Kindergarten

The goal of the Early Childhood Program (K-2) is for all children to be able to apply the specific grade/level knowledge/skills . The extent of each child's application of the knowledge and skills will be determined by the developmental readiness of that child.

Instructional Legend:

I-Introduction Level
R-Reinforcement Level
A-Application Level

For more information, click on one of the following: JReading JWriting JResearch JCommunication JIndividual Competencies

Reading

1.Reading Structure Standard: Students use the systems of language (patterns, rules, and conventions) to derive meaning from print as they read in a variety of genres.

Performance Standard: Explore language structure, meaning clues, and word attack strategies while developing emergent/early literacy skills and concepts.

Student Literacy Expectations:

Sentence Structure (syntax):

I- Begin to use word order to complete language patterns in language experiences.
I- Begin to use sentence structure to complete language patterns in language experiences.
I- Begin to track print from left to right, return sweep, top to bottom, and front to back.

Phonics (letter/sound relationships-graphophonics):

I- Develop phonemic awareness.
I- Begin to identify letters by sight and sound.
I- Begin to point out letters that are the same.
I- Begin to point out a capital and lowercase letters.
I- Begin to hear initial/ending consonant sounds.
I- Begin to focus on letter sounds in own name.
I- Begin to segment/blend words orally.
I- Begin to use phonics to decode (CVC patterns).
I- Begin to recognize rhyming words and word families.
I- Begin to recognize own name in print.

Meaning Clues (semantics):

I- Begin to recognize words in familiar context.
I- Point out words that are the same.
I- Recognize environmental print.
I- Recognize common signs and logos.
I- Recognize simple word opposites.
I- Reads selected sight words.

2.Reading/Thinking Standard: Students use the process of inquiry to construct meaning from textual information.

Performance Standard: Demonstrate comprehension of fiction and non-fiction selections by using critical reading skills and strategies.

Student Literacy Expectations:

Critical Reading Skills:

I- Tell main idea using story pictures.
I- Recall sequence of events using pictures.

Critical Reading Strategies:

I- Explore a variety of reading materials:

I- picture books
I- magazines
I- easy readers
I- newspapers
I- big books

I- Ask questions about text:

I- Predict story events and outcomes using illustrations.

I- Respond to literal questions about literature.

I- Classify by characteristics such as color, size, shape, structure, and function.

3.Reading/Literature Standard: Students use the process of inquiry to construct meaning from literature.

Performance Standard: Explore story development through structure and characterizations.

Student Literacy Expectations:

Structure:

I- Discuss story problem.
I- Discuss story setting.

Characterization:

I- Identify the main characters.
I- Discuss the feelings of main characters.

Elements:

I- Title
I- Beginning/end of story

Thinking/Interpretation:

I- Respond to literal, inferential, and evaluative questions about literature.

Writing

4.Writing Structure Standard: Students use the systems of language (patterns, rules, and conventions) to convey information, ideas, and opinions through the writing process.

Performance Standard: Encounter rules of grammar during language activities and in writing.

Student Literacy Expectations:

Grammar:

I- Begin to consistently use nouns and verbs in oral sentences.

Composition/Structure:

I- Communicate ideas in picture form.
I- Communicate ideas in scribble writing.
I- Print name, self-selected words, and letters of the alphabet.
I- Distinguish between written letters, words, and sentences.
I- Dictate information for experience stories.

Mechanics:

I- Begin to write upper and lower case letters.
I- Identify upper and lower case letters out of sequence.
I- Use left to right pattern of writing.
I- Copy simple shapes, designs, numerals, and letters.
I- Recognize spacing between words.
I- Begin to recognize rules for capital letters and ending punctuation marks.

Spelling:

I- Begin to use phonetically spelled words.
I- Begin to use appropriate initial consonants.

5.Writing Process Standard: Students use the process of inquiry to construct meaning through writing.

Performance Standard: Demonstrate awareness that print makes sense and can be used in writing and drawing.

Student Literacy Expectations:

Explore Writing - Personal Purpose:

I- Draw and explain pictures and/or use letters and phonetically spelled words to write about personal experiences.
I- Relate written language to spoken language.

Explore Writing - Variety of Purposes:

I- Draw/Write responses to literature.
I- Draw/Write imaginative stories.
I- Sequence pictures to tell a story.

Research

6.Information Structure Standard: Students use information systems to collect and record information from a variety of sources, including people, print/other media, and technology, for research.

Performance Standard: Explore the uses of media for the purpose of gathering information through listening, speaking, viewing, reading, and writing.

Student Literacy Expectations:

I- Ask questions to gather information related to personal interests.
I- Begin to use book parts as information sources.
I- Determine front and back of a book.
I- Hold book correctly.
I- Use story illustrations to retell or gain information from the story.
I- Follow print left to right, top to bottom.
I- Recognize the author, illustrator, and title of book.
I- Begin to use picture books, picture dictionaries, audiovisual resources, and available technology as information sources.

7.Research Process Standard: Students use the process of inquiry to construct meaning from information and experiences.

Performance Standard: Begin to use the research process by selecting a topic of interest.

Student Literacy Expectations:

Question:

I- Recall orally presented information.
I- Ask questions.
I- Recall and describe orally a series of three visually presented items.

Organize/Plan:

I- Classify and categorize information.
I- Select a topic of interest to explore.

Do/Present:

I- Draw a picture.
I- Create a project.

Communication

8.Collaboration Process Standard: Students recognize the social nature and power of language and use it to collaborate successfully.

Performance Standard: Listen and speak in informal conversations with peers and adults.

Student Literacy Expectations:

Listen:

I- Listen to peers and adults.
I- Demonstrate active listening through eye contact.
I- Distinguish sounds in the environment.
I- Distinguish sounds of letters and words.
I- Follow one and two part directions.

Interpret:

I- Begin to develop an awareness of gestures.
I- Begin to develop an awareness of body language.
I- Begin to develop an awareness of facial expressions.

Respond:

I- Converse with classmates in informal conversation.
I- Converse with adults in informal conversation.
I- Wait for appropriate turn to speak.
I- Orally discuss information.
I- Use words that signal sequence relationships such as first, next, and last.

9.Presentation Process Standard: Students celebrate their language development by presenting to varied audiences.

Performance Standard: Gain confidence by presenting to varied audiences.

Student Literacy Expectations:

Plan/Prepare:

I- Use examples from literature to develop an individual or group story.

Practice/Present:

I- Present to varied audiences.

Establish Patterns/Entertain:

I- Recite short rhymes with repeated patterns.
I- Recite short poems with repeated patterns.
I- Recite songs with repeated patterns.
I- Recite short stories with repeated patterns.

Individual Competencies

10.Diversity Standard: Students use individual language competencies to acknowledge contributions to our multicultural heritage.

Performance Standard: Experience culturally diverse literature encountered through a variety of media.

Student Literacy Expectations:

I- Experience cultural diversity in stories read aloud.
I- Demonstrate a familiarity with traditional pieces of literature.
I- Demonstrate a familiarity with contemporary pieces of literature.
I- Listen to and respond to various literary forms including regional/international examples.
I- Begin to develop empathy through interactions with media.
I- Recognize and respond to family issues found in reading and other experiences.
I- Recognize and respond to community issues found in reading and other experiences.
I- Respond and make connections to the work of classmates and others.

11.Personal Decisions/Goals Standard: Students use language to set goals, articulate action plans, and reflect upon personal growth.

Performance Standard: Make and act on decisions related to personal literacy growth.

Student Literacy Expectations:

I- Expand speaking vocabulary to reflect a growing range of interests and knowledge.
I- Expand listening vocabulary to reflect a growing range of interests and knowledge.
I- Expand reading vocabulary to reflect a growing range of interests and knowledge
I- Expand writing vocabulary to reflect a growing range of interests and knowledge.
I- Demonstrate personal pride in work.

12.Language Appreciation Standard: Students appreciate the expressive nature of language and give personal interpretation to the work of others.

Performance Standard: Experience the beauty of language through the use of rhyme and rhythm.

Student Literacy Expectations:

I- Recall phrases and repeated patterns.
I- Explore rhyme and rhythm in poetry and songs.