Language Arts Pacing Guide
Pre-School, Age 3 & 4
To successfully complete preschool the learner will
Core Standard F.1: Word Recognition, Fluency, and Vocabulary Development
 Recognize pictures tell a story; print has meaning.
 Show books are “read” right side up, front to back, top to bottom, and left to right.
 Recognize letters make sounds; letters have names; words are made of letters.
Essential Question:
 How does knowing about letters, words, and pictures help me to get ready to read?
Concepts about Print Learning Targets:
 F.1.1 Pretend to read a book. 3-BD, 4-DS
 F.1.2 Turn one page at a time. 3-D, 4-S
 F.1.4 Hold book right side up, looking at pages and pictures [3.9]. 3-BD, 4-S
 F.1.5 Turn pages from front to back. [3.10] 3-BD, 4-S
 F.1.7 Tell something that a favorite character does in a story. [1.30] 3-B, 4-BD
 F.1.9 Distinguish print from pictures. 3-B, 4-S
 F.1.10 Tell a story while holding a book. [3.12] 3-B, 4-BD
 F.1.11 Read own writing (e.g., gives meaning to own writing by “reading what it says”). 4-B
 F.1.12 Name 13 uppercase letters. 4-DS
 F.1.14 Watch and listen to a story to completion or for ten or more minutes. [3.3, 7.2] 3-B, 4-S
Phonological Awareness Learning Targets:
 F.1.15 Match the sound that begins own name with the sound that begins another word or name. [1.25] 4-BD
 F.1.16 Identify first letter of own name. 3-BD, 4-S
 F.1.17 Generate sounds from letters. 4-BD
 F.1.18 Recognize that words that look alike may sound alike. [1.29] 4-BD
 F.1.19 Imitate simple rhymes. [7.19] 3-B, 4-D
MCAS Pre-School Pacing Guide 1
 F.1.20 Sing the alphabet song. [7.38] 3-BD, 4-S
 F.1.21 Recite/sing one rhyme or song. 3-S, 4-S
Decoding and Word Recognition Learning Targets:
 F.1.24 Recognize own name in isolated print. 3-BD, 4-S
 F.1.25 Match the sound that begins own name with the sound that begins another word or name.* [1.15] 4-BD
 F.1.29 Recognize that words that look alike may sound alike.* [1.18] 4-BD
Vocabulary and Concept Development Learning Targets.
 F.1.37 Ask and answer simple questions about a story being read. 3-B, 4-D
 F.1.40 Tell one thing that happens in a familiar story. [2.5] 3-B, 4-DS
 F.1.43 Use new vocabulary learned from experiences. [7.10] 3-B, 4-D
Key Vocabulary
Page
Character
Alphabet, capital, uppercase, lowercase
Letters, words,
Rhymes
Core Standard F.2: Reading Comprehension
 Explain how stories follow a sequence.
 Recognize pictures give clues to what happens in a story.
Essential Questions:
 How does identifying beginning, middle, and end help me understand the story?
Structural Features of Informational and Technical Materials Learning Targets:
 F.2.4 Express what might happen after the action in a picture. 3-B, 4-BD
 F.2.8 Identify the beginning, middle, and end of the story. 4-BD
 F.2.5 Tell one thing that happens in a familiar story. * [1.40] 3-B, 4-DS
Key Vocabulary
Story
Beginning, middle, end
MCAS Pre-School Pacing Guide 2
Core Standard F.3: Literary Response and Analysis
 Retell a story using characters and their actions.
 Ask questions about detail of story.
Essential Question:
 How does identifying characters and their actions help me understand the story?
Emergent Literacy with Appropriate Books and Stories Learning Targets:
 F.3.5 Ask questions and make comments about a story being read. [7.6] 3-B, 4-BD
 F.3.20 Identify two characters that interact in a story. 4-BD
 F.3.7 Tell something that a favorite character does in a story. *[1.7, 7.34] 3-B, 4-BD
 F.3.9 Hold a book right side up, looking at pages and pictures. *[1.4] 3-BD, 4-S
 F.3.10 Turn pages from front to back. * [1.5] 3-BD, 4-S
 F.3.12 Tell a story while holding a book. * [1.10] 3-B, 4-BD
Key Vocabulary
Author, title, cover, illustrations
Core Standard F.4: Writing Process
Core Standard F 5: Writing Application
Core Standard F 6: Writing Conventions
 Draw pictures to communicate that thoughts and ideas can be “read.”
 Recognize that oral language can be written.
 “Write” to express thoughts.
 Recognize writing is left to right and top to bottom.
Essential Question:
 How does drawings and writing express my ideas?
Organization and Focus Learning Targets:
 F.4.1 Draw pictures and scribble to generate and express ideas. 3-B, 4-D
 F.4.3 Associate writing with words. [5.1] 3-B, 4-BD
 F.4.7 Write from left to right. [6.1] 4-BD
 F.4.12 Dictate something for an adult to write down. 4-BD
MCAS Pre-School Pacing Guide 3
Different Types of Writing and Their Characteristics Learning Targets:
 F.5.4 Draw name or a message on a card or picture. 4-D
 F.5.6 Scribble a message on a card or picture. 3-B, 4-D
 F.5.8 Write more than word correctly. [6.9] 4-BD
 F.5.1 Associate writing with words. * [4.3] 3-B, 4-BD
Handwriting and Spelling Learning Targets:
 F.6.6 Write letters in strings. 4-BD
 F.6.7 Write using phonetically spelled words. 4-B
 F.6.1 Write from left to right. * [4.7] 4-BD
Core Standard F.7: Listening and Speaking Skills, Strategies, and Applications
 Share thoughts in complete sentences.
 Respond orally to questions using clear sentences.
 Actively listen to stories being read.
 Imitate simple rhymes.
 Follow simple directions.
Essential Question:
 How does listening and speaking clearly help me communicate with others?
Comprehension Learning Targets:
 F.7.5. Ask and answer simple questions. 3-B, 4-BD
 F.7.6 Ask questions and make comments about a story being read. * [3.5] 3-B, 4-BD
 F.7.10 Use new vocabulary learned from experiences. * [1.43] 3-B, 4-D
Oral Communication Learning Targets:
 F.7.20 Repeat simple sentences as presented. 3-B, 4-BD
 F.7.21 Engage in reciprocal conversations for two or three exchanges. 3-B, 4-BD
 F.7.23 Imitate four to five word sentences. 3-B, 4-S
 F.7.28 Use six word vocalization, signs, symbols, or gestures to communicate. 3-B, 4-DS
 F.7.19 Imitate simple rhymes. * [1.19] 3-B, 4-D
Speaking Application Learning Targets:
MCAS Pre-School Pacing Guide 4
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F.7.39 Give name, age, and gender upon request. 3-DS, 4-S
F.7.34 Tell something that a favorite character does in a story. * [1.7, 3.7] 3-B, 4-BD
F.7.38 Sing the alphabet song. * [1.20] 3-BD, 4-S
B= Beginning Skill
D= Developing Skill
S= Secure Skill
*Italics* = Supports core learning target (may be Core in another area).
English Language Arts Teaching Models and Tools
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Fundations resources (alphabet cards and poster)
Foundations for Young Children to the Indiana Academic Standards
PreSchool Binder
NOTE TO THE TEACHER:

The quarter in which a standard is listed is when the standard is EMPHASIZED. It is assumed these standards will be taught
throughout the school year.
MCAS Pre-School Pacing Guide 5
Language Arts Curriculum Map---4 Year Olds
Ongoing:
Five Stories a Day [F.2, F.3, F.7]
Prewriting/Model Writing [F.4, F.5, F.6]
Language Play/Rhyming/Vocabulary [F.1, F.7]
Concepts about print [F.1]
Letter recognition [F.1]
Phonemic awareness [F.1]
First Quarter
Second Quarter
-Responds orally with simple sentences
[7.20, 7.21, 7.23]
-Begin/Develop:
-Dictating stories or labeling/
making comments about
pictures/drawings [4.1, 4.12, 5.6]
-Notice last name in print [1.24, 7.39]
-Notice rhyming patterns [1.19]
-Focus on characters and recalling
details [1.37,1.40, 2.4, 3.7, 7.6]
Book handling [1.1, 1.2, 1.4, 1.5, 3.9]
-Sing/recite the alphabet [1.20, 7.38]
-Deliberate focus on all letters in first
Name [1.13]
-Recognize first name in print [1.24]
-Begin/Develop:
Rhyming & sounds [1.19]
Recognize 1st/last name in print [1.24]
Recognize letters in name [1.13]
Emergent writing w/dictation [4.12]
Focus on characters in story
[1.37,1.7,3.7, 7.6]
-Develop:
Letter awareness [1.13]
Book handling [1.1, 1.2, 1.4, 1.5, 3.9]
Concepts of print [1.9, 1.10]
Pre-writing [1.11, 4.1, 5.6]
Sing/recite alphabet [1.20, 7.38]
-Uses sentences when speaking [7.20, 7.23,
7.28]
Third Quarter
Fourth Quarter
-Begin/Develop:
-Emergent writing includes multiple
sentence dictations connected to picture
plan [4.12, 1.11]
-Deliberate focus on alphabet & on letter
sounds [1.12, 1.15, 1.17, 1.25]
-Recognize last name in print [1.24]
-Writes first name [5.8]
-Focus on beginning, middle & end of
stories [2.8]
- Plays with rhyming sounds [1.19]
-Deliberate focus on prediction, retelling,
recalling details [1.7, 1.40, 2.4, 3.7,
3.20, 7.10, 7.15]
Begin/Develop:
-Emergent writing includes focus on
letter strings, and initial letters for
words in picture plan/story [6.6, 6.7]
-Deliberate focus on alphabet and
on letter sounds [1.12, 1.15 1.17, 1.25]
-Writes first and copies last name
[5.8, 5.4]
-Plays with rhyme patterns [1.18, 1.19]
-Focus on prediction, retelling, and
recalling details [1.7, 1.40, 3.7, 7.15]
-Compare stories [1.7, 1.37, 1.40, 3.7,
3.20, 7.5, 7.6, 7.10]
MCAS Pre-School Pacing Guide 6
Language Arts Curriculum Map---3 Year Olds
Ongoing:
Prewriting/Model Writing [F.4, F.5, F.6]
Language Play/Rhyming/Vocabulary [F.1, F.7]
Five Stories a Day [F.2, F.3, F.7]
Concepts about print [F.1]
First Quarter
Second Quarter
-Begin:
NurseryRhymes/Fingerplays/Songs
[1.21, 7.19]
Letter awareness [1.9]
Book handling [1.1, 1.2, 1.4, 1.5, 3.9]
Concepts of print [1.9, 1.10]
First name in print [1.24]
Pre-Writing [4.1]
-Respond orally using phrases [7.23]
-Verbalizes first name [7.39]
-Begin/Develop:
Nursery Rhymes/Fingerplays/Songs
[1.21, 7.19]
Letter awareness [1.9, 1.12, 1.13]
Book handling [1.1, 1.2, 1.4, 1.5, 3.9]
Concepts of print [1.9, 1.10]
First name in print [1.24]
Pre-Writing [4.1, 5.6]
-Respond orally using phrases [7.23]
-Verbalizes first and last name [7.39]
Third Quarter
Fourth Quarter
-Respond orally using phrases/simple
sentences [7.20, 7.23]
-Recognition of first name in print [1.24]
-Deliberate focus on first letter of name
[1.16]
-Deliberate focus on characters in a story
and on recalling details [1.37, 1.7, 1.40. 7.6,
7,10]
-Responds orally using simple sentences
[7.20]
-Begin/Develop:
-Dictate stories, label, make comments
about pictures/drawings [4.1, 4.12, 5.1]
-Notice last name in print [7.39, 1.24]
-Rhymes/Fingerplays/Songs [1.21, 7.19]
-Focus on characters and recalling
Details [1.7, 1.37, 1.40, 7.5, 7.6, 7.10]
-Sings or recites the alphabet [1.20,
7.38]
-Deliberate focus on all letters in first
Name [1.13]
-Begin/Develop:
- Rhymes/Fingerplays/Songs [1.21, 7.19]
- Pre-write [4.1, 5.6]
MCAS Pre-School Pacing Guide 7