CONTENT STANDARDS
Preschool programs provide children with opportunities to:

EXAMPLE PERFORMANCE INDICATORS
Some things a child does to demonstrate competency:

Hawai`i DOE Content and Performance Standards

Communication: Speaking and Listening

World Languages:
Communication: Interpersonal

Use target language to engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Language Arts: Oral Communication: Conventions and Skills

Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal group and public for a variety of purposes.

Language Arts: Oral Communication: Rhetoric

Adapt messages appropriately to address audience, purpose, and situation.

Standard 1: Use language in a variety of ways.

Use spoken language to:

• Tell a story or an experience.

• Express thoughts, feelings, and opinions.

• Ask questions.

Standard 2: Listen with comprehension to a variety of spoken forms of language.

·     Understand what happened in a story that was told or that was read aloud.

·     Follow “everyday” conversations about here and now.

·     Begin to understand discussions about things that happened in other places and in the past.

Language Acquisition

Standard 3: Acquire increasingly rich vocabulary and sentence structure.

·     Use a variety of nouns, verbs, and descriptive phrases in meaningful contexts (vocabulary).

·     Use a variety of sentence structures from simple to more complex in meaningful contexts (sentence structure):

Simple                 

My Mom drives.

More Complex

My Mom drives me to school on rainy days

Simple        

I like school.

More Complex

I like school because my teacher is nice.

Simple        

It’s hot.

More Complex

When I’m hot, I drink lots of juice and water.

Emergent Reading and Writing

Language Arts: Reading: Conventions and Skills

Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes.

Reading: Literary Response and Analysis

Respond to literary texts from a range of stances: personal, interpretive, critical.

Reading: Reading Comprehension

Use reading strategies to construct meaning from a variety of texts.

Standard 4: Recognize and use symbols.                          

·     Use toys as symbols in play (pretend block is a telephone, makes cakes in the sandbox).

·     Identify picture symbols in the environment (labels on the block shelf).

·     Identify symbols in the wider environment (know that the big S means Safeway).

Standard 5: Enjoy and understand books.

·     Demonstrate interest in books and stories read aloud.

·     Choose to look at books and pretend to read a book.

·     Participate in book reading (chime in as pattern books are read aloud).

·     Respond and make connections to story events and characters by relating personal feelings and experiences based on his/her culture and prior knowledge.

·     Show awareness and appreciation of the conventions of literature (plot, story, character. language etc.)

Standard 6: Show interest in writing.

·     Draw, scribble, and pretend to write.

·     Ask how to write a word or a letter.

·     Ask adult to write what he/she says.  

Language Arts: Writing: Convention and Skills

Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms.

Language Arts: Writing: Rhetoric

Use rhetorical devices to craft writing appropriate to audience and purpose.

Standard 7: Acquire concepts of print.

·     Know that print has meaning or a message.

·     Begin to demonstrate understanding of the concept of a letter (makes up a word), a word (several letters separated by white space).

·     Know how a book works (read from front to back of book; from top to bottom of page; left to right of a sentence, etc.).

·     Use symbols, scribbles, and letter-like forms to express ideas or words.

Standard 8: Acquire emergent literacy skills while exploring print in books and the environment

·     Begin to read familiar, meaningful print in the environment such as labels and personal names.

·     Pretend to read familiar books.

·     Begin to hear and discriminate rhyming sounds, beginning consonant sounds and syllables.

·     Associate some letters with their sounds.