Volume 1

Other California Preschool Learning Foundations sets

• Volume 2
• Volume 3

Use language to communicate with others in familiar social situations for a variety of basic purposes, including describing, requesting, commenting, acknowledging, greeting, and rejecting. 1.1

Speak clearly enough to be understood by familiar adults and children.1.2

Use accepted language and style during communication with familiar adults and children.1.3

Use language to construct short narratives that are real or fictional. 1.4

Use language to communicate with others in both familiar and unfamiliar social situations for a variety of basic and advanced purposes, including reasoning, predicting, problem solving, and seeking new information.1.1

Speak clearly enough to be understood by both familiar and unfamiliar adults and children. 1.2

Use accepted language and style during communication with both familiar and unfamiliar adults and children. 1.3

Use language to construct extended narratives that are real or fictional.  

Understand and use accepted words for objects, actions, and attributes encountered frequently in both real and symbolic contexts.  2.1

Understand and use accepted words for categories of objects encountered and used frequently in everyday life. 2.2

Understand and use simple words that describe the relations between objects. 2.3

Understand and use an increasing variety and specificity of accepted words for objects, actions, and attributes encountered in both real and symbolic contexts. 2.1

Understand and use accepted words for categories of objects encountered in everyday life.  2.2

Understand and use both simple and complex words that describe the relations between objects.2.3

Understand and use increasingly complex and longer sentences, including sentences that combine two phrases or two to three concepts to communicate ideas. 3.1

Understand and typically use age-appropriate grammar, including accepted word forms, such as subject-verb agreement, progressive tense, regular past tense, regular plurals, pronouns, and possessives. 3.2

Understand and use increasingly complex and longer sentences, including sentences that combine two to three phrases or three to four concepts to communicate ideas. 3.1

Understand and typically use age-appropriate grammar, including accepted word forms, such as subject-verb agreement, progressive tense, regular and irregular past tense, regular and irregular plurals, pronouns, and possessives.3.2

Begin to display appropriate book-handling behaviors and begin to recognize print conventions.1.1

Recognize print as something that can be read. 1.2

Display appropriate book-handling behaviors and knowledge of print conventions.1.1

Understand that print is something that is read and has specific meaning. 1.2

Orally blend and delete words and syllables without the support of pictures or objects.2.1

Orally blend the onsets, rimes, and phonemes of words and orally delete the onsets of words, with the support of pictures or objects.2.2

Recognize the first letter of own name.  3.1

Match some letter names to their printed form. 3.2

Recognize own name or other common words in print. 3.1

Match more than half of uppercase letter names and more than half of lowercase letter names to their printed form. 3.2

Begin to recognize that letters have sounds.3.3

Demonstrate knowledge of main characters or events in a familiar story (e.g., who, what, where) through answering questions (e.g., recall and simple inferencing), retelling, reenacting, or creating artwork. 4.1

Demonstrate knowledge from informational text through labeling, describing, playing, or creating artwork.4.2

Demonstrate knowledge of details in a familiar story, including characters, events, and ordering of events through answering questions (particularly summarizing, predicting, and inferencing), retelling, reenacting, or creating artwork.4.1

Use information from informational text in a variety of ways, including describing, relating, categorizing, or comparing and contrasting.

Demonstrate enjoyment of literacy and literacy-related activities.5.1

Engage in routines associated with literacy activities. 5.2

Demonstrate, with increasing independence, enjoyment of literacy and literacy-related activities.5.1

Engage in more complex routines associated with literacy activities.5.2

Experiment with grasp and body position using a variety of drawing and writing tools.1.1

Write using scribbles that are different from pictures.1.2

Write marks to represent own name.1.3

Adjust grasp and body position for increased control in drawing and writing.1.1

Write letters or letter-like shapes to represent words or ideas.1.2

Write first name nearly correctly.  1.3

Attend to English oral language in both real and pretend activity, relying on intonation, facial expressions, or the gestures of the speaker.1.1

Demonstrate understanding of words in English for objects and actions as well as phrases encountered frequently in both real and pretend activity. 1.1

Begin to demonstrate an understanding of a larger set of words in English (for objects and actions, personal pronouns, and possessives) in both real and pretend activity. 1.1

Begin to follow simple directions in English, especially when there are contextual cues.1.2

Respond appropriately to requests involving one step when personally directed by others, which may occur with or without contextual cues.1.2

Follow directions that involve a one- or two-step sequence, relying less on contextual cues. 1.2

Demonstrate an understanding of words related to basic and advanced concepts in the home language that are appropriate for the age (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary).1.3

Begin to demonstrate an understanding of words in English related to basic concepts.1.3

Demonstrate an understanding of words in English related to more advanced concepts.1.3

Use nonverbal communication, such as gestures or behaviors, to seek attention, request objects, or initiate a response from others.1.1

Combine nonverbal and some verbal communication to be understood by others (may code­switch—that is, use the home language and English—and use telegraphic and/or formulaic speech). 1.1

Show increasing reliance on verbal communication in English to be understood by others.1.1

Use vocabulary in the home language that is age-appropriate (as reported by parents, teachers, assistants, or others and with the assistance of an interpreter if necessary).1.2

Begin to use English vocabulary, mainly consisting of concrete nouns and with some verbs and pronouns (telegraphic speech).1.2

Use new English vocabulary to share knowledge of concepts.1.2

Converse in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary).1.3

Begin to converse with others, using English vocabulary but may code-switch (i.e., use the home language and English).1.3

Sustain a conversation in English about a variety of topics.1.3

Use a range of utterance lengths in the home language that is age-appropriate (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary).1.4

Use two- and three-word utterances in English to communicate.1.4

Increase utterance length in English by adding appropriate possessive pronouns (e.g., his, her); conjunctions (e.g., and, or); or other elements (e.g., adjectives, adverbs).1.4

Use age-appropriate grammar in the home language (e.g., plurals; simple past tense; use of subject, verb, object), sometimes with errors (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary). 1.5

Begin to use some English grammatical markers (e.g., -ing or plural –s) and, at times, apply the rules of grammar of the home language to English.1.5

Expand the use of different forms of grammar in English (e.g., plurals; simple past tense; use of subject, verb and object), sometimes with errors.1.5

Ask a variety of types of questions (e.g., “what,” “why,” “how,” “when,” and “where”) in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary.1.6

Begin to use “what” and “why” questions in English, sometimes with errors.1.6

Begin to use “what,” “why,” “how,” “when,” and “where” questions in more complete forms in English, sometimes with errors.  1.6

Use social conventions of the home language (as reported by teachers, parents, assistants, or others, with the assistance of an interpreter if necessary).2.1

Demonstrate a beginning understanding of English social conventions.2.1

Appropriately use words and tone of voice associated with social conventions in English.2.1

Create a narrative in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary).3.1

Begin to use English to talk about personal experiences; may complete a narrative in the home language while using some English (i.e., codeswitching).3.1

Produce simple narratives in English that are real or fictional.3.1

Attend to an adult reading a short storybook written in the home language or a storybook written in English if the story has been read in the home language.1.1

Begin to participate in reading activities, using books written in English when the language is predictable. 1.1

Participate in reading activities, using a variety of genres that are written in English (e.g., poetry, fairy tales, concept books, and informational books).

“Read” familiar books written in the home language or in English when encouraged by others and, in the home language, talk about the books.1.2

Choose to “read” familiar books written in English with increasing independence and talk about the books in English.1.2

Begin to identify and relate to a story from their own life experi­ences in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary). 2.1

Describe their own experiences related to the topic of the story, using tele­ graphic and/or formulaic speech in English. 2.1

Begin to engage in extended conversations in English about stories. 2.1

Retell a story in the home language when read or told a story in the home language (as reported by par­ents, teachers, assis­tants, or others, with the assistance of an interpreter if neces­sary).2.2

Retell a story using the home language and some English when read or told a story in English.2.2

Retell in English the majority of a story read or told in English2.2

Begin to understand that books are read in a consistent man­ ner (e.g., in English, pages are turned from right to left and the print is read from top to bottom, left to right; this may vary in other languages).3.1

Continue to develop an understanding of how to read a book, sometimes applying knowledge of print conventions from the home language.3.1

Demonstrate an understanding that print in English is organized from left to right, top to bottom, and that pages are turned from right to left when a book is read.3.1

Begin to recognize that symbols in the environment (class­ room, community, or home) carry a consistent meaning in the home language or in English. 4.1

Recognize in the environment (class­ room, community, or home) some familiar symbols, words, and print labels in the home language or in English. 4.1

Recognize in the environment (class­ room, community, or home) an increasing number of familiar symbols, words, and print labels in English. 4.1

Interact with mate­ rial representing the letters of the English alphabet.5.1

Begin to talk about the letters of the English alphabet while play­ ing and interacting with them; may code- switch (use the home language and English).5.1

Begin to demonstrate understanding that the letters of the English alphabet are symbols used to make words. 5.1

Begin to recognize the first letter in their own name or the character for their own name in the home language or English. 5.2

Identify some letters of the alphabet in English.5.2

Identify ten or more letters of the alphabet in English. 5.2

Listen attentively and begin to participate in simple songs, poems, and finger plays that emphasize rhyme in the home language or in English. 6.1

Begin to repeat or recite simple songs, poems, and finger plays that emphasize rhyme in the home language or in English.6.1

Repeat, recite, produce, or initiate simple songs, poems, and finger plays that emphasize rhyme in English. 6.1

Listen attentively and begin to participate in simple songs, poems, and finger plays in the home language or in English. 6.2

Begin to recognize words that have a similar onset (initial sound) in the home language or in Eng­lish, with support.6.2

Recognize and produce words that have a similar onset (initial sound) in English.6.2

Attend to and manip­ ulate different sounds or tones in words in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary.)6.3

Begin to use words in English with phonemes (individual units of meaningful sound in a word or syllable) that are different from the home language.6.3

Begin to orally manipulate sounds (onsets, rimes, and phonemes) in words in English, with support.6.3

Begin to understand that writing can be used to communicate. 1.1

Begin to understand that what is said in the home language or in English can be written down and read by others.1.1

Develop an increasing understanding that what is said in English can be written down and read by others.1.1

Begin to demonstrate an awareness that written language can be in the home lan­guage or in English.1.2

Begin to use marks or symbols to represent spoken language in the home language or in English. 1.2

Continue to develop writing by using letters or letter-like marks to represent their ideas in English.1.2

Write marks to repre­sent their own name in a way that may resemble how it is written in the home language.1.3

Attempt to copy their own name in English or in the writing system of their home language. 1.3

Write their first name on their own in Eng­lish nearly correctly, using letters of the English alphabet to accurately represent pronunciation in their home language.1.3

Recite numbers in order to ten with increasing accuracy.†1.1

Begin to recognize and name a few written numerals.1.2

Identify, without counting, the number of objects in a collection of up to three objects (i.e., subitize).1.3

Count up to five objects, using one-to-one correspondence (one object for each number word) with increasing accuracy.*1.4

Use the number name of the last object counted to answer the question, “How many . . . ?”1.5

Compare visually (with or without counting) two groups of objects that are obviously equal or nonequal and communicate, “more” or “same.”*2.1

Understand that adding to (or taking away) one or more objects from a group will increase (or decrease) the number of objects in the group.2.2

Understand that putting two groups of objects together will make a bigger group.2.3

Solve simple addition and subtrac­tion problems nonverbally (and often verbally) with a very small number of objects (sums up to 4 or 5).2.4

Recite numbers in order to twenty with increasing accuracy.†1.1

Recognize and know the name of some written numerals.1.2

Identify, without counting, the number of objects in a collection of up to four objects (i.e., subitize).1.3

Count up to ten objects, using one-to-one correspondence (one object for each number word) with increasing accuracy.* 1.4

Understand, when counting, that the number name of the last object counted represents the total number of objects in the group (i.e., cardinality).1.5

Compare, by counting or matching, two groups of up to five objects and communicate, “more,” “same as,” or “fewer” (or “less”).*2.1

Understand that adding one or taking away one changes the number in a small group of objects by exactly one.2.2

Understand that putting two groups of objects together will make a bigger group and that a group of objects can be taken apart into smaller groups.2.3

Solve simple addition and subtrac­tion problems with a small number of objects (sums up to 10), usually by counting.2.4

Sort and classify objects by one attribute into two or more groups, with increasing accuracy.1.1

Begin to identify or recognize a simple repeating pattern.2.1

Attempt to create a simple repeating pattern or participate in making one.2.2

Sort and classify objects by one or more attributes, into two or more groups, with increasing accuracy (e.g., may sort first by one attribute and then by another attribute).†1.1

Recognize and duplicate simple repeating patterns.2.1

Begin to extend and create simple repeating patterns.2.2

Demonstrate awareness that objects can be compared by length, weight, or capacity, by noting gross differences, using words such as bigger, longer, heavier, or taller, or by placing objects side by side to compare length.1.1

Order three objects by size.1.2

Compare two objects by length, weight, or capacity directly (e.g., putting objects side by side) or indirectly (e.g., using a third object). 1.1

Order four or more objects by size.1.2

Measure length using multiple duplicates of the same-size concrete units laid end to end.*1.3

Identify simple two-dimensional shapes, such as a circle and square.1.1

Use individual shapes to represent different elements of a picture or design. 1.2

Identify positions of objects and people in space, such as in/on/ under, up/down, and inside/outside. 2.1

Identify, describe, and construct a variety of different shapes, including variations of a circle, triangle, rect­ angle, square, and other shapes.1.1

Combine different shapes to create a picture or design.1.2

Identify positions of objects and people in space, including in/on/ under, up/down, inside/outside, beside/between, and in front/behind. 2.1

Begin to apply simple mathematical strategies to solve problems in their environment.1.1

Identify and apply a variety of math­ ematical strategies to solve problems in their environment.1.1