Early Literacy Skills

Reading Readiness

• Phonemic awareness is the ability to recognize and manipulate sounds in spoken words.
• Phonics involves understanding the relationship between letters and sounds.
• Word recognition is the ability to identify common sight words and vocabulary.
• Comprehension involves understanding and interpreting simple texts and stories.

Writing Readiness

• Letter formation is the ability to write upper and lower case letters correctly.
• Writing words and simple sentences involves forming basic words and constructing simple sentences.
• Writing conventions include using capital letters, punctuation marks, and proper spacing between words.

Oral Language

• Listening skills involve following instructions and understanding spoken information.
• Speaking skills involve expressing ideas clearly, using appropriate vocabulary and sentence structures.
• Story retelling involves recalling and narrating stories or events in sequence.

Literacy Development

• Story elements involve identifying characters, setting, and main events in a story.
• Rhyming words involve recognizing and generating words that rhyme.
• Sentence structure involves understanding the basic structure of sentences, including subject and predicate.

Vocabulary

• Word meanings involve understanding and using a range of vocabulary words.
• Synonyms and antonyms involve recognizing words with similar and opposite meanings.

Handwriting

• Fine motor skills involve assessing the child's ability to hold a pencil correctly and write legibly.
• Writing patterns involve practicing shapes and patterns that aid in letter formation.

Assessment Methods

• Assessment methods include direct observation, interactive activities, written tasks, and oral responses.
• Teachers use a variety of materials such as picture books, flashcards, worksheets, and storytelling sessions to evaluate these skills.
• The goal of assessment is to identify the strengths and areas needing improvement for each student, allowing for tailored instruction to support their language development.

Language Art

Verbs

• Express actions, occurrences, or states of being
• Examples: run, jump, read, think, be
• Can be classified into:
  • Action verbs (e.g. run, jump)
  • Linking verbs (e.g. be, seem)
  • Helping verbs (e.g. will, would)
  • Transitive verbs (e.g. read, write)
  • Intransitive verbs (e.g. sleep, laugh)

Nouns

• Refer to people, places, things, or ideas
• Examples: dog, city, freedom, happiness
• Can be classified into:
  • Proper nouns (e.g. John, London)
  • Common nouns (e.g. dog, city)
  • Collective nouns (e.g. family, team)
  • Abstract nouns (e.g. freedom, happiness)
  • Concrete nouns (e.g. dog, chair)

Adjectives

• Modify or describe nouns or pronouns
• Examples: happy, tall, blue, old
• Can describe:
  • Appearance (e.g. tall, blue)
  • Personality (e.g. happy, kind)
  • Size (e.g. big, small)
  • Age (e.g. old, young)

Verb Agreements

Is and Are

• "Is" is a singular verb, used with singular nouns and pronouns
• Examples: The cat is sleeping, She is happy
• "Are" is a plural verb, used with plural nouns and pronouns

Was and Were

• "Was" is a singular verb, used with singular nouns and pronouns in the past tense
• Examples: The cat was sleeping, She was happy
• "Were" is a plural verb, used with plural nouns and pronouns in the past tense