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Kindergarten and First
Grade Speaking and Listening Standards
*many of these standards and elements
are not expected to be mastered until the end of first grade*
Click here for an introduction to
America's Choice.
Standard 1: Habits
Standard 2: Kinds of Talk and
Resulting Genres
Standard 3: Language Use and
Conventions
Standard 1: Habits
- Talk about their ideas,
experiences and feelings;
- Listen to others, signaling
comprehension by clarifying, agreeing, empathizing or commenting as
appropriate;
- Playfully manipulate language
(for example, deliberate rhyming, intentional or unconscious use of
metaphor, name games like “Sue, Sue, bo-boo. Banana Fanna fo-foo”);
- Listen to and engage in sentence
play (for example manipulate and combine sentence structures at the
syntactic level
- Negotiate how to work and play
(for example, “Can I have the shovel? You can use the scoop”)
- Ask or answer focused questions
for the purpose of learning something; and
- Share and talk about what
they’re reading or learning (for example, reactions or focused
discussions after read-alouds or book talks).
- Share and talk about their
writing daily (for example, in response groups during Writer’s
Workshop); and
- Give and receive feedback by
asking questions or making comments about:
Truth: “Is that true, what you
wrote, about driving a hundred miles an hour?”
Clarity: “I don’t get why you
broke the bat. You didn’t tell why.”
Extent: “Okay, but you already
told me about Snow White’s evil stepmother once. What happened next?”
Relevance: “What’s that got to do
with a circus clown?”
-
Talking to One’s Self
- Make spontaneous corrections to
their own behavior, actions, or language (for example, “John say, I mean
said, ‘I want a double scoop.’”); and
- Talk to themselves out loud to
make plans, guide behavior or monitor thinking (for example, “No, no.
Start over, not round enough for a circle.”); and
- Mimic the language or adults
- Occasionally ask for or provide
clarification (for example, Child 2: “What color bike?”);
- Solicit others’ contributions
(for example, Child 1: “A blue bike. And I got a helmet. Do you wear
one?”); and
- Mark new topics explicitly (for
example, Child 2: “Do I wear a helmet when I ride my bike? Yes, so I
don’t hurt my head if I fall.” Or, in a new conversation simply, “Guess
what happened on the slide?”).
-
Discussing Books
By the end of first grade, we also
expect children to:
- Compare two works by the same
author;
- Talk about several books on the
same theme (for example, “This book is like the last one. The kids are
fighting, and the grown-ups want them to get along.”);
- Refer explicitly to parts of the
text when presenting or defending a claim (for example, “No, he doesn’t
like his brother. He didn’t want to take him, but his mom made him.”);
- Politely disagree when
appropriate (for example, “Yes, he does, because they had fun after
all.”);
- Ask each other questions that
seek elaboration and justification (for example, “When did you think
they were having fun? He was crying on the roller-coaster.”);
- Attempt to explain why their
interpretation of a book is valid (for example, “He does like him. At
the end he says, ‘You’re okay for a mutt,’ but he’s just kind of
teasing… like nice.”)
- Extend the story;
- Make predictions and explain
their reasoning (for example, “He’s going to miss it [the bus]. He’s
late again because… he’s always late.”);
- Talk about the motives of
characters (for example, “She is so angry about him losing her doll.”);
- Describe the causes and effects
of specific events (for example, “Her snake got lost. It disappeared
because she forgot to shut the cage.”);
- Retell or summarize the story
(for example, “It’s a book about animals and all the different places
they live.”); and
- Describe in their own words new
information they gained from the text (for example, “Some animals sleep
during the day, like owls.”).
Standard 2: Kinds of Talk and
Resulting Genres
By the end of first grade, we
expect children to:
- Independently give a detailed
narrative account of an experience in which the actual sequence of
numerous events in clear.
- Solicit and/or engage the
listener’s attention directly or indirectly before going into the full
account (for example, a fire-year-old starts, “Know what?”, a
six-year-old says, “I broke my arm” before beginning the account of the
accident.);
- Orient the listener to the
setting (people, objects, and events) using concrete details, transition
words, and time words (for example, “Last night my mom and me saw a
fire!”);
- Describe information and
evaluate or reflect on it (for example, “I reached up there and my thumb
got caught in the mousetrap. It really scared me, and I jumped off the
stool.”);
- Develop characters by portraying
themselves as one or by talking about another character’s goals and
motivations (for example, “She wanted to go home, so she said, ‘I’m
sick.’”);
- Include quotations (for example,
“Dad said, ‘That’s a whopper!”);
- Build the sequence of events to
a climax and comment on how things were resolved; or
- Mark the end of the story
directly or with a coda to bring the impact of the past experience up to
the present time (for example, "Do you want to sign my cast? I have to
have it on for six weeks.").
-
Explaining and Seeking
Information.
By the end of first grade, we
expect children to:
- Seek or provide information by
observing; going to the library; or asking teachers, parents or peers;
- Listen to information and
exhibit comprehension;
- Request or provide explanations
of their own and others’ intentions and thinking, especially when asked
(for example, Q: “Why is your sweater on the table?” A: “I thought I was
going back out.”);
- Describe things by focusing on
multiple characteristics (for example, “My friend John is five. He loves
his cowboy hat; every day he wears it.”);
- Describe things in more
evaluative terms, giving reasons for evaluations (for example, “I don’t
like the mailman. He yells at my dog.”); and
- Share information (without
extraneous details) that is organized on a topic and supported by a
visual aid (for example, children bring in a picture- or draw one- of
their pet- or one they’d like to have- and explain why it is a good pet
for the family.)
By the end of first grade, we
expect children to:
- Listen to, comprehend and carry
out directions with five or six simple steps;
- Give directions that include
several sequenced steps, explaining and elaborating when necessary (for
example, explaining how to buy mild in the cafeteria or feed the class
turtle);
- Ask for clarification to carry
out more complicated directions, persisting if necessary (for example,
“How do I get the water bowl out? It’s stuck in the cage.”); and
- Engage in extended conversations
(five or six exchanges) about a problem, with both sides presenting and
listening to arguments and solutions.
By the end of first grade, we
expect children to:
- Give simple evaluative
expressions about a performance and explain their reasoning (for
example, “I like it because horses are my favorite animal.”);
- Critique performance
(especially their own) based on agreed-upon criteria;
- Ask questions about things that
they don’t understand;
- Draw from a rehearsed repertoire
to give a brief performance (for example, “The Hokey Pokey”);
- Rehearse and memorize short
poems or lines of a play (for example, memorize and present short
speeches in the context of a class play or presentation prepared for
parents or another class); and
- Give a brief author performance
or presentation of work.
Standard 3: Language Use and
Conventions
By the end of first grade, we
expect children to:
- Know and be able to describe
rules for school interactions (for example, using “inside” voices, not
pushing in line, taking turns, raising hand to speak)
- Learn rules for polite
interactions (for example, saying “excuse me” when interrupting or “I’m
sorry” when accidentally bumping someone);
- Hold self and others accountable
to the rules by using verbal reminders to self and others (for example,
“Only one person on the slide at a time”); and
- Speak one at a time, look at and
listen to the speaker, yield and/or signal for a chance to speak, and
adjust volume to the setting.
By the end of first grade, we
expect children to:
-
Word Play, Phonemic Awareness and
Grammatical Awareness
- Produce rhyming words and
recognize pairs of rhyming words;
- Isolate initial consonants in
single-syllable words (for example, saying “/t/” when the teacher asks,
“What is the first sound in top?”);
- Segment the onset and the rime
in single-syllable words (for example, saying the onset “/c/” and then
the rime “/at/,” if the teacher says, “Cat”);
- Segment the individual sounds in
single-syllable words by saying “/c/-/a/-/t/” if the teacher says,
“Cat”);
- Blend onsets and rimes to form
words (for example, saying “cat” when the teacher says, “/c/-/at/”);
- Blend separately spoken phonemes
to make a meaningful word (for example, saying “mom” when the teacher
says, “mmm-ahhhh-mmm”);
- Play with alliteration, tongue
twisters and onomatopoeia (for example, “Peter Piper picked a peck of
pickled peppers”);
- Begin to use double meaning or
multiple meanings of words for riddles and jokes;
- Vary sentence openers and use a
wide range of syntactic patterns; and
- Examine and discuss the
structure of words.
-
Vocabulary and Word Choice
By the end of first grade, we
expect children to:
- Build word maps that show the
relationship between words, placing newly acquired words in categories
that are relevant (for example, when studying special interests like
dinosaurs, understanding that a Tyrannosaurus eats meat and a
Brontosaurus eats plants, but that both are dinosaurs);
- Begin to define words they know
using simple superordinates (for example, “A violin in an instrument.”);
- Show flexibility within the
domain, i.e., alter word choice based on audience (for example, when
talking to a toddler, “Try the horn,” but when talking to an adult,
“Want to try my trumpet?”);
- Learn new words from reading,
being read to daily and classroom study experiences;
- Study word families;
- Know more than one way to
describe a particular referent or verb (for example, “Mrs. Benton” is
called “teacher” by children in her class and “mom” by her daughter in
the third grade);
- Recognize multiple meanings of
words (for example, go to school, school of fish, my aunt home-schools
her kids);
- Understand that clusters of
words refer to the same events or phenomena but from different
perspectives (for example, if someone is buying, another person must be
selling; if someone lost the game, another person won); and
- Increase vocabulary of verbs
adjectives and adverbs to gain fluency and exercise options in word
choice.
Reference
Speaking and Listening for preschool
through third grade by New Standards Speaking and Listening Committee
Austell Primary is an
America's
Choice School |
