What does a year of pre-K reading and writing actually look like?

Students learn how books work, hear lots of stories, and start playing with the sounds in words. They learn most letters and the sounds they make, write some letters from their first name, and use drawings with a few letters to share an idea.

How can I help with reading at home if my child cannot read yet?

Read aloud together every day and let students hold the book, turn the pages, and point to the title. Ask simple who, what, where, and when questions about the pictures. Sing rhymes and silly songs in the car. Ten minutes a day matters more than long sessions.

Should students be sounding out words by the end of pre-K?

No. The goal is hearing sounds, not reading words. Students should hear rhymes, clap the beats in a word like pony, and notice that puppy and pounces start the same. That ear training is what makes sounding out possible later.

What writing should students be doing at this age?

Writing at this age is mostly drawing with a few letters mixed in. Students label their pictures, write some letters from their first name, and tell what their drawing is about. Messy letters and backwards letters are normal and expected.

How should letters and sounds be sequenced across the year?

Start with the letters in each student's first name, since those carry the most meaning. Add a few new letters at a time and tie each one to a sound students can hear in songs and read-alouds. Revisit old letters often instead of moving on once they are taught.

Which skills usually need the most reteaching?

Rhyming and initial sounds take the longest to stick. Many students can repeat a rhyme long before they can produce one on their own. Plan short daily sound games all year, not a single rhyming unit.

How do I know a student is ready for kindergarten reading?

By spring, students should recognize most letters, produce some letter sounds, write their first name, and hold a book the right way. They should retell a story after a read-aloud and answer simple questions about the pictures with a little help.

My child barely talks at school. How worried should I be?

Quiet at school is common in pre-K. At home, give students chances to tell short stories about their day, name things in the grocery store, and ask their own questions. Building talk at home usually shows up at school within a few months.

What does a student learn in ?

This is the year letters, sounds, and stories start to click. Students learn that the marks on a page carry meaning, hold a book the right way, and follow print from left to right. They name most letters, hear rhymes and beginning sounds, and start writing the letters in their first name. By spring, they can retell a favorite story and use drawings with a few letters to share an idea.

Letter names
Letter sounds
Rhyming
Writing their name
Story retelling
Drawing to write
Listening and speaking

Source: Oklahoma Oklahoma Academic Standards

Year at a glance

How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.

1
Settling in with stories and talk
Students learn to listen during read-alouds, follow a simple direction, and take turns talking with classmates. Parents may notice more retelling of favorite stories and more questions about books at home.
2
Letters, names, and how books work
Students start naming letters, recognizing their own name in print, and noticing that signs and labels carry a message. They learn that books open a certain way and that print goes left to right.
3
Hearing sounds inside words
Students play with the sounds in spoken words. They clap syllables, notice words that rhyme, and listen for the first sound in words like puppy and pounces.
4
Drawing and emergent writing
Students begin to share ideas on paper. They draw pictures, add labels, and try writing letters from their name. A scribbled grocery list or a labeled drawing counts as real writing at this age.
5
Words for the world around them
Students pick up new words from read-alouds and conversations and try them out in their own sentences. They sort familiar things into groups and start using words for actions, colors, and where things are.
6
Asking questions and finding answers
Students notice topics they want to know more about and figure out who or what could help. They look at pictures, ask a grown-up, or revisit a favorite book to find an answer.

Mastery Learning Standards

The required skills a student should display by the end of Pre-Kindergarten.

Listening and Speaking

Follow simple one-step oral directions

PK.1.L.2

Students listen to a single spoken instruction and do what it says, like sitting down or picking up a crayon.
Work respectfully with peers with prompting

PK.1.S.1

Students practice taking turns talking and listening during group activities. With a little guidance from the teacher, they share, respond kindly, and stay focused on the conversation.
Engage in collaborative discussions about various topics and texts, including…

PK.1.S.2

Students talk about books, stories, and their own drawings or writing with classmates and grown-ups, in small groups and large ones. A teacher or adult helps by asking questions to keep the conversation going.
Ask and answer questions with prompting

PK.1.S.3

Students practice asking and answering simple questions when a teacher gives them a nudge or hint. This builds the back-and-forth conversation habits they will use in every classroom setting.
Orally describe personal interests or tell stories to peers and adults with…

PK.1.S.4

With a little prompting, students talk about things they like or share a simple story out loud with classmates or a grown-up.

Standard	Definition	Code
Follow simple one-step oral directions	Students listen to a single spoken instruction and do what it says, like sitting down or picking up a crayon.	PK.1.L.2
Work respectfully with peers with prompting	Students practice taking turns talking and listening during group activities. With a little guidance from the teacher, they share, respond kindly, and stay focused on the conversation.	PK.1.S.1
Engage in collaborative discussions about various topics and texts, including…	Students talk about books, stories, and their own drawings or writing with classmates and grown-ups, in small groups and large ones. A teacher or adult helps by asking questions to keep the conversation going.	PK.1.S.2
Ask and answer questions with prompting	Students practice asking and answering simple questions when a teacher gives them a nudge or hint. This builds the back-and-forth conversation habits they will use in every classroom setting.	PK.1.S.3
Orally describe personal interests or tell stories to peers and adults with…	With a little prompting, students talk about things they like or share a simple story out loud with classmates or a grown-up.	PK.1.S.4

Listening and Speaking

Follow simple one-step oral directions

PK.1.L.2

Students listen to a single spoken instruction and do what it says, like sitting down or picking up a crayon.
Work respectfully with peers with prompting

PK.1.S.1

Students practice taking turns talking and listening during group activities. With a little guidance from the teacher, they share, respond kindly, and stay focused on the conversation.
Engage in collaborative discussions about various topics and texts, including…

PK.1.S.2

Students talk about books, stories, and their own drawings or writing with classmates and grown-ups, in small groups and large ones. A teacher or adult helps by asking questions to keep the conversation going.
Ask and answer questions with prompting

PK.1.S.3

Students practice asking and answering simple questions when a teacher gives them a nudge or hint. This builds the back-and-forth conversation habits they will use in every classroom setting.
Orally describe personal interests or tell stories to peers and adults with…

PK.1.S.4

With a little prompting, students talk about things they like or share a simple story out loud with classmates or a grown-up.

Standard	Definition	Code
Follow simple one-step oral directions	Students listen to a single spoken instruction and do what it says, like sitting down or picking up a crayon.	PK.1.L.2
Work respectfully with peers with prompting	Students practice taking turns talking and listening during group activities. With a little guidance from the teacher, they share, respond kindly, and stay focused on the conversation.	PK.1.S.1
Engage in collaborative discussions about various topics and texts, including…	Students talk about books, stories, and their own drawings or writing with classmates and grown-ups, in small groups and large ones. A teacher or adult helps by asking questions to keep the conversation going.	PK.1.S.2
Ask and answer questions with prompting	Students practice asking and answering simple questions when a teacher gives them a nudge or hint. This builds the back-and-forth conversation habits they will use in every classroom setting.	PK.1.S.3
Orally describe personal interests or tell stories to peers and adults with…	With a little prompting, students talk about things they like or share a simple story out loud with classmates or a grown-up.	PK.1.S.4

Reading and Writing Foundations

Count spoken words in a three- to four-word sentence with one-syllable words

PK.2.PA.1

Students listen to a short spoken sentence and count how many words they hear. This is an early step toward understanding that sentences are made of separate words.
Recognize spoken words that rhyme

PK.2.PA.2

Students listen to two spoken words and decide whether they rhyme. This builds the ear for sound patterns that show up later in reading and spelling.
Recognize syllables in spoken words

PK.2.PA.3

Students clap or tap out the chunks in a spoken word, hearing that "pony" has two beats: "po" and "ny." This is an early step toward sounding out words when reading.
Isolate the common initial sound when given a set of alliterative spoken words

PK.2.PA.4

Students listen to a group of words that start with the same sound and pick out that shared beginning sound. This is an early step toward connecting sounds to letters.
Begin to understand that print carries a message by recognizing labels, signs

PK.2.PC.1

Books, signs, and labels all say something. Students start to notice that printed words around them carry a message, like a stop sign or a cereal box.
Demonstrate correct book orientation and identify the front and back covers of…

PK.2.PC.2

Students learn to hold a book right-side up and point to its front and back covers. It's the first step in understanding how books work.
Begin to understand that print moves from top to bottom, left to right

PK.2.PC.3

Students learn which direction to follow when reading a page: left to right, top to bottom, and from the front of a book to the back.
Begin to recognize that written words are made up of letters and are separated…

PK.2.PC.4

Students start to notice that words on a page are built from letters and have blank spaces between them, like the gaps between words on a cereal box or a street sign.
Begin to recognize ending punctuation marks in print during shared reading or…

PK.2.PC.5

Students start noticing the period or question mark at the end of a sentence when reading aloud together. They learn that punctuation marks signal where a sentence stops or changes tone.
Begin to write some uppercase and lowercase letters including the majority of…

PK.2.PC.6

With some help from a teacher, students practice writing uppercase and lowercase letters, focusing on the letters in their own first name.
Name the letters in their first name

PK.2.PWS.1

Students practice writing their own name by identifying and saying each letter in it. This is one of the first steps toward reading and writing.
Name a majority of uppercase and lowercase letters

PK.2.PWS.2

Students recognize and name most letters of the alphabet, both uppercase and lowercase, when they see them on a page.
Produce some sounds represented by letters

PK.2.PWS.3

Students begin connecting letters to the sounds they make, like knowing that the letter B makes a "buh" sound. This is the first step toward sounding out words.
Read their first name in print

PK.2.F.1

Students recognize their own name written on paper and can pick it out from other words. This is often one of the first reading moments a child has.
Recite familiar texts

PK.2.F.2

Students say favorite rhymes, songs, and poems out loud from memory. The goal is building comfort and confidence with the words and rhythms of language before formal reading begins.

Standard	Definition	Code
Count spoken words in a three- to four-word sentence with one-syllable words	Students listen to a short spoken sentence and count how many words they hear. This is an early step toward understanding that sentences are made of separate words.	PK.2.PA.1
Recognize spoken words that rhyme	Students listen to two spoken words and decide whether they rhyme. This builds the ear for sound patterns that show up later in reading and spelling.	PK.2.PA.2
Recognize syllables in spoken words	Students clap or tap out the chunks in a spoken word, hearing that "pony" has two beats: "po" and "ny." This is an early step toward sounding out words when reading.	PK.2.PA.3
Isolate the common initial sound when given a set of alliterative spoken words	Students listen to a group of words that start with the same sound and pick out that shared beginning sound. This is an early step toward connecting sounds to letters.	PK.2.PA.4
Begin to understand that print carries a message by recognizing labels, signs	Books, signs, and labels all say something. Students start to notice that printed words around them carry a message, like a stop sign or a cereal box.	PK.2.PC.1
Demonstrate correct book orientation and identify the front and back covers of…	Students learn to hold a book right-side up and point to its front and back covers. It's the first step in understanding how books work.	PK.2.PC.2
Begin to understand that print moves from top to bottom, left to right	Students learn which direction to follow when reading a page: left to right, top to bottom, and from the front of a book to the back.	PK.2.PC.3
Begin to recognize that written words are made up of letters and are separated…	Students start to notice that words on a page are built from letters and have blank spaces between them, like the gaps between words on a cereal box or a street sign.	PK.2.PC.4
Begin to recognize ending punctuation marks in print during shared reading or…	Students start noticing the period or question mark at the end of a sentence when reading aloud together. They learn that punctuation marks signal where a sentence stops or changes tone.	PK.2.PC.5
Begin to write some uppercase and lowercase letters including the majority of…	With some help from a teacher, students practice writing uppercase and lowercase letters, focusing on the letters in their own first name.	PK.2.PC.6
Name the letters in their first name	Students practice writing their own name by identifying and saying each letter in it. This is one of the first steps toward reading and writing.	PK.2.PWS.1
Name a majority of uppercase and lowercase letters	Students recognize and name most letters of the alphabet, both uppercase and lowercase, when they see them on a page.	PK.2.PWS.2
Produce some sounds represented by letters	Students begin connecting letters to the sounds they make, like knowing that the letter B makes a "buh" sound. This is the first step toward sounding out words.	PK.2.PWS.3
Read their first name in print	Students recognize their own name written on paper and can pick it out from other words. This is often one of the first reading moments a child has.	PK.2.F.1
Recite familiar texts	Students say favorite rhymes, songs, and poems out loud from memory. The goal is building comfort and confidence with the words and rhythms of language before formal reading begins.	PK.2.F.2

Reading and Writing Foundations

Count spoken words in a three- to four-word sentence with one-syllable words

PK.2.PA.1

Students listen to a short spoken sentence and count how many words they hear. This is an early step toward understanding that sentences are made of separate words.
Recognize spoken words that rhyme

PK.2.PA.2

Students listen to two spoken words and decide whether they rhyme. This builds the ear for sound patterns that show up later in reading and spelling.
Recognize syllables in spoken words

PK.2.PA.3

Students clap or tap out the chunks in a spoken word, hearing that "pony" has two beats: "po" and "ny." This is an early step toward sounding out words when reading.
Isolate the common initial sound when given a set of alliterative spoken words

PK.2.PA.4

Students listen to a group of words that start with the same sound and pick out that shared beginning sound. This is an early step toward connecting sounds to letters.
Begin to understand that print carries a message by recognizing labels, signs

PK.2.PC.1

Books, signs, and labels all say something. Students start to notice that printed words around them carry a message, like a stop sign or a cereal box.
Demonstrate correct book orientation and identify the front and back covers of…

PK.2.PC.2

Students learn to hold a book right-side up and point to its front and back covers. It's the first step in understanding how books work.
Begin to understand that print moves from top to bottom, left to right

PK.2.PC.3

Students learn which direction to follow when reading a page: left to right, top to bottom, and from the front of a book to the back.
Begin to recognize that written words are made up of letters and are separated…

PK.2.PC.4

Students start to notice that words on a page are built from letters and have blank spaces between them, like the gaps between words on a cereal box or a street sign.
Begin to recognize ending punctuation marks in print during shared reading or…

PK.2.PC.5

Students start noticing the period or question mark at the end of a sentence when reading aloud together. They learn that punctuation marks signal where a sentence stops or changes tone.
Begin to write some uppercase and lowercase letters including the majority of…

PK.2.PC.6

With some help from a teacher, students practice writing uppercase and lowercase letters, focusing on the letters in their own first name.
Name the letters in their first name

PK.2.PWS.1

Students practice writing their own name by identifying and saying each letter in it. This is one of the first steps toward reading and writing.
Name a majority of uppercase and lowercase letters

PK.2.PWS.2

Students recognize and name most letters of the alphabet, both uppercase and lowercase, when they see them on a page.
Produce some sounds represented by letters

PK.2.PWS.3

Students begin connecting letters to the sounds they make, like knowing that the letter B makes a "buh" sound. This is the first step toward sounding out words.
Read their first name in print

PK.2.F.1

Students recognize their own name written on paper and can pick it out from other words. This is often one of the first reading moments a child has.
Recite familiar texts

PK.2.F.2

Students say favorite rhymes, songs, and poems out loud from memory. The goal is building comfort and confidence with the words and rhythms of language before formal reading begins.

Standard	Definition	Code
Count spoken words in a three- to four-word sentence with one-syllable words	Students listen to a short spoken sentence and count how many words they hear. This is an early step toward understanding that sentences are made of separate words.	PK.2.PA.1
Recognize spoken words that rhyme	Students listen to two spoken words and decide whether they rhyme. This builds the ear for sound patterns that show up later in reading and spelling.	PK.2.PA.2
Recognize syllables in spoken words	Students clap or tap out the chunks in a spoken word, hearing that "pony" has two beats: "po" and "ny." This is an early step toward sounding out words when reading.	PK.2.PA.3
Isolate the common initial sound when given a set of alliterative spoken words	Students listen to a group of words that start with the same sound and pick out that shared beginning sound. This is an early step toward connecting sounds to letters.	PK.2.PA.4
Begin to understand that print carries a message by recognizing labels, signs	Books, signs, and labels all say something. Students start to notice that printed words around them carry a message, like a stop sign or a cereal box.	PK.2.PC.1
Demonstrate correct book orientation and identify the front and back covers of…	Students learn to hold a book right-side up and point to its front and back covers. It's the first step in understanding how books work.	PK.2.PC.2
Begin to understand that print moves from top to bottom, left to right	Students learn which direction to follow when reading a page: left to right, top to bottom, and from the front of a book to the back.	PK.2.PC.3
Begin to recognize that written words are made up of letters and are separated…	Students start to notice that words on a page are built from letters and have blank spaces between them, like the gaps between words on a cereal box or a street sign.	PK.2.PC.4
Begin to recognize ending punctuation marks in print during shared reading or…	Students start noticing the period or question mark at the end of a sentence when reading aloud together. They learn that punctuation marks signal where a sentence stops or changes tone.	PK.2.PC.5
Begin to write some uppercase and lowercase letters including the majority of…	With some help from a teacher, students practice writing uppercase and lowercase letters, focusing on the letters in their own first name.	PK.2.PC.6
Name the letters in their first name	Students practice writing their own name by identifying and saying each letter in it. This is one of the first steps toward reading and writing.	PK.2.PWS.1
Name a majority of uppercase and lowercase letters	Students recognize and name most letters of the alphabet, both uppercase and lowercase, when they see them on a page.	PK.2.PWS.2
Produce some sounds represented by letters	Students begin connecting letters to the sounds they make, like knowing that the letter B makes a "buh" sound. This is the first step toward sounding out words.	PK.2.PWS.3
Read their first name in print	Students recognize their own name written on paper and can pick it out from other words. This is often one of the first reading moments a child has.	PK.2.F.1
Recite familiar texts	Students say favorite rhymes, songs, and poems out loud from memory. The goal is building comfort and confidence with the words and rhythms of language before formal reading begins.	PK.2.F.2

Reading and Writing Process

Retell or reenact major events or details from a read-aloud

PK.2.R

After listening to a story read aloud, students retell what happened, either by talking through the events or acting them out.
Begin to express themselves through drawing and emergent writing

PK.2.W

Students start putting their ideas on paper through drawings and early writing attempts, like scribbles or letter-like marks. This is how writing begins before students know how to spell.

Standard	Definition	Code
Retell or reenact major events or details from a read-aloud	After listening to a story read aloud, students retell what happened, either by talking through the events or acting them out.	PK.2.R
Begin to express themselves through drawing and emergent writing	Students start putting their ideas on paper through drawings and early writing attempts, like scribbles or letter-like marks. This is how writing begins before students know how to spell.	PK.2.W

Reading and Writing Process

Retell or reenact major events or details from a read-aloud

PK.2.R

After listening to a story read aloud, students retell what happened, either by talking through the events or acting them out.
Begin to express themselves through drawing and emergent writing

PK.2.W

Students start putting their ideas on paper through drawings and early writing attempts, like scribbles or letter-like marks. This is how writing begins before students know how to spell.

Standard	Definition	Code
Retell or reenact major events or details from a read-aloud	After listening to a story read aloud, students retell what happened, either by talking through the events or acting them out.	PK.2.R
Begin to express themselves through drawing and emergent writing	Students start putting their ideas on paper through drawings and early writing attempts, like scribbles or letter-like marks. This is how writing begins before students know how to spell.	PK.2.W

Critical Reading and Writing

Describe the roles of an author and illustrator with prompting

PK.3.R.1

With a little help, students identify who wrote a book and who drew the pictures, and explain what each person's job was.
Answer basic questions

PK.3.R.2

Students answer simple questions about a story or picture, like who is in it and what is happening. A teacher or adult reads aloud and helps guide the conversation.
Identify characters in a story with prompting

PK.3.R.3

With a little help from a teacher, students point to or name the people and animals in a story.
Use drawing and labeling to tell a story or share information with prompting

PK.3.W.1

Students draw pictures and add labels or words to tell a story or share what they know. A teacher or adult helps by asking questions or giving ideas to get them started.

Standard	Definition	Code
Describe the roles of an author and illustrator with prompting	With a little help, students identify who wrote a book and who drew the pictures, and explain what each person's job was.	PK.3.R.1
Answer basic questions	Students answer simple questions about a story or picture, like who is in it and what is happening. A teacher or adult reads aloud and helps guide the conversation.	PK.3.R.2
Identify characters in a story with prompting	With a little help from a teacher, students point to or name the people and animals in a story.	PK.3.R.3
Use drawing and labeling to tell a story or share information with prompting	Students draw pictures and add labels or words to tell a story or share what they know. A teacher or adult helps by asking questions or giving ideas to get them started.	PK.3.W.1

Critical Reading and Writing

Describe the roles of an author and illustrator with prompting

PK.3.R.1

With a little help, students identify who wrote a book and who drew the pictures, and explain what each person's job was.
Answer basic questions

PK.3.R.2

Students answer simple questions about a story or picture, like who is in it and what is happening. A teacher or adult reads aloud and helps guide the conversation.
Identify characters in a story with prompting

PK.3.R.3

With a little help from a teacher, students point to or name the people and animals in a story.
Use drawing and labeling to tell a story or share information with prompting

PK.3.W.1

Students draw pictures and add labels or words to tell a story or share what they know. A teacher or adult helps by asking questions or giving ideas to get them started.

Standard	Definition	Code
Describe the roles of an author and illustrator with prompting	With a little help, students identify who wrote a book and who drew the pictures, and explain what each person's job was.	PK.3.R.1
Answer basic questions	Students answer simple questions about a story or picture, like who is in it and what is happening. A teacher or adult reads aloud and helps guide the conversation.	PK.3.R.2
Identify characters in a story with prompting	With a little help from a teacher, students point to or name the people and animals in a story.	PK.3.R.3
Use drawing and labeling to tell a story or share information with prompting	Students draw pictures and add labels or words to tell a story or share what they know. A teacher or adult helps by asking questions or giving ideas to get them started.	PK.3.W.1

Vocabulary

Name and sort familiar objects into categories based on similarities and…

PK.4.R.1

Students group familiar objects by what they have in common, like sorting toy animals away from toy vehicles. This builds the habit of noticing how words and things relate to each other.
Begin to develop an awareness of context clues through read-alouds and other…

PK.4.R.2

When a teacher reads a story aloud, students start noticing how nearby words and pictures can help explain an unfamiliar word. They learn to look around a tricky word for hints before asking for help.
Begin to acquire new vocabulary and relate new words to prior knowledge

PK.4.R.3

Students start building a mental word bank by connecting new words to things they already know. When they hear "enormous," they link it to something huge they have seen before.
Begin to use new vocabulary to produce and expand complete sentences in shared…

PK.4.W.1

Students practice using new words in full sentences during group conversations and read-alouds. The goal is moving beyond one-word answers to say something complete, like "The bear is hiding behind the tree."
Begin to use language according to purpose in shared writing experiences

PK.4.W.2

Students practice choosing words that fit the moment: calmer words for a story, stronger words for a request. In group writing with a teacher, they start to notice that what you say depends on why you're saying it.

Standard	Definition	Code
Name and sort familiar objects into categories based on similarities and…	Students group familiar objects by what they have in common, like sorting toy animals away from toy vehicles. This builds the habit of noticing how words and things relate to each other.	PK.4.R.1
Begin to develop an awareness of context clues through read-alouds and other…	When a teacher reads a story aloud, students start noticing how nearby words and pictures can help explain an unfamiliar word. They learn to look around a tricky word for hints before asking for help.	PK.4.R.2
Begin to acquire new vocabulary and relate new words to prior knowledge	Students start building a mental word bank by connecting new words to things they already know. When they hear "enormous," they link it to something huge they have seen before.	PK.4.R.3
Begin to use new vocabulary to produce and expand complete sentences in shared…	Students practice using new words in full sentences during group conversations and read-alouds. The goal is moving beyond one-word answers to say something complete, like "The bear is hiding behind the tree."	PK.4.W.1
Begin to use language according to purpose in shared writing experiences	Students practice choosing words that fit the moment: calmer words for a story, stronger words for a request. In group writing with a teacher, they start to notice that what you say depends on why you're saying it.	PK.4.W.2

Vocabulary

Name and sort familiar objects into categories based on similarities and…

PK.4.R.1

Students group familiar objects by what they have in common, like sorting toy animals away from toy vehicles. This builds the habit of noticing how words and things relate to each other.
Begin to develop an awareness of context clues through read-alouds and other…

PK.4.R.2

When a teacher reads a story aloud, students start noticing how nearby words and pictures can help explain an unfamiliar word. They learn to look around a tricky word for hints before asking for help.
Begin to acquire new vocabulary and relate new words to prior knowledge

PK.4.R.3

Students start building a mental word bank by connecting new words to things they already know. When they hear "enormous," they link it to something huge they have seen before.
Begin to use new vocabulary to produce and expand complete sentences in shared…

PK.4.W.1

Students practice using new words in full sentences during group conversations and read-alouds. The goal is moving beyond one-word answers to say something complete, like "The bear is hiding behind the tree."
Begin to use language according to purpose in shared writing experiences

PK.4.W.2

Students practice choosing words that fit the moment: calmer words for a story, stronger words for a request. In group writing with a teacher, they start to notice that what you say depends on why you're saying it.

Standard	Definition	Code
Name and sort familiar objects into categories based on similarities and…	Students group familiar objects by what they have in common, like sorting toy animals away from toy vehicles. This builds the habit of noticing how words and things relate to each other.	PK.4.R.1
Begin to develop an awareness of context clues through read-alouds and other…	When a teacher reads a story aloud, students start noticing how nearby words and pictures can help explain an unfamiliar word. They learn to look around a tricky word for hints before asking for help.	PK.4.R.2
Begin to acquire new vocabulary and relate new words to prior knowledge	Students start building a mental word bank by connecting new words to things they already know. When they hear "enormous," they link it to something huge they have seen before.	PK.4.R.3
Begin to use new vocabulary to produce and expand complete sentences in shared…	Students practice using new words in full sentences during group conversations and read-alouds. The goal is moving beyond one-word answers to say something complete, like "The bear is hiding behind the tree."	PK.4.W.1
Begin to use language according to purpose in shared writing experiences	Students practice choosing words that fit the moment: calmer words for a story, stronger words for a request. In group writing with a teacher, they start to notice that what you say depends on why you're saying it.	PK.4.W.2

Language

Hear different sentence structures through conversations, read-alouds

PK.5.R.1

Students listen to simple and more complex sentences read aloud or spoken during classroom conversations. Hearing different sentence patterns helps students understand how spoken and written language is put together.
Hear different parts of speech through conversations, read-alouds

PK.5.R.2

Students hear and notice different types of words during stories and conversation: words that name people or things, words that show action, color words, and words like "up," "down," "before," and "after."

Standard	Definition	Code
Hear different sentence structures through conversations, read-alouds	Students listen to simple and more complex sentences read aloud or spoken during classroom conversations. Hearing different sentence patterns helps students understand how spoken and written language is put together.	PK.5.R.1
Hear different parts of speech through conversations, read-alouds	Students hear and notice different types of words during stories and conversation: words that name people or things, words that show action, color words, and words like "up," "down," "before," and "after."	PK.5.R.2

Language

Hear different sentence structures through conversations, read-alouds

PK.5.R.1

Students listen to simple and more complex sentences read aloud or spoken during classroom conversations. Hearing different sentence patterns helps students understand how spoken and written language is put together.
Hear different parts of speech through conversations, read-alouds

PK.5.R.2

Students hear and notice different types of words during stories and conversation: words that name people or things, words that show action, color words, and words like "up," "down," "before," and "after."

Standard	Definition	Code
Hear different sentence structures through conversations, read-alouds	Students listen to simple and more complex sentences read aloud or spoken during classroom conversations. Hearing different sentence patterns helps students understand how spoken and written language is put together.	PK.5.R.1
Hear different parts of speech through conversations, read-alouds	Students hear and notice different types of words during stories and conversation: words that name people or things, words that show action, color words, and words like "up," "down," "before," and "after."	PK.5.R.2

Research

Begin to identify pictures, charts, grade-level texts

PK.6.R

Students start to notice where information comes from. A picture in a book, a chart, or a person can answer a question about a topic they want to learn more about.
Generate topics of interest and decide if a friend, teacher

PK.6.W

Students pick a topic they are curious about and figure out who to ask: a friend, a teacher, or someone who knows a lot about it. Teachers guide students through this with questions and hints.

Standard	Definition	Code
Begin to identify pictures, charts, grade-level texts	Students start to notice where information comes from. A picture in a book, a chart, or a person can answer a question about a topic they want to learn more about.	PK.6.R
Generate topics of interest and decide if a friend, teacher	Students pick a topic they are curious about and figure out who to ask: a friend, a teacher, or someone who knows a lot about it. Teachers guide students through this with questions and hints.	PK.6.W

Research

Begin to identify pictures, charts, grade-level texts

PK.6.R

Students start to notice where information comes from. A picture in a book, a chart, or a person can answer a question about a topic they want to learn more about.
Generate topics of interest and decide if a friend, teacher

PK.6.W

Students pick a topic they are curious about and figure out who to ask: a friend, a teacher, or someone who knows a lot about it. Teachers guide students through this with questions and hints.

Standard	Definition	Code
Begin to identify pictures, charts, grade-level texts	Students start to notice where information comes from. A picture in a book, a chart, or a person can answer a question about a topic they want to learn more about.	PK.6.R
Generate topics of interest and decide if a friend, teacher	Students pick a topic they are curious about and figure out who to ask: a friend, a teacher, or someone who knows a lot about it. Teachers guide students through this with questions and hints.	PK.6.W

Multimodal Literacies

Explore ideas and topics in a variety of media and formats with prompting

PK.7.R

With a little prompting, students explore ideas through books, pictures, songs, and hands-on materials. They show what they notice and think using words, movement, or images.
Begin to combine movement with relevant props, images

PK.7.W

Students use drawings, objects, or movement together to share an idea or tell a story before they can write words.

Standard	Definition	Code
Explore ideas and topics in a variety of media and formats with prompting	With a little prompting, students explore ideas through books, pictures, songs, and hands-on materials. They show what they notice and think using words, movement, or images.	PK.7.R
Begin to combine movement with relevant props, images	Students use drawings, objects, or movement together to share an idea or tell a story before they can write words.	PK.7.W

Multimodal Literacies

Explore ideas and topics in a variety of media and formats with prompting

PK.7.R

With a little prompting, students explore ideas through books, pictures, songs, and hands-on materials. They show what they notice and think using words, movement, or images.
Begin to combine movement with relevant props, images

PK.7.W

Students use drawings, objects, or movement together to share an idea or tell a story before they can write words.

Standard	Definition	Code
Explore ideas and topics in a variety of media and formats with prompting	With a little prompting, students explore ideas through books, pictures, songs, and hands-on materials. They show what they notice and think using words, movement, or images.	PK.7.R
Begin to combine movement with relevant props, images	Students use drawings, objects, or movement together to share an idea or tell a story before they can write words.	PK.7.W

Independent Reading and Writing

Listen and respond to read-alouds, participate in shared reading

PK.8.R

Students listen to books read aloud, join in on shared reading with the class, and spend time looking through books on their own. The goal is building the habit of engaging with stories and words every day.
Begin to express their ideas using a combination of drawing and emergent…

PK.8.W

Students draw pictures and make early marks or letters on paper to share their ideas, usually with a little help from a teacher or grown-up.

Standard	Definition	Code
Listen and respond to read-alouds, participate in shared reading	Students listen to books read aloud, join in on shared reading with the class, and spend time looking through books on their own. The goal is building the habit of engaging with stories and words every day.	PK.8.R
Begin to express their ideas using a combination of drawing and emergent…	Students draw pictures and make early marks or letters on paper to share their ideas, usually with a little help from a teacher or grown-up.	PK.8.W

Independent Reading and Writing

Listen and respond to read-alouds, participate in shared reading

PK.8.R

Students listen to books read aloud, join in on shared reading with the class, and spend time looking through books on their own. The goal is building the habit of engaging with stories and words every day.
Begin to express their ideas using a combination of drawing and emergent…

PK.8.W

Students draw pictures and make early marks or letters on paper to share their ideas, usually with a little help from a teacher or grown-up.

Standard	Definition	Code
Listen and respond to read-alouds, participate in shared reading	Students listen to books read aloud, join in on shared reading with the class, and spend time looking through books on their own. The goal is building the habit of engaging with stories and words every day.	PK.8.R
Begin to express their ideas using a combination of drawing and emergent…	Students draw pictures and make early marks or letters on paper to share their ideas, usually with a little help from a teacher or grown-up.	PK.8.W

Common Questions

What does a year of pre-K reading and writing actually look like?
Students learn how books work, hear lots of stories, and start playing with the sounds in words. They learn most letters and the sounds they make, write some letters from their first name, and use drawings with a few letters to share an idea.
How can I help with reading at home if my child cannot read yet?
Read aloud together every day and let students hold the book, turn the pages, and point to the title. Ask simple who, what, where, and when questions about the pictures. Sing rhymes and silly songs in the car. Ten minutes a day matters more than long sessions.
Should students be sounding out words by the end of pre-K?
No. The goal is hearing sounds, not reading words. Students should hear rhymes, clap the beats in a word like pony, and notice that puppy and pounces start the same. That ear training is what makes sounding out possible later.
What writing should students be doing at this age?
Writing at this age is mostly drawing with a few letters mixed in. Students label their pictures, write some letters from their first name, and tell what their drawing is about. Messy letters and backwards letters are normal and expected.
How should letters and sounds be sequenced across the year?
Start with the letters in each student's first name, since those carry the most meaning. Add a few new letters at a time and tie each one to a sound students can hear in songs and read-alouds. Revisit old letters often instead of moving on once they are taught.
Which skills usually need the most reteaching?
Rhyming and initial sounds take the longest to stick. Many students can repeat a rhyme long before they can produce one on their own. Plan short daily sound games all year, not a single rhyming unit.
How do I know a student is ready for kindergarten reading?
By spring, students should recognize most letters, produce some letter sounds, write their first name, and hold a book the right way. They should retell a story after a read-aloud and answer simple questions about the pictures with a little help.
My child barely talks at school. How worried should I be?
Quiet at school is common in pre-K. At home, give students chances to tell short stories about their day, name things in the grocery store, and ask their own questions. Building talk at home usually shows up at school within a few months.