Browse Standards
View all PreK-12 NYS Learning Standards in a dropdown list format.
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Standard Area - TECH: Learning Standards for Technology
(see MST standards under Previous Standard Versions)-
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Component - L.PK.1.a:
Print some upper- and lowercase letters.(e.g. letters in their name). -
Component - L.PK.1.b:
Use frequently occurring nouns and verbs (orally). -
Component - L.PK.1.c:
With guidance and support, form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) (orally). -
Component - L.PK.1.d:
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). -
Component - L.PK.1.e:
In speech, use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). -
Component - L.PK.1.f:
With guidance and support, produce and expand complete sentences in shared language activities.
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Component - L.PK.2.a:
Capitalize the first letter in their name. -
Component - L.PK.2.b:
Attempt to write a letter or letters to represent a word. -
Component - L.PK.2.c:
With guidance and support, attempt to spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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Standard - L.PK.3:
Use knowledge of language and how language functions in different contexts
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Component - L.PK.4.a:
Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
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Component - L.PK.5.a:
Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent. -
Component - L.PK.5.b:
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites ( e.g., up, down, stop, go, in, out). -
Component - L.PK.5.c:
Identify real-life connections between words and their use (e.g., note places at school that are colorful). -
Component - L.PK.5.d:
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
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Standard - L.PK.6:
With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.
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