West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-044O - West Virginia Pre-K Standards (Ages 3-5) (Policy 2520.15) › Section 126-44O-4 - Severability

Current through Register Vol. XLI, No. 28, July 12, 2024
4.1. If any
				provision of this rule of the application thereof to any person or circumstance
				is held invalid, such invalidity shall not affect other provisions or
				applications of this rule.
Policy 2520.15, West Virginia Pre-K Standards (Ages
				  3-5)
Introduction
Children benefit from high-quality preschool experiences that
				  are grounded in standards-based practices. The West Virginia Pre-K Standards
				  provide a framework across all learning domains. Enriched environments and
				  optimized learning opportunities to support the West Virginia Pre-K Standards
				  take place in a variety of early learning settings. In March 2002, the West
				  Virginia legislature passed Senate Bill 247 that became W. Va. Code §
										18-5-44, a mandate for
				  high-quality early education programs for all four-year-old children and
				  three-year-old children with identified special needs. These early education
				  programs are known as West Virginia Universal Pre-K. To support the provision
				  of enriched environments for young children, a collaborative group of West
				  Virginia early education professionals developed the West Virginia Pre-K
				  Standards. The standards are designed to serve as early learning guidelines for
				  all children ages three through five regardless of the setting. The standards
				  are what children should know and be able to do as they move into
				  kindergarten.
The West Virginia Pre-K Standards are grounded in scientific
				  child development research, children's approaches to learning, and effective
				  educational practices. Vital to implementing these standards is the ability to
				  teach using appropriate strategies. Teaching practices grounded in the
				  implementation of these standards will create a foundation of lifelong learning
				  for West Virginia's children. Young children live in a society where
				  information is constantly changing and the ability to function well in an
				  increasingly global economy is essential. As a result, it is essential that
				  children develop dispositions and skills which allow them to become competent,
				  independent learners who utilize the world around them to progress across all
				  developmental domains. To fulfill this role, teachers of young children must
				  also be lifelong learners, continuously building their professional knowledge,
				  and functional competencies based on current research.
The West Virginia Pre-K Standards are intended to guide
				  practitioners in offering high-quality early education environments and
				  experiences that are responsive to individual children and maximize learning.
				  Using this framework, educators can plan high-quality learning experiences for
				  all children, including those with disabilities. The framework is not designed
				  as an assessment tool, nor should it be used to delay the entry of eligible
				  children into kindergarten.
The West Virginia Pre-K Standards are considered an integral
				  part of an inter-related comprehensive curriculum and assessment system as
				  defined by Policy 2525. The WVBE has the responsibility for establishing
				  high-quality standards for all education programs (W. Va. Code §
										18-9A-22). Several foundations
				  frame the design of the West Virginia Pre-K Standards and describe an approach
				  that promotes lifelong learning competencies.
Explanation of Terms
Domains
are the broad components that make up a
				  content area; e.g., reading, writing, speaking/ listening, and language make up
				  the English language arts (ELA) content area.
Clusters
are groups of standards that define the
				  expectations students must demonstrate to be college- and career-ready.
Standards
are the expectations for what students
				  should know, understand, and be able to do by the end of their Pre-K
				  experience; standards represent educational goals.
Numbering of Standards
The numbering for each standard is composed of three parts,
				  each part separated by a period:
* the content area code (e.g., ELA for English language
				  arts),
* the grade level (Pre-K), and
* the standard.
Illustration: ELA.PK.1 refers to English language arts, grade
				  Pre-K, standard 1.
Guiding Principles for the WV
							 Pre-K Standards
The guiding principles for the
							 West Virginia Pre-K Standards are developmentally appropriate practices
							 designed to connect each child and their family to learning experiences that
							 foster foundations for lifelong learning.
Foundations
Description
Representation and symbolic thinking are
							 critical.
Children use representation and symbolic thinking
							 across all domains to develop an understanding of concepts and generalizations
							 from concrete to abstract. The ability to pretend and use symbols are
							 foundations of symbolic and abstract thought, which leads to the development of
							 academic skills. The experiences that lead to a child's ability to think
							 abstractly must be embedded in the curriculum through opportunities for active
							 exploration, pretend play, and symbolic communication. Children should have the
							 opportunity to invent with materials and words.
Children are active learners.
Children learn through active involvement (exploring,
							 playing, manipulating, and problem solving). They construct their own knowledge
							 by engaging in experiences in the environment with peers and adults. Adults
							 must use experiences with children to scaffold previous knowledge with new
							 concepts. Active learning is a key component of both child-initiated and
							 teacher-facilitated experiences.
Development and learning are interrelated.
Learning and development do not simply coexist. The
							 process of learning is directly related to the process of development.
							 Experiences grounded in the WV Pre-K Standards must be integrated and emphasize
							 development and learning.
Each child is an individual learner.
Children go through similar stages of development but
							 at individual rates. Not all children within an age group should be expected to
							 arrive at early learning expectations at the same time or with the same degree
							 of proficiency.
Teaching must be intentional for each child.
Individual planning, teaching practices, and
							 documentation must be based on children's strengths, including scaffolding, and
							 incorporate a balance of child exploration and guided play.
Children with special needs are typically best served
							 in inclusive settings.
Children with special needs must be offered a least
							 restrictive environment that provides opportunities to develop across domains
							 through interactions with their peers and adults. Attention to individual
							 variation is critical, specifically regarding the development of concepts and
							 proficiencies across domains. Individualized modifications and adaptations
							 provide each child with opportunities to reach their full potential.
English Language Learners are best served in
							 inclusive settings.
When immersed in an inclusive environment, children
							 who are acquiring the English language are provided opportunities to develop
							 expressive and receptive language through interactions with their peers and
							 adults. Attention to individual variation is critical, specifically regarding
							 their development of concepts and proficiencies across domains. Children should
							 be provided consistent opportunities to interact and demonstrate their
							 abilities, skills, and knowledge in any language, including their home
							 language.
Family engagement is critical to the success of young
							 children.
The family is the child's first and most important
							 teacher. They provide a deep understanding of their child during the first
							 years of school. Teachers must establish and maintain ongoing relationships
							 with families to best support children's development and linkages between home
							 and school.
Children learn by experiencing the culture and world
							 in which they live.
Children begin their understanding of others by first
							 interacting within their own families, neighborhoods, and schools. Early
							 learning settings and programs must be intentionally designed to provide
							 children the opportunity to move from self-awareness to awareness and
							 understanding of others. Using children's background knowledge as a catalyst
							 for deepening understanding provides opportunities for children to experience
							 and share various cultural aspects of the world in which they live. Each
							 child's home culture and language are brought into the classroom as part of
							 this shared classroom community. Intentional teaching strategies must focus on
							 acceptance and respect of all individuals.
The environment is the child's third teacher.
Along with the family and the teacher, high-quality
							 early learning environments provide children with the tools necessary for
							 continual growth and development. Learning environments should be designed and
							 equipped in a manner that supports discovery, small group and individual
							 learning, exploration, problem solving, and development. The learning
							 environment should be designed to help children develop a sense of community.
							 To achieve this, teachers must know the children and families well so they can
							 plan intentional ways for everyone to interact and work collaboratively.
School Readiness supports the holistic development of
							 children.
School readiness is a process of ensuring that
							 children have access to the best available resources. Available resources
							 support children and their families and focus on maximizing children's holistic
							 development from birth. Acknowledging that each child's development is
							 significantly impacted by previous experiences, school readiness also entails
							 the capacity of schools and programs to welcome families and be prepared to
							 serve all children effectively within the developmental domains of health and
							 physical development, social and emotional development, language and
							 communication, cognition and general knowledge, and individual approaches to
							 learning.
The formative assessment process is a foundational
							 component of all early learning programs.
The formative assessment process is used to inform
							 instruction and personalize learning. Used daily to assist with planning
							 high-quality opportunities for learning and development, this process uses
							 various forms of evidence to help educators scaffold children's learning to
							 best meet their needs. The formative assessment process also provides a
							 meaningful approach for communicating individual children's development and
							 learning with families. Formative assessment data are used to share progress
							 with families and help ensure data driven decisions are made at the classroom,
							 program, and county levels to drive continuous quality improvement
							 efforts.
Approaches to Learning
Approaches to Learning refers to observable behaviors that
				  indicate ways children become engaged in, and respond to, social interactions
				  and learning experiences. Children's approaches to learning contribute to their
				  success in school and influence their development and learning in all other
				  domains. Children's ability to stay focused, interested, and engaged in
				  activities supports a range of positive outcomes, including cognitive,
				  language, and social and emotional development. It allows children to acquire
				  new knowledge, learn new skills, and set and achieve goals for themselves. Many
				  early learning experts view approaches to learning as one of the most important
				  domains of early childhood development.
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, and learning skills. Students in
				  Pre-K will advance through a developmentally appropriate progression of
				  standards. The following chart represents the components of Approaches to
				  Learning standards in Pre-K.
Executive Functioning and Cognitive
							 Self-Regulation
Initiative and Curiosity
* Self-regulation
* Maintain focus
* Attend to activities
* Complete challenging task
* Appropriate risk taking
* Imagination
* Creativity
* Build on prior experience
* Inquire and investigate
Persistence and Attentiveness
Cooperation
* Implement plans and ideas
* Engage in a product and activity for an extended
							 period of time
* Purposeful play
* Show persistence in actions and behavior
* Collaborative work and play
* Play organized by children
* Share knowledge and ideas with peers
* Take on roles and responsibilities in the
							 classroom
Pre-K Specifications
In Pre-K, students should be immersed in a rich environment
				  and have numerous opportunities that foster independence and autonomy to meet
				  college and career readiness expectations. As familiar adults support
				  development in Approaches to Learning, children illustrate continuous growth in
				  their ability to function appropriately within the classroom, throughout
				  routines, and during transitions. Children demonstrate positive growth in
				  Approaches to Learning when they take on appropriate leadership roles within
				  their environment. They demonstrate increased abilities in expressing needs,
				  feelings, and positive coping skills. Children also show development in problem
				  solving, independence, and group work.
Numbering of Standards
The following Approaches to Learning standards are numbered
				  continuously. The ranges in the chart below relate to the clusters found within
				  the Approaches to Learning domain.
Executive Functioning and Cognitive
							 Self-Regulation
Sustain attention, impulse control, flexibility in
							 thinking
Standards 1-2
Initiative and Curiosity
Interest in varied topics and experiences, desire to
							 learn, creativeness, and independence in learning
Standards 3-5
Persistence and Attentiveness
Engagement in activities with persistence and
							 attention
Standards 6-10
Cooperation
Interest and engagement in group experiences
Standards 11-13
Executive Functioning and Cognitive
				  Self-Regulation
Cluster
Sustain attention, impulse control, flexibility
							 in thinking
AL.PK.1
Illustrate increasing abilities in impulse
							 control.
AL.PK.2
Demonstrate actions, words, and behaviors with
							 increasing independence.
Initiative and Curiosity
Cluster
Interest in varied topics and experiences,
							 desire to learn, creativeness, and independence in learning
AL.PK.3
Demonstrate flexibility, imagination, and
							 inventiveness in approaching tasks and activities.
AL.PK.4
Originate and combine ideas to learn and discuss a
							 range of topics.
AL.PK.5
Inquire and investigate.
Persistence and Attentiveness
Cluster
Engagement in activities with persistence and
							 attention
AL.PK.6
Persist in completing tasks, activities, projects,
							 and experiences.
AL.PK.7
Increase concentration over a reasonable amount of
							 time despite distractions and interruptions.
AL.PK.8
Engage in project or activity over an extended period
							 of time.
AL.PK.9
Continuously create, develop, and implement
							 plans.
AL.PK.10
Seek solutions to questions, tasks, or problems
							 through trial and error.
Cooperation
Cluster
Interest and engagement in group
							 experiences
AL.PK.11
Initiate and engage in learning experiences and play
							 with peers.
AL.PK.12
Relate and share knowledge with peers.
AL.PK.13
Assemble and guide classroom activities.
Social and Emotional Development
Positive social and emotional development provides a critical
				  foundation for lifelong development and learning. Social and emotional skills
				  are necessary to foster secure attachment with adults and peers, maintain
				  healthy relationships, regulate one's behavior and emotions, and develop a
				  healthy concept of personal identity. Developing these skills through active
				  learning helps children navigate new environments, facilitate the development
				  of supportive relationships with peers and adults, and support their ability to
				  participate in learning activities. Essential to this process is the child's
				  ability to self-regulate and persist in activities when challenged with new
				  experiences. To self-regulate, a child will be able to express, recognize, and
				  manage their own emotions as well as respond appropriately to others' emotions.
				  These processes are the primary goals for young children and are incorporated
				  into all learning standards.
All West Virginia teachers are responsible for meeting the
				  needs of all children through a holistic approach. Students in Pre-K will
				  advance through a developmentally appropriate progression of standards. The
				  following chart represents social and emotional development standards that will
				  be developed in Pre-K.
Self-Concept
Knowledge of Family and Community
* Show confidence in self
* Express self
* Exhibit personal responsibility
* Identify and understand their roles and that of
							 others within the community
Social Relationships
* Develop positive relationships with children and
							 adults
* Follow rules and routines
* Participate in cooperative and group play with
							 guidance from adults
Pre-K Specifications
In Pre-K, students should be immersed in a supportive
				  environment and have numerous opportunities to develop self-concept, positive
				  social relationships, and knowledge of family and community roles. Positively
				  navigating through these concepts is foundational in becoming lifelong
				  learners. Appropriate attachments with adults and peers form foundations for
				  learning in all other domains. Learning and development occur simultaneously in
				  all areas.
Numbering of Standards
The following standards are numbered continuously. The ranges
				  in the chart below relate to the clusters found within the Social and Emotional
				  Development domains.
Self-Concept
Development of Self-Concept
Standards 1-3
Development of Self-Expression and
							 Self-Awareness
Standards 4-6
Social Relationships
Development and Demonstration of Pro-Social
							 Behaviors
Standards 7-12
Cooperation
Standards 13-18
Knowledge of Family and Community
Progression of Understanding of their Role in the
							 Family and Community
Standards 19-23
Self-Concept
Cluster
Development of Self-Concept
SE.PK.1
Describe themselves by using physical
							 characteristics/traits (e.g., hair, body parts, and height).
SE.PK.2
Demonstrate growing confidence in their own
							 developing skills and express pride in accomplishments.
SE.PK.3
Increase independence in a variety of activities,
							 routines, and tasks.
Cluster
Development of Self-Expression and
							 Self-Awareness
SE.PK.4
Demonstrate progress in expressing needs, wants, and
							 feelings.
SE.PK.5
Express a broad range of emotions and recognize these
							 emotions in self and others.
SE.PK.6
Respond appropriately to different social
							 situations.
Social Relationships
Cluster
Development and Demonstration of Pro-Social
							 Behaviors
SE.PK.7
Develop positive relationships with children and
							 adults.
SE.PK.8
Show empathy and caring for others.
SE.PK.9
Follow basic rules and routines.
SE.PK.10
Use materials purposefully, safely, and
							 responsibly.
SE.PK.11
Develop and sustain friendships with peers.
SE.PK.12
Manage transitions and begin to adapt to changes in
							 routines.
Cluster
Cooperation
SE.PK.13
Use communication skills to initiate or join
							 classroom activities.
SE.PK.14
Engage in cooperative play.
SE.PK.15
Take turns with materials and during
							 experiences.
SE.PK.16
Use and accept negotiation, compromise, and
							 discussion to resolve conflicts.
SE.PK.17
Accept guidance and direction from a variety of
							 familiar adults.
SE.PK.18
Participate in a variety of classroom activities and
							 tasks.
Knowledge of Family and Community
Cluster
Progression of Understanding of Their Role in
							 the Family and Community
SE.PK.19
Understand and describe the interactive roles and
							 relationships among family members.
SE.PK.20
Identify and describe roles of community
							 members.
SE.PK.21
Understand similarities and respect differences among
							 people (e.g., gender, race, special needs, culture, language, and family
							 structure).
SE.PK.22
Identify themselves as a member of groups within a
							 community.
SE.PK.23
Identify and describe locations and places in their
							 community.
English Language Arts
English language arts (ELA) refers to language development
				  and the ability to interpret meaning from written text. Language development
				  refers to emerging abilities in receptive and expressive language. This domain
				  includes understanding and using one or more languages. Language development is
				  among the most important tasks of the first five years of a child's life.
				  Language is the key to learning across all domains. Specific language skills in
				  early childhood are predictive of later success in learning to read and write.
				  Also, children who are skilled communicators are more likely to demonstrate
				  social competence.
Literacy knowledge and skills refers to the knowledge and
				  skills that lay the foundation for reading and writing, such as understanding
				  print concepts and conventions, phonological awareness, alphabet knowledge,
				  letter-sound relationships, and early writing. Early literacy is the foundation
				  for reading and writing in all academic endeavors in school. It is considered
				  one of the most important areas for young children's development and learning.
				  Competent readers are individuals that can interpret meaning from written
				  symbols. Competent writers can use symbols to represent their thoughts.
All West Virginia Pre-K teachers are responsible for meeting
				  the needs of all children through a holistic approach. Students in Pre-K will
				  advance through a developmentally appropriate progression of standards. The
				  following chart represents the components of literacy that will be developed in
				  the reading, writing, speaking and listening, and language domains in
				  Pre-K.
Early Learning Foundations
* Fluency
* Phonics and Word Recognition
* Handwriting
* Phonological Awareness
* Print Concepts
Reading
Writing
* Competent readers are individuals that can
							 interpret meaning from written symbols
* Competent writers can use symbols to represent
							 their thoughts
Speaking and Listening
Language
* Speaking and listening refers to emerging abilities
							 in receptive and expressive language
* Language development
Pre-K Specifications
In Pre-K, ELA reflect dependence of literacy development on
				  language skills. Further, children's language skills are built through
				  developmentally appropriate literacy immersion. Experiences in listening,
				  speaking, reading, and writing must be embedded across all elements of the
				  daily schedule and routines. Adults must provide experiences, interactions, and
				  materials that build on children's prior knowledge, while introducing new
				  information. Intentional opportunities to communicate and engage in
				  conversation with others are cornerstones of ELA. Early literacy learning
				  provides children with an opportunity to explore the world through books,
				  storytelling, and other reading and writing activities.
Numbering of Standards
The following ELA standards are numbered continuously. The
				  ranges in the chart below relate to the clusters found within ELA
				  domains.
Early Learning Literacy
							 Foundations
Fluency
Foundation I
Phonics and Word Recognition
Foundation II
Handwriting
Foundation III
Phonological Awareness
Foundation IV
Print Concepts
Foundation V
Reading
Key Ideas and Details
Standards 1-6
Craft and Structure
Standards 7-12
Integration of Knowledge and Ideas
Standards 13-17
Range of Reading and Text Complexity
Standards 18-19
Writing
Text Types and Purposes
Standards 20-22
Production and Distribution of Writing
Standards 23-25
Research to Build and Present Knowledge
Standards 26-28
Range of Writing
Standard 29
Speaking & Listening
Comprehension and Collaboration
Standards 30-32
Presentation of Knowledge and Ideas
Standards 33-35
Language
Conventions of Standard English
Standards 36-37
Knowledge of Language
Standard 38
Vocabulary Acquisition and Use
Standards 39-41
Literacy Early Learning Foundations
Cluster
Fluency
ELA.PK.I
* Retell familiar stories from text with some
							 accuracy and details.
Cluster
Phonics and Word Recognition
ELA.PK.II
* Know the sounds associated with several
							 letters.
* Recognize their own name and words associated with
							 environmental print.
Cluster
Handwriting
ELA.PK.III
* Use a pincer grip to hold and manipulate tools for
							 writing, drawing, and painting.
* Use scribbles, shapes, pictures, and letters to
							 represent objects, stories, experiences, or ideas.
* Write first name.
* Attempt to independently write some familiar
							 words.
Cluster
Phonological Awareness
ELA.PK.IV
* Identify sounds or spoken words in the
							 environment.
* Recognize and produce rhyming words.
* Separate words into syllables.
* Replicate the beginning sound in a word.
Cluster
Print Concepts
ELA.PK.V
* Show interest in shared reading and looking at
							 books independently.
* Demonstrate an understanding that writing conveys
							 meaning.
* Understand concepts of print such as print moves
							 from left to right and top to bottom, and print conveys a message.
* Recognize that letters are grouped to form words
							 and words are a unit of print.
* Recognize and name some upper and lower case
							 letters of the alphabet.
Reading
Cluster
Key Ideas and Details
ELA.PK.1
With prompting and support, ask and answer questions
							 about details in a literary text.
ELA.PK.2
With prompting and support, retell familiar stories
							 in literary texts.
ELA.PK.3
With prompting and support, identify characters,
							 events, and settings in a literary text.
ELA.PK.4
With prompting and support, ask and answer questions
							 about details in an informational text.
ELA.PK.5
With prompting and support, identify the main topic
							 and retell details of an informational text.
ELA.PK.6
(Begins in kindergarten.)
Cluster
Craft and Structure
ELA.PK.7
With prompting and support, answer questions about
							 unknown words in a literary text.
ELA.PK.8
(Begins in kindergarten.)
ELA.PK.9
With prompting and support, define the roles of
							 author and illustrator of a literary text.
ELA.PK.10
With prompting and support, ask questions about
							 unknown words in informational text.
ELA.PK.11
With prompting and support, identify the front cover
							 and back cover of a book and recognize how books are read (e.g., one page at a
							 time, from front to back).
ELA.PK.12
With prompting and support, define the roles of
							 author and illustrator of informational text.
Cluster
Integration of Knowledge and
							 Ideas
ELA.PK.13
With prompting and support, describe the relationship
							 between illustrations and the literary story in which they appear (e.g., what
							 moment in a story an illustration depicts).
ELA.PK.14
With prompting and support, discuss how the
							 adventures and experiences of characters in familiar literary stories relate to
							 children's own experiences.
ELA.PK.15
With prompting and support, describe the relationship
							 between illustrations and the informational text in which they appear (e.g.,
							 what person, place, thing, or idea in the text an illustration depicts).
ELA.PK.16
(Begins in kindergarten.)
ELA.PK.17
(Begins in kindergarten.)
Cluster
Range of Reading and Text
							 Complexity
ELA.PK.18
(Begins in kindergarten.)
ELA.PK.19
(Begins in kindergarten.)
Writing
Cluster
Text Types and Purposes
ELA.PK.20
With prompting and support, use a combination of
							 drawing, dictating, and writing to compose opinion pieces in which the topic or
							 the name of the text being discussed is included; state an opinion or
							 preference about the topic or book using discussion, experience, or
							 texts.
ELA.PK.21
With prompting and support, use a combination of
							 drawing, dictating, and writing to compose informative/explanatory texts; name
							 and supply some information about the topic using discussion, experience, or
							 texts.
ELA.PK.22
With prompting and support, use a combination of
							 drawing, dictating, and writing to narrate text in sequential order (beginning,
							 middle, end) using discussion, experience, or texts.
Cluster
Production and Distribution of
							 Writing
ELA.PK.23
(Begins in grade 3.)
ELA.PK.24
(Begins in kindergarten.)
ELA.PK.25
With guidance and support, explore a variety of
							 writing tools and materials (e.g., pencils, markers, sand, developmentally
							 appropriate digital tools).
Cluster
Research to Build and Present
							 Knowledge
ELA.PK 26
With guidance and support, participate in shared
							 research and writing during play (e.g., explore a number of books by a favorite
							 author and express opinions about them).
ELA.PK.27
With prompting and support, recall information from
							 experiences to answer a question.
ELA.PK.28
(Begins in grade 4.)
Cluster
Range of Writing
ELA.PK.29
(Begins in grade 3.)
Speaking and Listening
Cluster
Comprehension and Collaboration
ELA.PK.30
With prompting and support, participate in
							 collaborative conversations about Pre-K topics and texts with peers and adults
							 through multiple exchanges.
ELA.PK.31
With prompting and support, confirm understanding of
							 a text read aloud or information presented orally or through other media by
							 answering questions about details.
ELA.PK.32
With prompting and support, ask and answer questions
							 in order to seek help and get information.
Cluster
Presentation of Knowledge and
							 Ideas
ELA.PK.33
Describe familiar people, places, things, and
							 events.
ELA.PK.34
With prompting and support, add drawings or other
							 visual displays to descriptions as desired to provide additional details (e.g.,
							 2- or 3-dimensional artwork).
ELA.PK.35
Use non-verbal communication or spoken language to
							 express ideas, needs, and feelings.
Language
Cluster
Conventions of Standard English
ELA.PK.36
Communicate clearly enough to be understood by adults
							 across a range of situations.
* Pronunciation errors and grammatical errors are
							 isolated and infrequent.
* Show proficiency with prepositions,
							 regular/irregular past tense, verb, possessives, and noun-verb
							 agreement.
* Uses sentences with five or more words.
ELA.PK.37
(Begins in Kindergarten.)
Cluster
Knowledge of Language
ELA.PK.38
(Begins in grade 2.)
Cluster
Vocabulary Acquisition and Use
ELA.PK.39
(Begins in Kindergarten.)
ELA.PK.40
With prompting and support, explore word categories
							 and relationships among words.
* Sort common objects into categories (e.g., shapes
							 or foods) to gain a sense of the concepts the categories represent.
* Demonstrate understanding of frequently occurring
							 verbs and adjectives and opposites (antonyms).
* Identify real-life connections between words and
							 their meaning.
* Distinguish meaning among verbs describing the same
							 general action (e.g., walk, march, strut, and prance) by acting out the
							 meanings.
ELA.PK.41
With prompting and support, use words and phrases
							 acquired through conversations, being read to, and responding to texts.
Mathematics
During daily activities, children use mathematical strategies
				  to solve problems and make connections to the world around them. All West
				  Virginia teachers are responsible for classroom instruction that integrates
				  content standards and the eight mathematical habits of mind.
Mathematical Habits of Mind (MHM)
The Mathematical Habits of Mind (MHM) describe varieties of
				  expertise that mathematics educators at all levels should develop in their
				  students.
MHM1: Make sense of problems and persevere in solving
							 them.
* Begin to use real-life experiences to develop
							 mathematical knowledge.
* Begin to use concrete objects to solve mathematical
							 problems.
* Talk through mathematical thinking with support
							 from adults.
* Tries more than one way to solve a problem with
							 adult support.
MHM2: Reason abstractly and quantitatively.
* Explore counting with one-to-one
							 correspondence.
* Recognize that the last number counted represents
							 how many there are in a group of items.
* Count to answer how many.
* Answer questions such as, "how do you know?" "How
							 can we figure out...?" "What did you notice?"
* Express quantitative ideas throughout
							 activities.
MHM3: Construct viable arguments and critique the
							 reasoning of others.
* Include mathematical reasoning in discussion with
							 peers.
* Explain their mathematical thinking through
							 communication with peers with adult support.
* Explore negotiation with peers with adult
							 support.
* Discuss and explain mathematical reasoning.
MHM4: Model with mathematics.
* Use fingers, objects, or manipulatives to
							 demonstrate understanding of mathematics.
* Use drawings to describe mathematical
							 concepts.
* Act out mathematical situations.
MHM5: Use appropriate tools strategically.
* Explore familiar mathematical tools and begin to
							 explain how they can be used with adult support.
* Begin to use mathematical tools such as
							 manipulatives, rulers, counters, paper, and pencils to explore mathematical
							 concepts.
* Use non-standard forms of measurement.
* Have conversations about how tools are used for
							 mathematics.
MHM6: Attend to precision.
* Begin to develop mathematical communication skills
							 with adult support.
* Begin to use mathematical vocabulary in appropriate
							 context.
* Compare and contrast objects.
* Begin to identify attributes of an object.
* Sort objects.
MHM7: Look for and make use of structure.
* Begin to construct an understanding of
							 patterns.
* Identify parts in a relationship to a whole.
* Begin to correctly count objects up to 10.
MHM8: Look for and express regularity in repeated
							 reasoning.
* Counts in sequence consistently.
* Look for patterns in their environments.
* Understands that there are more when items are
							 combined and less when items are taken away.
Children in Pre-K will focus on two critical areas:
1) analyzing mathematical challenges in an
				environment where collaboration in creative mathematical thinking is
				encouraged; and
2) formulating,
				representing, and solving simple mathematical problems through creative
				thinking which is imperative to building mathematical competency. Pre-K offers
				exposure to skills, active exploration, and discoveries in context of
				stimulating opportunities that provides foundational skills. This is
				accomplished through intentional planning by the teacher in mathematics. The
				following chart represents mathematical standards that will be developed in
				Pre-K.
Counting and Cardinality
Operations and Algebraic Thinking
* Count in sequence to 10
* Use 1 to 1 correspondence
* Match quantity to numbers
* Recognition of adding/removing objects as
							 adding/subtracting
* Understand simple patterns
Measurement and Data
Geometry
* Name shapes correctly
* Describe attributes of objects
* Understand more or less
Pre-K Specifications
High-quality early numeracy experiences directly attribute to
				  later literacy achievement. Practical applications of early numeracy are vital
				  in fostering young children's overall mathematical thinking. Mathematical
				  thinking is a process and a core component of cognition. Young children need to
				  analyze mathematical challenges in an environment where collaboration in
				  creative mathematical thinking is encouraged. Formulating, representing, and
				  solving simple mathematical problems through creative thinking is imperative to
				  building mathematical competency. Mathematics is the ability to think
				  logically, plan, solve problems, reason, make predictions, and notice patterns.
				  When given the opportunity, young children use symbolic thinking to represent
				  their thoughts, which becomes a catalyst for higher level thinking in all
				  domains.
Numbering of Standards
The following mathematics standards are numbered
				  continuously. The ranges in the chart below relate to the clusters found within
				  the Mathematics domain.
Counting and Cardinality
Number Names
Standards 1-3
Counting to Tell the Numbers of Objects
Standards 4-5
Comparing and Ordering Numbers
Standards 6-7
Operations and Algebraic Thinking
Composing and Decomposing Numbers
Standards 8-13
Number and Operation in Base Ten
Number and Operations in Base Ten
Standard 14
Measurement and Data
Describe and Compare Measurable Attributes
Standards 15-16
Classify Objects and Count the Number of Objects in
							 Each Category
Standards 17-19
Geometry
Identify and Describe Shapes
Standards 20-22
Analyze, Compare, Create, and Compose Shapes
Standards 23-25
Counting and Cardinality
Cluster
Number names
M.PK.1
Count in sequence to 10 and beyond.
M.PK.2
(Begins in kindergarten.)
M.PK.3
Begin to identify and write some numerals.
Cluster
Counting to tell the number of
							 objects
M.PK.4
Understand the relationship between numbers and
							 quantities; connect counting to cardinality.
* Use one-to-one correspondence to count objects and
							 match groups to objects.
* Match quantity with number symbols; given a number
							 up to 10, counts out that many objects
* Recognize quantity without counting up to five
							 objects.
M.PK.5
Count to answer "how many?" questions up to 10
							 items.
Cluster
Comparing and ordering numbers
M.PK.6
Identify whether the number of objects in one group
							 is more, less, greater than, fewer, and or equal to number of objects in
							 another group for up to 5 objects (e.g., by using matching and counting
							 strategies).
M.PK.7
Identify first and last related to order or
							 position.
Operations and Algebraic Thinking
Cluster
Composing and decomposing numbers
M.PK.8
Recognize addition as putting objects together and
							 subtraction as taking objects apart. (e.g., if we have 3 apples and add 2 more,
							 how many apples do we have all together?).
M.PK.9
With adult assistance, solves addition and
							 subtraction word problems.
M.PK.10
Solve addition problems by joining objects
							 together.
M.PK.11
(Begins in kindergarten.)
M.PK.12
(Begins in kindergarten.)
Cluster
Recognize patterns
M.K.13
Duplicate, create, and extend simple patterns using
							 concrete objects.
Number and Operations in Base Ten
Cluster
Work with numbers 11-19 to gain foundations for
							 place value
M.PK.14
(Begins in kindergarten.)
Measurement and Data
Cluster
Describe and compare measurable
							 attributes
M.PK.15
With prompting and support, identify measurable
							 attributes of objects, such as length and/or weight.
M.PK.16
Represent and interpret data.
* Estimate the size of objects in comparison to a
							 common unit of measurement, (e.g., more/less, long/short, big/little,
							 light/heavy).
* Recognize and interpret information/symbols
							 presented in tables and graphs.
Cluster
Classify objects and count the number of
							 objects in each category
M.PK.17
Sort objects into categories according to common
							 characteristics (e.g., color, size, shape) and count the number of objects up
							 to 5.
Cluster
Work with money.
M.PK.18
(Begins in kindergarten.)
M.PK.19
(Begins in kindergarten.)
Geometry
Cluster
Identify and describe shapes
M.PK.20
Describe objects in the environment.
* Use the names of basic shapes.
* Describe the relative positions of objects using
							 terms (e.g., up, down, over, under, top, bottom, inside, outside, in front,
							 behind).
M.PK.21
Correctly name basic shapes regardless of their
							 orientation or overall size.
M.PK.22
Sort two-and three-dimensional shapes and
							 objects.
Cluster
Analyze, compare, create and compose
							 shapes
M.PK.23
Analyze and compare two- and three-dimensional shapes
							 and objects in different sizes. Describe their similarities, differences, and
							 other attributes.
M.PK.24
Create and build shapes from components (e.g., sticks
							 and clay balls).
M.PK.25
With prompting and support, compose simple shapes to
							 form larger shapes (e.g., "Can these two triangles, with full sides touching,
							 join to make a rectangle?")
Science
Scientific thinking builds on children's prior experiences,
				  backgrounds, and early theories. Children's fundamental math concepts support
				  scientific experimentation, investigation, and inquiry, resulting in the
				  development of new understandings of their world. Science and math concepts are
				  best developed through active exploration of naturalistic, informal, and
				  structured learning experiences. Expanding on children's curiosity, encouraging
				  them to pursue their questions and develop ideas in a risk-free environment
				  helps children to refine their own understanding of the world around them.
				  Documentation of children's experiences and hypotheses allow them to share and
				  discuss their theories with others. Scientific thinking is an approach to
				  learning.
All West Virginia teachers are responsible for meeting the
				  needs of all children through a holistic approach. Children in Pre-K will
				  advance through a developmentally appropriate progression of standards. The
				  following chart represents the components of Science that will be developed in
				  the Science as Inquiry and Scientific Knowledge standards in Pre-K.
Science as Inquiry
Scientific Knowledge
* Active exploration
* Investigation
* Inquire, observe, and analyze
Pre-K Specifications
In Pre-K, children should be immersed in a science rich
				  environment and have numerous opportunities for hands-on, child-centered
				  inquiry. It is more important for children to engage in the process of
				  scientific inquiry and making connections than learning scientific
				  facts.
Numbering of Standards
The following science standards are numbered continuously.
				  The ranges in the chart below relate to the clusters found within the Science
				  domain.
Science as Inquiry
Foundational Knowledge of Scientific Inquiry
Standards 1-4
Utilization of Inquiry
Standards 5-8
Scientific Knowledge
Understanding the Living and Physical World
Standards 9-11
Science as Inquiry
Cluster
Foundational Knowledge of Scientific
							 Inquiry
SC.PK.1
Ask questions that can be answered through active
							 investigation.
SC.PK.2
Explore and discuss similarities and differences
							 among objects and materials.
SC.PK.3
Investigate cause and effect relationships through
							 exploration, manipulation and interaction with the environment (problem solving
							 techniques).
SC.PK.4
Make predictions and brainstorm solutions.
Cluster
Utilization of Inquiry
SC.PK.5
Identify the five senses and use them to make
							 observations.
SC.PK.6
Explore observational tools (e.g., magnifying glass,
							 stethoscope) to extend the five senses.
SC.PK.7
Engage using scientific vocabulary (e.g., observe,
							 compare, contrast, measure, reflect, predict, plan).
SC.PK.8
Communicate results, solutions, and conclusions
							 through a variety of methods (e.g., verbal or visual representation).
Scientific Knowledge
Cluster
Understanding the Living and Physical
							 World
SC.PK.9
Explore and describe the natural environment verbally
							 or through representation.
SC.PK.10
Explore and describe changes in materials and
							 relationships (e.g., cause/effect, seasons, life cycles, etc.).
SC.PK.11
Communicate awareness that people can impact the
							 environment in positive and negative ways.
Health and Physical Development
Health and Physical Development refers to physical
				  well-being, use of the body, muscle control, appropriate nutrition, exercise,
				  hygiene, and safety practices. Learning healthy habits early lays the
				  foundation for lifelong healthy living. Physical well-being, health, and motor
				  development are equally important foundations to young children's learning.
				  Health problems, delays in physical development, and frequent illnesses
				  interfere with children's ability to learn and are associated with a range of
				  poor developmental and educational outcomes. Developing motor control and
				  coordination involves the interplay between children's emerging physical
				  capabilities, growth and maturation, adult interactions and support, and
				  opportunities to practice new skills. Other domains rely on continued growth in
				  health and physical development.
All West Virginia teachers are responsible for meeting the
				  needs of all children through a holistic approach. Students in Pre-K will
				  advance through a developmentally appropriate progression of standards. The
				  following chart represents the components of physical health and development
				  that will be developed in Pre-K.
Safety Practices
Gross Motor
* Follow rules and routines
* Recognize unsafe situation
* Develop large muscle coordination and skills
* Develop spatial awareness
Health Practices
Fine Motor
* Complete personal care routines
* Make healthy choices
* Develop small muscle coordination and skills
* Demonstrate increased self-help skills
Pre-K Specifications
In Pre-K, students should be immersed in a healthy
				  environment and have numerous opportunities to practice and use a variety of
				  healthy habits, safety practices, and engage in physical activities.
Numbering of Standards
The following health and physical development standards will
				  be numbered continuously. The ranges in the chart below related to the clusters
				  found within the health and physical development domains.
Safety Practices
Safety Practices
Standards 1-5
Health Practices
Healthy Development
Standards 6-9
Gross Motor
Gross Motor Development
Standards 10-14
Fine Motor
Fine Motor Development
Standards 15-18
Safety Practices
Cluster
Safety Practices
PH.PK.1
Participate in safety stories, games, and drills
							 (e.g., bus, fire, bike, and strangers).
PH.PK.2
Recognize symbols indicating danger (e.g., STOP
							 signs, Mr. Yuk sticker).
PH.PK.3
Respond appropriately to harmful and unsafe
							 situations.
PH.PK.4
Follow classroom and community safety rules and
							 routines (e.g., fire drills, bus rules, pedestrian safety).
PH.PK.5
With prompting and support, communicate an
							 understanding of the importance of safety routines and rules.
Health Practices
Cluster
Healthy Development
PH.PK.6
Complete personal care tasks (e.g., dressing,
							 brushing teeth, toileting, and washing hands) independently.
PH.PK.7
Participate in structured and unstructured physical
							 activities in order to enhance fitness.
PH.PK.8
Communicate an understanding of the importance of
							 healthy routines (e.g., appropriate times to wash hands).
PH.PK.9
Demonstrate knowledge and skills that help promote
							 nutritious food choices and eating habits (e.g., distinguish food as healthy or
							 unhealthy; acknowledge moderation).
Gross Motor
Cluster
Gross Motor Development
PH.PK.10
Develop motor control for a range of physical
							 activities (e.g., walking, propelling a wheelchair or mobility device,
							 skipping, running, climbing, and hopping).
PH.PK.11
Develop motor coordination and skill in using objects
							 for a range of physical activities (e.g., pulling, throwing, catching, kicking,
							 bouncing or hitting a ball, and riding a tricycle).
PH.PK.12
Demonstrate increased balance (e.g., balance beam,
							 riding equipment, and play structures).
PH.PK.13
Demonstrate awareness of own body and other people's
							 space during interactions.
PH.PK.14
Move body in relation to objects to effectively
							 perform tasks (e.g., kick a ball, pedal a tricycle).
Fine Motor
Cluster
Fine Motor Development
PH.PK.15
Demonstrate increased ability, strength, dexterity,
							 and control to manipulate and use tools (e.g., scissors, staplers, hammers, and
							 eating utensils).
PH.PK.16
Demonstrate increased accuracy of eye-hand
							 coordination and use of opposing hand movements (e.g., building with blocks,
							 stringing with beads, cutting with scissors, and putting puzzles
							 together).
PH.PK.17
Explore a variety of writing tools and materials
							 (e.g., pencils, markers, sand, developmentally appropriate digital
							 tools).
PH.PK.18
Demonstrate increased ability with self-help skills
							 (e.g., buttoning, zipping, and lacing).
The Arts
The Arts refers to opportunities for children to engage in
				  creative expression and an appreciation for such forms as dramatic play, music,
				  dance, visual arts, and other creative activities. Children develop
				  problem-solving skills, positive dispositions to learning, and growth across
				  all developmental domains of learning through the arts. As children experience
				  opportunities to express themselves through The Arts, they also develop a
				  positive sense of self.
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills and technology
				  tools. Students in Pre-K will advance through a developmentally appropriate
				  progression of standards. The following chart represents the arts that will be
				  developed in Pre-K.
Music
Visual Arts
* Rhythm
* Exploration
* Creativity
* Experimentation
Creative Movement
Dramatic Play
* Dance
* Motions for Communication
* Imaginative Play
* Symbolic Thinking
Pre-K Specifications
In Pre-K, students should be immersed in an art-rich
				  environment. Children develop many life skills through varied creative
				  experiences. Experiences in the arts support brain development, increased
				  persistence, analysis of cause and effect, and self-confidence. The arts
				  provide foundations for innovation in later years.
Numbering of Standards
The following standards are numbered continuously. The ranges
				  in the chart below relate to the clusters found within The Arts domains.
Music
Music
Standards 1-4
Creative Movement
Creative Movement
Standards 5-6
Visual Arts
Visual Art
Standards 7-11
Dramatic Play
Dramatic Play
Standards 12-15
Music
Cluster
Music
AR.PK.1
Participate in music activities (e.g., listening,
							 singing, and finger plays).
AR.PK.2
Create music through a variety of techniques and
							 tools (e.g., clapping, playing musical instruments, and using items from nature
							 to create a beat).
AR.PK.3
Experiment with traditional and nontraditional
							 musical instruments.
AR.PK.4
Communicate by moving expressively to music (e.g.,
							 tempo, style).
Creative Movement
Cluster
Creative Movement
AR.PK.5
Move to different patterns of beat and rhythm in
							 music.
AR.PK.6
Use creative movement to express ideas or feelings
							 and concepts.
Visual Arts
Cluster
Visual Arts
AR.PK.7
Express thoughts and feelings through creative
							 artwork (e.g., drawing, sculpting, and painting).
AR.PK.8
Communicate ideas, experiences, and knowledge through
							 creative artwork.
AR.PK.9
Demonstrate a growing ability to plan, work
							 independently, and demonstrate care and persistence in a variety of art
							 projects.
AR.PK.10
Describe one's own artwork.
AR.PK.11
Explore colors, textures, and techniques using
							 different mediums (e.g., clay, natural materials, wood, sewing, digital
							 graphics, and photography).
Dramatic Play
Cluster
Dramatic Play
AR.PK.12
Participate in a variety of pretend play to explore
							 various roles (e.g., family and community members in the dramatic play area,
							 blocks, and outdoors).
AR.PK.13
Use dialogue, actions, and objects to tell a story
							 and communicate ideas, feelings, experiences, and knowledge.
AR.PK.14
Show creativity through the use of materials in
							 pretend play (e.g., costume pieces, props, puppets, and fabrics).
AR.PK.15
Utilize representation and symbolic play to extend
							 play scenarios and create props for play (e.g., a block as a telephone or
							 material as clothing).