The Common Core in Utah

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Skills available for Utah 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:

Utah Core State Standards for Early Learning: 3-year-olds Utah Core State Standards for Early Learning: 3-year-olds
Utah Core State Standards for Early Learning: 4-year-olds Utah Core State Standards for Early Learning: 4-year-olds
Utah Essential Knowledge and Skills: Reading Standards for Foundational Skills Utah Essential Knowledge and Skills: Reading Standards for Foundational Skills
Utah Essential Knowledge and Skills: Standards for Language Utah Essential Knowledge and Skills: Standards for Language

Actions

Print standards

PK.4.1 Academic and Social Language: Speaking and Listening

PK.4.1.1 Speak in sentences of varying lengths to communicate wants, needs, experiences, thoughts, and feelings.
PK.4.1.2 Use nouns, verbs, prepositions, pronouns, and adjectives when speaking with others.
PK.4.1.3 Begin to ask and answer complex questions (for example, who, what, where, when, why, how).
- Who, what, when, where, or why? (K-FF.1)
PK.4.1.4 Describe attributes of familiar people, places, things, and events.
PK.4.1.5 Use and talk about new vocabulary through rich texts, projects, guided conversation, and play.
PK.4.1.6 Discuss how objects can be sorted into categories (for example, shapes, foods) based on commonalities and differences.
- Sort objects into categories (P-R.1)
- Which one is not like the others? (P-R.2)
PK.4.1.7 Identify and name opposites (antonyms) (for example, happy/sad, up/down, big/little).
- Match antonyms to pictures (P-Q.1)
PK.4.1.8 Engage in conversations with peers and adults by talking about activities, personal stories, pictures, topics, and text.
PK.4.1.9 Follow agreed upon rules for conversation (for example, listening to others, staying on topic, and taking turns speaking).
PK.4.1.10 Follow two-step directions to complete a task or routine (for example, "Please find your coat and wait for me at the door." or "Time to wash your hands and find a seat at the table to get ready for a snack.").

PK.4.2 Reading

PK.4.2.CP Concepts of Print
- PK.4.2.CP.1 Correctly hold a book.
  - Identify book parts and features (P-I.1)
- PK.4.2.CP.2 Discuss that print conveys meaning and how the illustrations/photographs relate to the text.
  - Which feeling matches the picture? (P-K.1)
- PK.4.2.CP.3 Identify print in everyday life including numbers, alphabet letters, letters in their own name, and environmental print.
- PK.4.2.CP.4 With prompting and support, demonstrate that print is read from top to bottom, left to right, and from front to back.
  - Identify book parts and features (P-I.1)
- PK.4.2.CP.5 Demonstrate that spoken words are represented in written language (for example, point to written words while reciting a known nursery rhyme or reading a recipe together during a cooking activity).
- PK.4.2.CP.6 With prompting and support, begin to recognize that letters are grouped to form words.
- PK.4.2.CP.7 With prompting and support, discuss the role of the author and illustrator/photographer in presenting the ideas or information in a text.
PK.4.2.PA Phonological Awareness
- PK.4.2.PA.8 Identify and discriminate between sounds (phonemes) in spoken language (for example, point to a picture that begins with the same sound as dog).
- PK.4.2.PA.9 Recognize rhyming words in familiar songs/books (for example, provide rhyming words, show a thumbs up or down if the words rhyme).
  - Which two words have the same ending? (P-D.2)
  - Choose the picture that rhymes with the word (P-D.3)
- PK.4.2.PA.10 With prompting and support, count syllables as words are being spoken (for example, clapping, stomping, jumping, hand signals).
- PK.4.2.PA.11 With prompting and support, blend (put together), and segment (take apart) single-syllable words into individual phonemes auditorily (for example, segment: bat= /b/ /a/ /t/, blend: /b/ /a/ /t/ = bat).
  - Blend each sound in a word together (P-E.2)
  - Put the sounds in order (P-E.4)
- PK.4.2.PA.12 Begin to recognize the beginning sounds of words and progress towards recognizing ending sounds of words
PK.4.2.WR Word Recognition
- PK.4.2.WR.13 With prompting and support, recognize that written words are made up of letters and sounds.
- PK.4.2.WR.14 Identify the names and sounds of some upper- and lowercase letters of the alphabet, including those in their own name.
- PK.4.2.WR.15 Begin to recognize some printed words that are seen frequently (for example, their own name, the names of classmates, labels in the classroom environment).
  - Choose the two sight words that are the same (P-H.1)
  - Read sight words: review sets 1–10 (P-H.15)
PK.4.2.RI Recall Information
- PK.4.2.RI.16 With prompting and support, rapidly recall the names of a series of objects or pictures (for example, dog, cat, horse, mouse, fish, monkey, lion).
PK.4.2.C Comprehension
- PK.4.2.C.17 With prompting and support, listen attentively to and retell simple texts, including event sequence and characters, through conversation, art, movement, or drama.
  - Which feeling matches the picture? (P-K.1)
  - What will happen next? (P-K.2)
- PK.4.2.C.18 With prompting and support, ask and answer questions and make connections about text, media, or information presented orally.

PK.4.3 Writing

PK.4.3.1 Represent ideas visually (for example, scribble with letter-like formations, simple drawings).
PK.4.3.2 Represent spoken words with written language using letter-like marks and scribbles.
PK.4.3.3 Print some letters of the alphabet, including those in their own name.

The Common Core in Utah

Show alignments for:

Actions

PK.4.1 Academic and Social Language: Speaking and Listening

PK.4.1.1 Speak in sentences of varying lengths to communicate wants, needs, experiences, thoughts, and feelings.

PK.4.1.2 Use nouns, verbs, prepositions, pronouns, and adjectives when speaking with others.

PK.4.1.3 Begin to ask and answer complex questions (for example, who, what, where, when, why, how).

PK.4.1.4 Describe attributes of familiar people, places, things, and events.

PK.4.1.5 Use and talk about new vocabulary through rich texts, projects, guided conversation, and play.

PK.4.1.6 Discuss how objects can be sorted into categories (for example, shapes, foods) based on commonalities and differences.

PK.4.1.7 Identify and name opposites (antonyms) (for example, happy/sad, up/down, big/little).

PK.4.1.8 Engage in conversations with peers and adults by talking about activities, personal stories, pictures, topics, and text.

PK.4.1.9 Follow agreed upon rules for conversation (for example, listening to others, staying on topic, and taking turns speaking).

PK.4.1.10 Follow two-step directions to complete a task or routine (for example, "Please find your coat and wait for me at the door." or "Time to wash your hands and find a seat at the table to get ready for a snack.").

PK.4.2 Reading

PK.4.2.CP Concepts of Print

PK.4.2.CP.1 Correctly hold a book.

PK.4.2.CP.2 Discuss that print conveys meaning and how the illustrations/photographs relate to the text.

PK.4.2.CP.3 Identify print in everyday life including numbers, alphabet letters, letters in their own name, and environmental print.

PK.4.2.CP.4 With prompting and support, demonstrate that print is read from top to bottom, left to right, and from front to back.

PK.4.2.CP.5 Demonstrate that spoken words are represented in written language (for example, point to written words while reciting a known nursery rhyme or reading a recipe together during a cooking activity).

PK.4.2.CP.6 With prompting and support, begin to recognize that letters are grouped to form words.

PK.4.2.CP.7 With prompting and support, discuss the role of the author and illustrator/photographer in presenting the ideas or information in a text.

PK.4.2.PA Phonological Awareness

PK.4.2.PA.8 Identify and discriminate between sounds (phonemes) in spoken language (for example, point to a picture that begins with the same sound as dog).

PK.4.2.PA.9 Recognize rhyming words in familiar songs/books (for example, provide rhyming words, show a thumbs up or down if the words rhyme).

PK.4.2.PA.10 With prompting and support, count syllables as words are being spoken (for example, clapping, stomping, jumping, hand signals).

PK.4.2.PA.11 With prompting and support, blend (put together), and segment (take apart) single-syllable words into individual phonemes auditorily (for example, segment: bat= /b/ /a/ /t/, blend: /b/ /a/ /t/ = bat).

PK.4.2.PA.12 Begin to recognize the beginning sounds of words and progress towards recognizing ending sounds of words

PK.4.2.WR Word Recognition

PK.4.2.WR.13 With prompting and support, recognize that written words are made up of letters and sounds.

PK.4.2.WR.14 Identify the names and sounds of some upper- and lowercase letters of the alphabet, including those in their own name.

PK.4.2.WR.15 Begin to recognize some printed words that are seen frequently (for example, their own name, the names of classmates, labels in the classroom environment).

PK.4.2.RI Recall Information

PK.4.2.RI.16 With prompting and support, rapidly recall the names of a series of objects or pictures (for example, dog, cat, horse, mouse, fish, monkey, lion).

PK.4.2.C Comprehension

PK.4.2.C.17 With prompting and support, listen attentively to and retell simple texts, including event sequence and characters, through conversation, art, movement, or drama.

PK.4.2.C.18 With prompting and support, ask and answer questions and make connections about text, media, or information presented orally.

PK.4.3 Writing

PK.4.3.1 Represent ideas visually (for example, scribble with letter-like formations, simple drawings).

PK.4.3.2 Represent spoken words with written language using letter-like marks and scribbles.

PK.4.3.3 Print some letters of the alphabet, including those in their own name.