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Early Learning Curriculum English Language Arts Standards for 3-Year-Olds
Course Preface Course Preface

 

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Core Standards of the Course

Strand 1: ACADEMIC AND SOCIAL LANGUAGE: SPEAKING AND LISTENING
Language development is crucial in the preschool years to establish foundational skills for all future academic and social success. Language skills include the ability to speak as well as listen.

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Standard ELA 3 yr.1.1
Speak in simple sentences to communicate wants and needs.

Standard ELA 3 yr.1.2
Begin to understand and use nouns, verbs, prepositions, andpronouns.

Standard ELA 3 yr.1.3
Begin to ask and answer simple questions (for example, who, what, where).

Standard ELA 3 yr.1.4
With prompting and support, describe attributes of familiar people, places, things, and events.

Standard ELA 3 yr.1.5
With prompting and support, use and talk about new vocabulary through rich texts, projects, guided conversation, and play.

Standard ELA 3 yr.1.6
With prompting and support, sort objects into categories (for example, shapes, foods) and begin to discuss commonalities and differences.

Standard ELA 3 yr.1.7
With prompting and support, explore opposites (antonyms) (for example, happy/sad, up/down, big/little).

Standard ELA 3 yr.1.8
With prompting and support, engage in conversations with peers and adults.

Standard ELA 3 yr.1.9
With prompting and support, begin to recognize that there are rules for conversation (for example, listening to others, staying on topic, taking turns speaking).

Standard ELA 3 yr.1.10
Follow one-step directions to complete a task or routine (for example, “Please find a seat on the rug.” “Please put the ball in the basket.”).


Strand 2: READING
By exposing children to a wide variety of texts and surrounding them with a print-rich environment, they begin to develop foundational reading skills. These skills are divided into five sub-strands: concepts of print, phonological awareness, word recognition, recall information, and comprehension.

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Sub-strand: CONCEPTS OF PRINT
Foundational reading skills include learning how a book is properly held and manipulated, understanding that print carries meaning, and that illustrations/photographs add meaning to stories.

Standard ELA 3 yr.2.1
With prompting and support, correctly hold a book.

Standard ELA 3 yr.2.2
With prompting and support, participate in activities that explore how print conveys meaning and how the illustrations/photographs relate to the text.

Standard ELA 3 yr.2.3
With prompting and support, identify print in everyday life including numbers, alphabet letters, letters in their own name, and environmental print.

Standard ELA 3 yr.2.4
With prompting and support, recognize that print is read from top to bottom, left to right, and from front to back.

Standard ELA 3 yr.2.5
Explore the difference between pictures and words.

Standard ELA 3 yr.2.6
Begins in four-year-old standards.

Standard ELA 3 yr.2.7
Begins in four-year-old standards.

Sub-strand: PHONOLOGICAL AWARENESS
Phonological Awareness refers to a child’s ability to recognize the way sound functions within words. This includes rhyming, identifying parts of words such as syllables, segmenting individual sounds (also called phonemes), and exploring how those sounds blend to make words. It is important to note that phonemic awareness practice is auditory and does not include text or written letters.

Standard ELA 3 yr.2.8
With prompting and support, explore sounds (phonemes) in spoken language.

Standard ELA 3 yr.2.9
With prompting and support, explore rhyming words in familiar songs/books.

Standard ELA 3 yr.2.10
With prompting and support, explore syllables in simple words (for example, clap children’s names).

Standard ELA 3 yr.2.11
Begins in four-year-old standards.

Standard ELA 3 yr.2.12
With prompting and support, begin to identify the initial sounds of words.

Sub-strand: WORD RECOGNITION
Word recognition in preschool includes the knowledge that words are made up of letters and sounds.

Standard ELA 3 yr.2.13
With prompting and support, explore that words are made up of letters and sounds.

Standard ELA 3 yr.2.14
With prompting and support, begin to identify the names and sounds of some upper- and lowercase letters of the alphabet, including those in their own name.

Standard ELA 3 yr.2.15
Recognize their own name in print.

Sub-strand: RECALL INFORMATION
When students are able to practice recalling names of objects that they are familiar with, they can begin to build the bridge to fluency.

Standard ELA 3 yr.2.16
Begins in four-year-old standards.

Sub-strand: COMPREHENSION
Comprehension refers to the ability to derive meaning from written and spoken language.

Standard ELA 3 yr.2.17
With prompting and support, listen attentively to simple texts.

Standard ELA 3 yr.2.18
With prompting and support, ask and answer simple questions relating to a text, media, or information presented orally.


Strand 3: WRITING
Writing refers to how children represent spoken words with written language. The development of fine motor control in early childhood is essential for early writing skills. Fine motor skills develop at different rates for each child. Forming legible letters is an emerging expectation for 4-year-olds. Refer to Strand One: Fine Motor within the Physical Education Standards for more information.

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Standard ELA 3 yr.3.1
With prompting and support, begin to experiment with writing and represent ideas visually (for example, scribble, stamp, glue pictures on paper).

Standard ELA 3 yr.3.2
Begins in four-year-old standards.

Standard ELA 3 yr.3.3
Begins in four-year-old standards.



UEN logo http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Jessica Mackley and see the Early Learning website. For general questions about Utah's Core Standards contact the Director - Jennifer Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.