Standards for the following areas are set forth below:

Reading
Writing
Written and Oral English Language Conventions
Listening and Speaking

Content Standards

Assessment

Instructional Strategies

Instructional Resources

READING

1.0

Word Analysis, Fluency, and Systematic Vocabulary Development

Individual/group discussion, projects, teacher observation, portfolios

H&M reading series, literature lists

Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.

Teacher observation, portfolio, oral samples, identification tasks

Shared reading activities, direct instruction

Concepts About Print

Read alouds and modeling

1.1

Identify the front cover, back cover, and title page of a book.

Portfolio assessment

Modeling through read alouds

Big books, literature books

1.2

Follow words from left to right and from top to bottom on the printed page.

Portfolio assessment

Modeling through read alouds

Big books, literature books

1.3

Identify letters, words, and sentences.

Teacher observation/discussion

Modeling through read alouds

Big books, literature books

1.4

Recognize that sentences in print are made up of separate words.

Teacher observation, portfolio

Modeling through read alouds

Literature books, class set books

1.5

Distinguish letters from words.

Teacher observation, portfolio

Modeled writing, modeling through read alouds

Alphabet books

1.6

Recognize and name all uppercase and lowercase letters of the alphabet.

Portfolio

Alphabet activities, modeled writing, modeling through read alouds

Teacher-made activities, H&M reading series, handwriting series

Kindergarten LA Standards:
Reading : Writing : Written & Oral English Language Conventions : Listening & Speaking

Phonemic Awareness

1.7

Track (move sequentially from sound to sound) and represent the number, sameness/ difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/).

Oral samples, observation of student performance

Phonemic awareness, poem, rhyme, songs, rhythm

Teacher made activities, H&M reading series, rhyme books, poetry, songs

1.8

Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant).

Observation of student performance, group participation

Rhyme, poem, songs, chants, rhyme games, read alouds, singing

H&M reading series, teacher-made material, books: song, poetry

1.9

Blend vowel-consonant sounds orally to make words or syllables.

Observation of student performance, group participation

Phonics books used in class, poetry, rhymes, making words (cue)

H&M reading series, teacher-made material, books: student & teacher

1.10

Identify and produce rhyming words in response to an oral prompt.

Observation of student performance, group participation

Group read alouds, singing, rhymes, songs

H&M reading series, direct group instruction

1.11

Distinguish orally stated one-syllable words and separate into beginning or ending sounds.

Observation of student performance, group participation

Group read alouds, singings, rhymes, songs

H&M reading series, direct group instruction

1.12

Track auditorily each word in a sentence and each syllable in a word.

Observation of student performance, group participation

Point out words in big book, chap and body movement, sentence strips

Big books, H&M series, sentence strips, pocket charts

1.13

Count the number of sounds in syllables and syllables in words.

Observation of student performance, group participation

Point out words in big book, clap, body movement, sentence strips

Big books, H&M series, sentence strips, pocket charts

Kindergarten LA Standards:
Reading : Writing : Written & Oral English Language Conventions : Listening & Speaking

Decoding and Word Recognition

1.14

Match all consonant and short-vowel sounds to appropriate letters.

Portfolio

Direct instruction, journal, alphabet games, phonic games, handwriting homework

Alphabet books, charts, H&M series, letter games

1.15

Read simple one-syllable and high-frequency words (i.e., sight words).

Teacher observation of group participation

Direct instruction, morning message, word wall, games, computers

H&M series, Rigby books, teacher made books & charts, Wright Group books

1.16

Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).

Observations of student writing

Writing exercise, direct instruction

Phonics books, H&M series, alphabet charts

Vocabulary and Concept Development

1.17

Identify and sort common words in basic categories (e.g., colors, shapes, foods).

Teacher observation of student performance

Sorting games, making class books, lists, modified Mathland activities

Mathland, H&M series, teacher-made materials

1.18

Describe common objects and events in both general and specific language.

Teacher observation of student participation

Sharing schedule, vocabulary instruction, oral sharing/responding to events, retelling a story

H&M series, teacher/student-made materials, teacher made questions

Kindergarten LA Standards:
Reading : Writing : Written & Oral English Language Conventions : Listening & Speaking

Content Standards

Assessment

Instructional Strategies

Instructional Resources

2.0

Reading Comprehension

Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight (California Department of Education, 1996) illustrate the quality and complexity of the materials to be read by students.

Teacher observation, student performance, student’s questions & comments

Retelling, prediction, direct vocabulary instruction, expanding vocabulary to new situations, drawing on prior knowledge, wide range of reading

H&M series, read alouds from literature books

Structural Features of Informational Materials

2.1

Locate the title, table of contents, name of author, and name of illustrator.

Portfolio

Direct instruction, modeling

H&M series, library, read alouds

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2

Use pictures and context to make predictions about story content.

Teacher observation, group participation, student response

Teacher made questions/chants, K lit. books, wordless books, draw on previous knowledge

H&M series, classroom books

2.3

Connect to life experiences the information and events in texts.

Student performance & products

Read alouds, class books, sequencing/segmenting, H.M. story prop-puppet

H&M reading series, read alouds, literature books

2.4

Retell familiar stories.

Teacher observation of student questions

2.5

Ask and answer questions about essential elements of a text.

Teacher observation of student questions

Kindergarten LA Standards:
Reading : Writing : Written & Oral English Language Conventions : Listening & Speaking

3.0

Literary Response and Analysis

Students listen and respond to stories based on well- known characters, themes, plots, and settings. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight, illustrate the quality and complexity of the materials to be read by students.

Teacher observation of student questions

Read alouds, class books, sequencing/segmenting, H.M. story prop-puppet

H&M reading series, read alouds, literature books

Narrative Analysis of Grade-Level-Appropriate Text

3.1

Distinguish fantasy from realistic text.

Teacher observation, student discussions

Read alouds, discussion, charts, sorting

Literature books and library

3.2

Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels).

Teacher observation, student discussions

Print-rich environment, everyday exposure to print, dramatic play areas

Rooms/walls, charts, sentence strips

3.3

Identify characters, settings, and important events.

Teacher observation, student discussions

Read alouds, dramatic play areas, library, direct instruction

H&M series, read alouds

Content Standards

Assessment

Instructional Strategies

Instructional Resources

WRITING

1.0

Writing Strategies

Students write words and brief sentences that are legible.

Writing samples, student products, teacher observation

Daily news, morning message, word wall, journal, making works, modeling

Classroom writing materials, print-rich environment, classroom books

Organization and Focus

1.1

Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.

Writing samples, student products, teacher observation

Daily news, morning message, word wall, journal, making works, modeling

Classroom writing materials, print-rich environment, classroom books

1.2

Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle).

Writing samples, student products, teacher observation

Daily news, morning message, word wall, journal, making works, modeling

“ ”
white boards/chalk

1.3

Write by moving from left to right and from top to bottom.

Writing samples, student products, teacher observation

Daily news, morning message, word wall, journal, making works, modeling

Classroom writing materials, print-rich environment, classroom books

Penmanship

1.4

Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.

Writing samples, student products, teacher observation

Daily news, morning message, word wall, journal, making works, modeling

Classroom writing materials, print-rich environment, classroom books, Zaner/Bloesser writing series

Kindergarten LA Standards:
Reading : Writing : Written & Oral English Language Conventions : Listening & Speaking

Content Standards

Assessment

Instructional Strategies

Instructional Resources

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0

Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions.

Teacher observation, student performance, portfolios

Vocabulary instruction, modeling, retelling stories, discussion, sharing

Read alouds, H&M series (tapes), print-rich environment

Sentence Structure

1.1

Recognize and use complete, coherent sentences when speaking.

Teacher observation, student performance, portfolios

Vocabulary instruction, modeling, retelling stories, discussion, sharing

Read alouds, H&M series (tapes), print-rich environment

Spelling

1.2

Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter names.

Teacher observation, student performance, portfolios

Modeling, daily writing, word wals, group work

H&M series, writing centers

Content Standards

Assessment

Instructional Strategies

Instructional Resources

LISTENING AND SPEAKING

1.0

Listening and Speaking Strategies

Students listen and respond to oral communication. They speak in clear and coherent sentences.

Teacher observation, student performance, appropriate response

Sharing, class discussion, modeling

H&M series, field trips, current events, environmental experiences

Comprehension

1.1

Understand and follow one- and two-step oral directions.

Teacher observation, student performance, appropriate response

Direction from adult, projects, assignments

H&M series, Mathland, Z.B., classroom routines

1.2

Share information and ideas, speaking audibly in complete, coherent sentences.

Teacher observation, student performance, appropriate response

Direction from adult, projects, assignments

H&M series, Mathland, Z.B., classroom routines