Prekindergarten Benchmarks for Language and Literacy: Progress Made and Challenges to be Met

This paper examines the use of benchmarks for pre-k language and literacy, provides samples of current national and state standards, and offers key points for the development of effective benchmarks.

It is essential to provide age-appropriate, well-written standards and benchmarks to policymakers, administrators, and teachers so that they in turn can offer the necessary literacy opportunities for children in prekindergarten. The authors note that while benchmarks can tread a fine line between expecting too much or too little, they should place the child's language/literacy competence in the context of the whole child. Among the factors crucial to the design of effective benchmarks are the need for common terminology, consistency with K-12 expectations, and identification of a specific skill or knowledge as opposed to an activity.