The Common Core in Wisconsin

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Skills available for Wisconsin 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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Wisconsin Model Early Learning Standards: Early Literacy Wisconsin Model Early Learning Standards: Early Literacy
Wisconsin Model Early Learning Standards: Language Wisconsin Model Early Learning Standards: Language

Actions

Print standards

C Children in Wisconsin will have the literacy skills and concepts needed to become successful readers and writers.

C.EL.1 Develops ability to detect, manipulate, or analyze the auditory parts of spoken language.
- Enjoys and responds to frequently said sounds, words, and rhymes.
- Imitates sounds.
- Repeats words in rhymes and actions.
- Requests and joins in saying favorite rhymes and songs that repeat sounds and words.
- Recognizes and matches sounds and rhymes in familiar words.
  - Which two words have the same ending? (P-D.2)
  - Choose the picture that rhymes with the word (P-D.3)
- Recognizes sounds that match and words that begin or end with the same sounds.
- Recognizes and produces rhyming words.
  - Which two words have the same ending? (P-D.2)
  - Choose the picture that rhymes with the word (P-D.3)
- Discriminates separate syllables in spoken words and begins to blend and segment syllables.
- Recognizes single sounds and combinations of sounds.
C.EL.2 Understands concept that the alphabet represents the sounds of spoken language and the letters of written language.
- Explores, repeats, imitates alphabet related songs and games.
- Recognizes the difference between letters and other symbols.
- Recognizes letters and their sounds in familiar words, especially in own name.
- Makes some letter/ sound connections and identifies some beginning sounds.
- Uses a combination of letter sounds, familiar environmental print, and picture cues to recognize a printed word.
  - Choose the two words that are the same (P-C.1)
  - Find a word in a sentence (P-C.3)
- Recognizes that most speech sounds (both consonants and vowels) are represented by single letter symbols.
- Experiences success in reading by sounding out words (decoding).
  - Blend each sound in a word together (P-E.2)
- Recognizes and names all letters of the alphabet (upper and lowercase) in familiar and unfamiliar words.
- Reads familiar decodable and some irregular words in books, signs, and labels.
  - Choose the two sight words that are the same (P-H.1)
  - Read sight words: review sets 1–10 (P-H.15)
C.EL.3 Shows an appreciation of books and understands how print works.
- Explores and enjoys books.
- Points to and names pictures in a book when asked.
- Looks at picture books and asks questions or makes comments.
- Understands that print in the book carries the message.
- Views one page at a time from the front to the back of the book and knows that the book has a title, author, and illustrator.
  - Identify book parts and features (P-I.1)
- Chooses reading activities and responds with interest and enjoyment.
- Recognizes some familiar environmental print.
- Handles books correctly, and shows increasing skills in print directionality.
  - Identify book parts and features (P-I.1)
- Understands the difference between letters, words, and sentences.
- Understands that books have characters, sequence of events, and story plots.
C.EL.4 Uses writing to represent thoughts or ideas.
- Begins to use writing tools to make marks.
- Scribbles and creates unconventional shapes.
- Writes lists, thank you notes, names, and labels objects in play.
- Labels pictures using scribbles or letter-like forms to represent words or ideas.
- Writes recognizable letters and begins to write name and a few words.
- Uses knowledge of sounds and letters to write some words and phrases (inventive and conventional spelling).

The Common Core in Wisconsin

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Actions

C Children in Wisconsin will have the literacy skills and concepts needed to become successful readers and writers.

C.EL.1 Develops ability to detect, manipulate, or analyze the auditory parts of spoken language.

Enjoys and responds to frequently said sounds, words, and rhymes.

Imitates sounds.

Repeats words in rhymes and actions.

Requests and joins in saying favorite rhymes and songs that repeat sounds and words.

Recognizes and matches sounds and rhymes in familiar words.

Recognizes sounds that match and words that begin or end with the same sounds.

Recognizes and produces rhyming words.

Discriminates separate syllables in spoken words and begins to blend and segment syllables.

Recognizes single sounds and combinations of sounds.

C.EL.2 Understands concept that the alphabet represents the sounds of spoken language and the letters of written language.

Explores, repeats, imitates alphabet related songs and games.

Recognizes the difference between letters and other symbols.

Recognizes letters and their sounds in familiar words, especially in own name.

Makes some letter/ sound connections and identifies some beginning sounds.

Uses a combination of letter sounds, familiar environmental print, and picture cues to recognize a printed word.

Recognizes that most speech sounds (both consonants and vowels) are represented by single letter symbols.

Experiences success in reading by sounding out words (decoding).

Recognizes and names all letters of the alphabet (upper and lowercase) in familiar and unfamiliar words.

Reads familiar decodable and some irregular words in books, signs, and labels.

C.EL.3 Shows an appreciation of books and understands how print works.

Explores and enjoys books.

Points to and names pictures in a book when asked.

Looks at picture books and asks questions or makes comments.

Understands that print in the book carries the message.

Views one page at a time from the front to the back of the book and knows that the book has a title, author, and illustrator.

Chooses reading activities and responds with interest and enjoyment.

Recognizes some familiar environmental print.

Handles books correctly, and shows increasing skills in print directionality.

Understands the difference between letters, words, and sentences.

Understands that books have characters, sequence of events, and story plots.

C.EL.4 Uses writing to represent thoughts or ideas.

Begins to use writing tools to make marks.

Scribbles and creates unconventional shapes.

Writes lists, thank you notes, names, and labels objects in play.

Labels pictures using scribbles or letter-like forms to represent words or ideas.

Writes recognizable letters and begins to write name and a few words.

Uses knowledge of sounds and letters to write some words and phrases (inventive and conventional spelling).