KINDERGARTEN

 

STANDARD 1: LITERARY GENRE

 

   Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.  Among these texts are fiction and nonfiction, classic and contemporary works.

 

   Reading is a rich and complex human activity. It allows students to create and explore new ideas. They gain the capability to learn about different subjects, find information, participate effectively in the workplace, and have a better understanding of the world. Students need to read for a range of purposes within a variety of contexts.

 

· Read, respond to, and study a variety of texts

· Discuss texts for several purposes

· Study and create nonprint (oral and picture) texts

· Develop as an independent reader

· Read primary texts from many regions

· Discover information, connections, and themes to form new insights

 

 

KINDERGARTEN

1.  Experience a variety of genre daily  (e.g., fiction, nonfiction, poetry)

2. Use pictures to tell a story

3. Choose books independently

4.  Distinguish fantasy from reality

5.  Identify different types of texts (e.g., literature, environmental print)

6.  Begin to use a word wall

 

STANDARD 2: LITERATURE AND CRITICAL THINKING

 

   Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

 

   Literature plays a vital role in developing critical thinking. As students learn to read and respond to literary texts, they utilize terms and concepts of literary analysis necessary to and explore worlds (actual and imagined) from perspectives other than their own.

 

· Read and study characteristics of various genres

· Reflect critically on classic and contemporary works

· Learn and use specialized terms and concepts of literary analysis

· Explore the complexities of the human experience through literature

 

 

KINDERGARTEN

1. Predict words, story events, and story endings

2.  Clarify meaning by asking and answering questions about essential elements of text

3.  Connect information and events in texts to life experiences through oral or artistic expression

4.  Ask questions of others for understanding and respond to questions

 

STANDARD 3: READING COMPREHENSION

 

   Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, and graphics).

 

   Interpreting and evaluating texts is a key element in helping readers explore their own responses, feelings, and values. This takes time and experience with a variety of texts. Students draw on prior knowledge and recognize strategies and conventions that guide them toward comprehension.

 

· Use graphic, phonological, syntactic, and semantic cues

· Form expectations and make predictions about a text

· Build on previous reading and life experiences

· Create meaning from the text

· Change strategies when moving from one genre or context to another

· Question, summarize, and restate the text

· Reflect on textual meaning from personal perspective

· Evaluate text elements such as purpose or emotional appeal

· Explore personal responses, feelings, and values to ideas presented

 

 

KINDERGARTEN

1.  Demonstrate understanding of concepts about print and book handling skills

2. Recognize and name upper and lower case letters

3. Relate speech to sounds to letters (letters represent sounds)

4. Track auditorily each word in a sentence (1 to 1 correspondence)

5.  Indicate that print has meaning

6.  Recognize environmental print (e.g., boys, girls, exit, and stop)

7.  Introduce high frequency, sight words, names, and high interest words

8. Read some names and high interest words

9.  Use pictures and context to make predictions about story

10. Identify characters, setting, and main events

11. Retell a story that has been read aloud

12. Make predictions about words and story events

13. Respond to text connecting it to personal experience

14. Classify, sort, graph, and discuss a variety of information

15. Discuss a topic recognizing specific vocabulary

16. Identify and sort picture-word cards from within basic categories (e.g., color, shape, names, and foods)

 

STANDARD 4: LANGUAGE AND COMMUNICATION

 

   Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

   Language is used as expression in differing social arenas. Students need to study how language conventions vary from one context to another. Students acknowledge the audience as they compose different types of literary texts.

 

• Use various speaking and writing styles to fit different purposes and audiences

• Use standard English for speaking and writing

• Experience dialects and other forms of English

• Develop confidence and versatility in the use of language by exploring connections between voice and audience, purpose and form   

 

 

KINDERGARTEN

1.  Listen in a variety of situations

2.  Take turns when speaking and listening

3. Follow three-step directions

4.  Repeat a pattern using some of the following elements: sounds, words, numbers, and rhyming words

5. Produce rhyming words

6.  Sing/recite simple rhymes, poems, and songs

7. Express personal needs

8. Participate in class discussion

9. Tell a story and/or relate an experience

10. Dictate stories

11. Contribute to group stories

12. Relate an experience or creative story in a logical sequence

13. Participate in drama and role-playing

14. Build descriptive vocabulary when talking about people, places, things, location, size, color, shape, and action

15. Share information, opinions and questions; speak audibly in complete sentences 

16. Pay attention in large group activities for at least 20 minutes

 

STANDARD 5: WRITING STRATEGIES

 

  Interpret and evaluate the various ways that visual image-makers (e.g., graphic artists, documentary filmmakers, illustrators, and news photographers) present events and communicate information.

 

   Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

• Reading and writing are not separate but intertwined. Just as students use a variety of strategies for reading, they also use a variety of strategies for writing. Students need frequent opportunities to write about an array of topics for different audiences and purposes. Students develop these skills with guidance through reading and writing activities

• Write frequently about different topics for a variety of audiences and purposes

• Use the stages of the writing process to plan, draft, edit, revise and publish for real audiences

• Utilize standard English as appropriate

• Demonstrate the ability to be flexible and adapt to different writing situations

• Read a variety of authors to learn the craft of writing

 

 

KINDERGARTEN

1. Write stories via pictures

2. Writing Domains: Autobiographical Incident, Story, and Observational Writing

3. Write words, phrases, and sentences using spelling at appropriate level

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

5. Dictate stories

6. Share stories and respond

7. Write frequently

 

STANDARD 6: LANGUAGE CONVENTIONS AND STRUCTURES

 

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

 

Through the reading-writing process students learn grammar, language patterns, and conventions and apply it to the broader purposes of communication. Knowledge of the systems, structures of language and the conventions of writing, ensure that students write effectively.

 

• Spell frequently used words correctly

• Use spelling resources such as dictionaries, peer editing, word lists, temporary spelling, spell

check, etc.

• Write with command of standard English: capitalization, punctuation, sentence structure, and

grammar

• Evaluate and discuss the structure of language in a variety of print and graphics

Evaluate and discuss a variety of print and graphics

 

 

 

KINDERGARTEN

1. Spell the 10 high frequency words

2. Print first name correctly

3. Learn correct letter formation

4. Recognize and name (or sound out) all upper and lower case letters

5. Use phonetic knowledge and sounds of the alphabet to spell independently

6. Recognize and use correct word order in sentences when speaking

7. Write using a left to right, top to bottom progression

 

STANDARD 7: RESEARCH AND COMMUNICATION

 

      Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.

 

     Investigation, discussion, and reflection help students to look at and make sense of the world to develop questions, identify issues, address problems, and seek answers. Students acquire a range of tools to accomplish these tasks.

 

· Formulate engaging questions from life and classroom experiences

· Discuss, hypothesize and plan steps to find answers

· Gather data from a variety of sources

· Analyze and synthesize data in a way that clearly shows new knowledge

· Communicate what has been learned to suit purposes and audience

     

 

 

KINDERGARTEN

1. Share data and information

2. Listen and respond to literature that enhances integrated thematic units

3. Participate in open investigations over time

4. Participate in brainstorming

 

STANDARD 8: TECHNOLOGY AND RESOURCES

 

    Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.

 

    Technology has opened new worlds to students. To utilize these valuable resources, they use computers and other interactive media. This knowledge equips them to attain their goals and career choices. Access to a wealth of information, ideas, and visual images enhances academic success and empowers students as lifelong learners.

 

· Students will demonstrate competence in using technology as a production tool in many disciplines to solve problems and communicate ideas.

· Students will demonstrate ability to access and synthesize information with available

    technologies.

· Students will use technology responsibly, legally and ethically.

           

 

KINDERGARTEN

1.  Use computer to extend language and learning

2.  Visit classroom, school and/or public library

3.  Use magnetic letters on overhead projector for word work activities

4.  Use overhead transparencies for writing activities

5.        Use listening centers

 

STANDARD 9: DIVERSITY

 

   Students see, understand, and respect different perspectives and communicate effectively with those whose lives, languages, and cultures vary from their own.

 

    Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles.

 

    Language can foster understanding, both socially and culturally. Students bring a diverse heritage into the classroom. They build the groundwork for unity by understanding and respecting differences. Students deserve and need learning environments that encourage respect for culture, age, race, gender, religious and ethnic diversity.

 

· Investigate shared beliefs and traditions, and honor what is distinctive about individuals and groups

· Read and discuss stories and texts that explore diversity

· Recognize how linguistic diversity influences language and perceptions of the world

· Participate in creating a safe, accepting environment

· Develop an appreciation for the complexities of language and dialect

 

 

KINDERGARTEN

1. Listen and respond to literature of thematic units

2. Listen and respond to multicultural literature

3. Respond to diverse literature, music, and movement

4. Discuss age, race, gender, religious, and ethnic issues appropriate to children’s needs

 

STANDARD 10: ENGLISH LANGUAGE LEARNERS (pre-Proposition 227, awaiting California State Department of Education direction)

 

   Students whose first language is not English use their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.  

 

   This standard provides access to the core curriculum for students who are not part of the Bilingual/Immersion Program. Please refer to the English Language Development (ELD) Bilingual Master Plan for more specific details on ELD learning strategies.

 

   Linguistic diversity is a factor in today’s classrooms as it is in the nation. Our focus is to enable students who are not proficient in English to become so. It is important that these students develop academic competency in both languages.

 

The following may be used throughout the grade levels:

1. Read appropriate leveled primary language content material when available

2  Read, write, and speak using primary language when appropriate

3. Demonstrate understanding by using an agreed upon signal

4. Work with English speaking partner for difficult tasks

5. Participate actively and collaboratively in group work

6. Participate in discussions with partner or in small groups

7. Interact appropriately in social situations within the classroom

8. Display awareness of common cultural markers (e.g., historical, geographical sites, pastimes, foods, and schedules)

9. Pursue acquisition of English through available activities, resources, and personnel  (e.g., listening centers, computers, TV and libraries)

10. Listen and respond to diverse literature

11. Participate in language arts activities that incorporate different learning

styles/modalities

12. Use oral language and models or pictures to explain thinking

13. Listen and respond to literature that reinforces thematic units

14. Write science and social studies reports with format provided

15. Understand written texts through discussion, illustrations and visuals

16. Make oral presentations in English

17. Practice oral language exercises and communicative language functions

18. Develop academic vocabulary

19. Participate in sheltered language activities in content areas

 

STANDARD 11: LITERACY COMMUNITIES

 

   Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

 

   Students are members of a variety of literacy communities including peers, teachers, friends, family members, as well as, communities within the technological world. Students develop awareness of their own roles within these communities and can see how language usage varies. This idea of community emphasizes the collaborative approach of language learning.

 

 

KINDERGARTEN

1. Share items and ideas in group settings

2. Participate in home/school language arts activities (e.g., homework with parents, extended families)

3. Expand language through special events, field trips, and cross-age groupings (e.g., buddies, and senior citizens)

 

 

 

 

 

STANDARD 12: LIFELONG LEARNING

 

    Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 

    Students developing strong learning habits and positive attitudes towards language, will chose to read widely, discuss issues, and question others thoughtfully. Students need to be well motivated to become responsible for their own lifelong learning. We are all lifelong learners.

 

 

KINDERGARTEN

1.  Recite personal information (whole name, street name, and phone number)

2. Sing/recite simple rhymes, poems, and songs

3. Recognize and read environmental print

4. Use the home/school connection to encourage the enjoyment of reading

5. Connect problem solving to daily life through reading, writing, speaking, and listening

6. Practice appropriate social awareness