or move her arms in response to the rhythms of spoken language.

  • b Imitate sounds in stories, songs, and rhymes

    • The child may imitate a sound she has heard and say it over and over, such as "ba, ba" or "ga, ga."

  • c Engage in familiar word games, songs, or finger plays

    • The child may sign or imitate the motions for simple games, such as "Pat-a-Cake" or "Peek-a-Boo."

  • d Imitate rhyming patterns

    • The child may imitate rhyming patterns in songs, rhymes, and finger plays modeled by another.

  • e Discriminate and identify sounds in spoken language

    • The child may play with words and attempt to create rhyming words, such as "top" and "pop."

      • Which two words have the same ending? (P-D.2)
      • Choose the picture that rhymes with the word (P-D.3)

  • f Demonstrate an increased awareness of beginning and ending sounds of words

    • The child may identify words that begin with the same sound, such as Mary and Mona, or end with the same sound, such as Phil and Bill.

      • Which two words start with the same sound? (P-F.1)
      • Find the word that begins with a given sound (P-F.2)
      • Which two words end with the same sound? (P-F.4)

  • g Demonstrate progress in rhyming words

    • The child may progress through developmental stages in rhyming beginning with identifying if two words or pictures rhyme, to filling in words to known songs, rhymes, and finger plays, to finally producing words that rhyme and making up her own rhymes.

      • Which two words have the same ending? (P-D.2)
      • Choose the picture that rhymes with the word (P-D.3)

  • h Hear and separate words into syllables

    • The child may clap out the sounds (syllables) in words guided by an adult, such as clapping three times for the child's name "Sa-man-tha."

      • 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)