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Language Arts

The foundations for learning in language arts are critical to all other curriculum areas as well as to social and emotional development. Children develop the basis for verbal communication in early childhood, beginning with nonverbal social exchanges. A solid foundation in language development prior to entering elementary school promotes success in reading and writing. A well- planned program will encourage children to learn about the world around them. Reading to children encourages their imaginations and sparks an interest in learning how to read by themselves.

  • Children identify upper and lower case letters and sounds. (Usually upper case only with first year children)
  • Children have many opportunities to write his or her first name in the first year, and during the second year, also recognizing, identifying and begin writing his or her last name. Young three year olds may not be able to write any letters until their fine motor skills have progressed.
  • Children recognize first and last name in print. (Usually just first name in first year)
  • Children build their conversational skills.
  • Children work on correct grasp of brushes, crayons and markers, with the eventual goal of holding a pencil or pen correctly.
  • Children have the opportunity to retell familiar stories.
  • Children are exposed to all kinds of books.
  • Children draw pictures and dictate words to tell about stories and experiences.
  • Children answer questions and discuss stories that they’ve read together
  • Children build listening skills through stories, songs and rhymes.
  • Children strengthen visual discrimination.
  • Children have the opportunity to identify similarities and differences.
  • Children recognize beginning print concepts such as left to right and top to bottom (called directionality) (Usually, this is a second year skill).
  • Children match like objects.
  • Children identify first action in a sequence and arrange events in order when telling a story
  • Children develop fine motor skills using play-dough, scissors, writing utensils, and Legos.
  • Teachers expose children to the concept of basic letter sounds.
  • Children listen to and identify language sounds in order to develop auditory discrimination and phonemic awareness. This includes: rhyming, changing first letter sounds in a word, beginning letter sounds, and breaking words into syllables. (Advanced skills are emphasized more during the second year)
  • Teachers make beginning reading books available.
  • Children have the opportunity to write often.
  • Children build a better knowledge and recognition of lower case letters during the second year.