Kindergarten



|Grade |

|K |

|Kindergarten – I. Phonemic Awareness, Word Recognition and Fluency Standard |

|Students in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) |

|and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of third grade, they demonstrate fluent oral |

|reading, varying their intonation and timing as appropriate for the text. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

|Use letter-sound correspondence | |Shared reading using poetry printed on chart paper, Big Books, or Dr. Seuss books with rhyming |

|knowledge and structural analysis to |Identify and complete rhyming words and patterns. (2) |text. |

|decode words. (A) | | |

| | |Recite rhyming songs. |

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| | |Centers: match rhyming pictures. |

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| |Distinguish the number of syllables in words by using rhythmic clapping, | |

| |snapping or counting. (3) | |

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| |Distinguish and name all upper- and lower-case letters. (4) | |

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| |Recognize, say and write the common sounds of letters. (5) | |

| | |Looking at Letters” center - sort magnetic letters in various ways that focus on letter features|

| | |(curvy ones, straight ones, those with both curvy & straight lines, capital / lower case, same /|

| | |different ones, etc.) |

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| | |Whole – Part – Whole phonics instruction: Begin with a text that has many examples of the |

| | |targeted sound (e.g., Four Fearless Foxes and Fosdyke for f). Then practice sound. Return to |

| | |whole. |

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| | |Recite tongue twisters. |

| |Distinguish letters from words by recognizing that words are separated by| |

| |spaces. (6) |“Morning message: circle targeted letters/sounds. “Ladders to Literacy” by O’Connor, |

| | |Notari-Syverson, Vadasy, and “A Teacher’s Guide to Building Blocks” by Hall and Williams. |

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| | |Use of alphabet books (see Hall) |

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| | |Morning message on chart paper: Read together. Count the sentences. Count the words in the |

| |Hear and say the separate phonemes in words such as, identifying the |sentences. “Touch read” the message. |

| |initial consonant sound in a word, and blend phonemes to say words. (7) | |

| | |Interactive Writing - teacher and student share the pen to construct a short message related to |

| | |a current topic under study. (see McCarrier, Pinnell & Fountas) |

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| | |40 – 50% of children on average come to school with phonemic awareness |

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| | |Phonemes – the smallest units that make up spoken language. |

| | |Phoneme isolation “Tell me the first sound in paste.” |

| | |Phoneme identity “Tell me the sound that is the same in bike, boy, bell.” |

| | |Phoneme categorization “Which word does not belong – bus, bun, or rug?” |

| | |Phoneme blending “Which word is |

| | |/s/ /k/ /u/ /l/ (school)?” |

| | |Phoneme segmentation “How many phonemes in ship?” (3 - /sh/ /i/ /p/) |

| | |Phoneme deletion “What is smile without the /s/?” |

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| | |Use Elkonin boxes |

| | |Assessments used: performance samples, teacher observation, checklists, standardized tests. |

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|Demonstrate fluent oral reading, using |Read own first and last name. (1) |“Name Chants” at the start of the year: Put each child’s name on a sentence strip and choose one|

|sight words and decoding skills, varying| |each day. Count the letters, talk about letter features, chant letter names, etc. Rewrite name |

|intonation and timing as appropriate for| |on another strip, cut into letters and mix up; child re-arranges in order in pocket chart. (See |

|text. (B) | |A Teacher’s Guide to Building Blocks – Hall & Williams |

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| | |Use each name to build a Word Wall of students’ first names; later add last names. (See |

| | |Interactive Writing – McCarrier, Pinnell & Fountas) |

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| |Read one-syllable and often-heard words by sight. (8) | |

| | |Gradually create a Word Wall of easiest sight words (for example: a. A, I, is, in, it, the) |

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| | |Identify high frequency words by using morning message, big books, and predictable charts. |

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| |Reread stories independently or as a group, modeling patterns of changes |Repeated readings of a text using different genre, including poetry, are more effective than |

| |in timing, voice and expression. (9) |practicing rapid word recognition on word lists or flashcards for developing fluency. |

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| | |Use echo/choral reading. |

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| | |Teach students that there are 3 types of reading |

| | |Read all the words |

| | |“Pretend read” by telling the story |

| | |“Picture read” by talking about the pictures |

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| | |Features web-based interactive literacy activities for kindergarten students to support early |

| | |reading skills (color words, letter, phonemes, shapes) |

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| | |k111.k12.il.us/lafayette/fourblocks/kindergarten_building_blocks.htm - Building Blocks |

| | |Framework – Hall & Williams |

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| | | This site provides peer-reviewed lesson plans and |

| | |Websites that are correlated to the Ohio standards. |

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| | |“Phonics in Context: ABC Animals” |

| | |(For districts that subscribe, see principal for |

| | |user name and password.) |

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| | |Assessments used: running records, conferencing, teacher observation, standardized tests. |

|Kindergarten – II. Acquisition of Vocabulary Standard |

|Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations |

|provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their|

|knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension. |

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|Use context clues to determine the |Contextual Understanding |Strategies/Comments/Vocabulary |

|meaning of new vocabulary. (A) |Understand new words from the context of conversations or from the use of| |

| |pictures within a text. (1) | |

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| | |As unfamiliar words arise during read-aloud, poetry, etc., briefly discuss with students what |

| | |that word could mean and how did they know. |

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|Read accurately high-frequency sight | |Assessments used: think aloud, informal inventory, teacher observation, standardized tests. |

|words. (B) |Conceptual Understanding | |

| |Recognize and understand words, signs and symbols seen in everyday life. | |

| |(2) | |

| | |Students “spell the word” with letter vests, hanging tags, magnetic letters, individual chalk |

| | |boards, or cards: |

| | |simple sight words (i.e., in, is, it, the) |

| | |word families |

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| | |Read environmental print: |

| | |stop sign |

| | |McDonald’s |

| | |Restrooms |

| | |In / Out |

| | |etc. |

| |Identify words in common categories such, as color words, number words | |

| |and directional words. (3) | |

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| | |Use puppets to identify directional words. |

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| | |Graphic organizers |

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| | |Colors |

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| | |[pic] [pic] [pic] |

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| | |sun apples grass |

| | |bananas wagon trees |

| | |flowers lipstick etc. |

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|Use resources to determine the meanings | | |

|and pronunciations of unknown words. (E)| |Assessments used: running records, teacher observation, checklists, conferencing, standardized |

| | |tests. |

| |Tools and Resources | |

| |Determine the meaning of unknown words, with assistance, using a | |

| |beginner’s dictionary. (4) | |

| | |Classroom labels: |

| | |door |

| | |chair |

| | |calendar |

| | |chalkboard |

| | |etc. |

| | |These can be written during Interactive Writing and then displayed throughout the room. |

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| | |Class bulletin board/collage - “We can read.” Students bring labels, store brands, logos, etc. |

| | |to display and read. |

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| | |Assessments used: teacher observation. |

|Kindergarten – III. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard |

|Students develop and learn to apply strategies, such as predicting and recalling, that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem-solving |

|processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books |

|work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own |

|comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in|

|and out of the classroom. |

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|No Benchmark | |Shared reading |

| |Concepts of Print |Usually done with a Big Book so all children can see both pictures and print. The teacher |

| |Demonstrate an understanding that print has meaning by explaining that |guides children through the reading, talking about the pictures and the print. |

| |text provides information or tells a story. (1) |Think aloud about where you will begin reading, which way you’ll go, where you will go when you |

| | |come to the end of the line. |

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| |Hold books right side up, know that people read pages from front to back | |

| |and read words from left to right. (2) | |

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| |Know the differences between illustrations and print. (3) |Take “picture walk” through book prior to read-aloud. |

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| |Comprehension Strategies | |

|Establish a purpose for reading and use |Visualize the information in texts, and demonstrate this by drawing | |

|a range of reading comprehension |pictures, discussing images in texts or dictating simple descriptions. |Kindergarten student paired with older “reading buddy”. Kindergarten student tells story in a |

|strategies to understand literary |(4) |wordless picture book. |

|passages and text. (A) | | |

| | |Draw pictures to illustrate beginning, middle, and end of story. |

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| | |Use flannel boards and story maps. |

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| | |Create mental images from pictures and print. |

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| | |Assessments used: running records, teacher observation, journal writing, portfolio, projects |

| | |(flap books, drawings, book reports, etc.), standardized tests. |

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|Make predictions from text clues and | | |

|cite specific examples to support | | |

|predictions. (B) | |Predictions that are logical are good predictions. Avoid, “Let’s see if you are right.” Instead |

| | |discuss, “Does that make sense? Could that happen? What in the story makes you think so?” |

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| | |Use meaning clues (e.g. pictures, picture captions, title, cover, headings, story structure, |

| | |story topic) to aid comprehension and make predictions about content (e.g. action, events, |

| | |character’s behavior) |

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| | |Assessments used: performance samples, teacher observation, standardized tests. |

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| |Comprehension Strategies | |

| |Predict what will happen next, using pictures and content as a guide. (5)| |

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|Draw conclusions from information in |Comprehension Strategies |Use picture cards of a story to practice sequencing of events. |

|text. (C) |Recall information from a story by sequencing pictures and events. (7) | |

| | |Assessments used: projects (flap books, hands on activities, etc.), checklists, standardized |

| | |tests. |

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| |Comprehension Strategies | |

|Apply reading skills and strategies to |Compare information (e.g., recognize similarities) in texts using prior | |

|summarize and compare and contrast |knowledge and experience. (6) |Use Venn diagrams to recognize similarities and differences in a story. |

|information in text, between text and | | |

|across subject areas. (D) | |Assessments used: journal writing, think aloud, projects (drawings), checklists, standardized |

| | |tests, portfolio. |

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|Demonstrate comprehension by responding | | |

|to questions such as literal, | | |

|informational and evaluative). (E) |Comprehension Strategies | |

| |Answer literal questions to demonstrate comprehension of orally read | |

| |grade-appropriate texts. (8) |Toss a beach ball with general comprehension questions written on its stripes. |

| | |Who are the characters? |

| | |Where did the story take place? |

| | |What is the main idea of the story? |

| | |What happened at the beginning? …middle? … end? |

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| | |Assessments used: teacher observation, think aloud, checklists, journal writing, conferencing, |

| | |standardized tests. |

|Apply and adjust self-monitoring |Self-Monitoring Strategies |During read-aloud, fiction and non-fiction, periodically stop and ask students “What are you |

|strategies to assess understanding of |Monitor comprehension of orally read texts by asking and answering |wondering about?” “What isn’t making sense?” |

|text. (F) |questions. (9) | |

| | |Assessments used: read aloud, teacher observation, standardized tests. |

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|No Benchmark | | |

| |Independent Reading |The NAEP Reading Report Card for the Nation found that “at every age level, reading more pages |

| |Identify favorite books and stories and participate in shared oral |in school and for homework each day was associated with higher reading scores.” |

| |reading. (10) | |

| | |Demonstrated by students on a daily basis as they select reading materials for varied purposes. |

| | |Classroom teachers have many opportunities to observe students engaged in activities related to |

| | |these skills. |

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| | |Keep class log of stories read. |

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| | |Create an ongoing class chart - “Recommend A Book To A Buddy!” - on which students recommend |

| | |favorite books to classmates who would enjoy them: |

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| | |To |

| | |From |

| | |Title |

| | |Why |

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| | |Joe |

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| | |Mary |

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| | |Black Beauty |

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| | |You like horses. |

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| | |Read aloud books: refer to “The New Read Aloud Handbook” by Jim Trelease. |

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| | |Dramatize story. |

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| | |Oral book report. |

| | |Draw favorite part of story. Retell story to class. Collect and add to “Our Favorite Books” |

| | |class book. |

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|Kindergarten – IV. Reading Applications: Informational, Technical and Persuasive Text Standard |

|Students gain information from reading for the purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of |

|informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to|

|text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional |

|information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and |

|propaganda in informational text sources. |

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|Use text features and structures to |Use pictures and illustrations to aid comprehension. (1) |Preview organizational features (headings, labels, captions, etc) and pictures, charts, graphs, |

|organize content, draw conclusions and | |tables, etc) of non-fiction Big Books prior to reading the text. |

|build text knowledge. (A) | | |

| | |Discuss how these features can help a reader understand the content and why it is important to |

| | |study them prior to reading. |

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| | |Assessments used: teacher observation. |

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|Identify the central ideas and | | |

|supporting details of informational |Identify and discuss the sequence of events in informational text. (2) | |

|text. (C) | |News articles & current events - at first brought in by teacher for sharing and discussing; |

| | |later brought in by students with the help of parents. |

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| | |Use various types of media. (e.g. newspapers, radio, television, billboards) |

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| | |Use written directions, warning labels, captions, signs and informational text. |

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| |Tell the main idea of a selection that has been read aloud. (3) | |

| | |Illustrate and label picture of main idea. |

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| | |Assessments used: journal writing, portfolios, and teacher observation. |

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| |Identify and discuss simple maps, charts and graphs. (4) | |

|Use visual aids as sources to gain | | |

|additional information from text. (D) | |Do daily weather graph, birthday graph, favorite color and food graph, etc. |

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| | |Make a simple map of school and community. |

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| | |Create story webs, graphic organizers, etc. |

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| | |Assessments used: teacher observation, projects (drawings), standardized tests. |

| |Follow simple directions. (5) | |

|Evaluate two- and three-step directions | | |

|for proper sequencing and completeness. | |Give 3 steps for lining up. “When I say one you will stand up. When I say two you will put your |

|(E) | |hands on your head. When I say three you will walk to the line. Ready? One…” |

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| | |Hands on activities to aid in following simple directions, (ex: recipes, games such as “Simon |

| | |Says”. |

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| | |Assessments used: teacher observation, projects (hands on activities). |

|Kindergarten – V. Reading Applications: Literary Text Standard |

|Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of |

|literature, including fables, tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), |

|analyzing the author’s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic |

|readers learn to explain, analyze and critique literary text to achieve deep understanding. |

|Compare and contrast plot across |Identify favorite books and stories. (1) |Use Venn diagrams to compare and contrast books and stories. |

|literary works. (A) | | |

| |Retell or re-enact a story that has been heard. (3) |Use student created props to retell or reenact a story. |

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| | |Assessments used: teacher observation, projects (drama, book report), standardized tests. |

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|Use supporting details to identify and |Identify the characters and setting in a story. (2) |Students illustrate characters and setting in a story. |

|describe main ideas, characters and | | |

|setting. (B) | | |

| | |Teacher assessment checklist: |

| | |___ Main characters |

| | |___ Setting |

| | |___ Story line |

| | |___ Story ending |

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| | |Assessments used: checklists, projects, standardized tests. |

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|Recognize the defining characteristics | | |

|and features of different types of | | |

|literary forms and genres. (C) | |Pair a fiction and non-fiction read-aloud on the same topic (e.g., Pigs – Gail Gibbons and |

| | |Perfect the Pig – Susan Jeschke) and discuss what makes these books different |

| |Distinguish between fantasy and reality. (4) | |

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| | |Class charts |

| | |I like yellow. (Joseph) |

| |Recognize predictable patterns in stories. (5) |I like red. (Mandy) |

| | |I like blue. (Ryan) etc. |

| | |Make class charts into class big books. |

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| | |Refrains in stories or poems |

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| | |Predictable Books |

| | |Brown Bear |

| | |Mrs. Wishy Washy |

| | |I Went Walking |

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| | |Assessments used: projects, journal writing, and portfolios. |

|Kindergarten – VI. Writing Process Standard |

|Students’ writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They |

|learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and |

|grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions. |

|Generate ideas for written compositions.|Prewriting |Discuss ideas with peers, draw pictures to generate ideas, write key thoughts and questions, and|

|(A) |Generate writing ideas through discussions with others. (1) |rehearse ideas, record reactions and observations. |

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| |Choose a topic for writing. (2) |Assessments used: think aloud, conferencing, teacher observation. |

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| |Prewriting | |

|Develop audience and purpose for |Determine audience. (3) | |

|self-selected and assigned writing | |Discuss who will read the piece… |

|tasks. (B) | |if we hang it in the hallway |

| | |if you take it home |

| | |if you share it with a friend etc. |

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| | |Assessments used: think aloud, teacher observation, conferencing. |

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|Use organizers to clarify ideas for | | |

|writing assignments. (C) | | |

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| | |Pre-writing webs |

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| |Drafting, Revising and Editing | |

| |Organize and group related ideas. (4) | |

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| | |brown take walks |

| | |long hair play ball |

| | |small do tricks |

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| | |Illustrate BME of story. |

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| | |Reread; rearrange words and sentences to improve or clarify meaning; vary sentence type; add |

| | |descriptive words and details; delete unnecessary information; incorporate suggestions from |

|Use revision strategies and resources to| |peers and teacher. |

|improve ideas and content, organization,| | |

|word choice and detail. (D) | |Assessments used: think aloud, conferencing, teacher observation, journal writing, and |

| | |portfolios. |

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| | |Assessments used: conferencing, checklists, portfolios. |

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| |Drafting, Revising and Editing | |

| |Reread own writing. (7) | |

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| |Use resources (e.g., a word wall) to enhance vocabulary. (8) | |

|Edit to improve sentence fluency, |Drafting, Revising and Editing |Morning message. Each day the teacher writes and talks about what she is writing. As the year |

|grammar and usage. (E) |Use correct sentence structures when expressing thoughts and ideas. (6) |progresses students help write the message. |

| | |“Dear, capital D-e-a-r, Class, capital C-l-a-s-s. This is a comma, and it |

| | |means to pause…” etc. |

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| | |Point out: |

| | |Where do we start |

| | |Which way do we go |

| | |Using capitals |

| | |Using punctuation |

| | |Counting sentences |

| | |Counting words in sentences |

| | |Clapping the sounds you hear in words |

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| | |Use daily journal writing to reinforce correct sentence structure. |

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| | |Use complete sentences in written compositions. |

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| | |Assessments used: conferencing, journal writing, portfolios, checklists. |

|No Benchmark | | |

| | |At this level, re-writing is appropriate only for a few special occasions (Open House, Young |

| |Drafting, Revising and Editing |Author’s Conference) and not done on a regular basis. |

| |Write from left to right and top to bottom. (5) | |

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|Publish writing samples for display or | |Have a “Writers’ Tea” at the end of the school year where children share their writing with |

|sharing with others using techniques | |their families. |

|such as electronic resources and | |Pen pals. |

|graphics. (G) |Publishing |Display writing in classroom/school library. |

| |Rewrite and illustrate writing samples for display and for sharing with |Assessments used: journal writing, portfolios, projects, standardized tests. |

| |others. (9) | |

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|Kindergarten – VII. Writing Applications Standard |

|Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning |

|writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They |

|can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language |

|and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose. |

|Compose writings that convey a clear |Dictate or write simple stories, using letters, words or pictures. (1) |As a group, students compose Language Experience charts detailing field trips, other common |

|message and include well-chosen details.| |experiences, and writing classroom stories with teacher acting as scribe. |

|(A) | | |

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| | |Daily journal writing. Students write about events in their lives or make up stories of their |

| | |own choosing. |

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| |Name or label objects or places. (2) | |

| | |Label objects in classroom. |

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| |Write from left to right and from top to bottom. (3) | |

| |Dictate or write informal writings for various purposes. (4) |Illustrated by teacher modeling. |

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| | |Journals, create list of friends for Valentine’s Day, grocery list in playhouse corner, note to |

| | |friend, sign in on arrival, sign up for centers, etc. |

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| |Dictate or write informal writings for various purposes. (4) |Assessments used: journal writing, portfolios, projects, conferencing, performance samples, and |

| | |standardized tests. |

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|Write friendly letters and invitations | | |

|complete with date, salutation, body, | | |

|closing and signature. (C) | |Birthday card to principal, get well card to classmate, invitation to class play, thank you |

| | |notes, etc. |

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| | |Assessments used: projects, portfolios, conferencing, and performance samples. |

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|Kindergarten – VIII. Writing Conventions Standard |

|Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with |

|forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling |

|system; using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively |

|communicate ideas in writing and to express themselves. |

|Print legibly using appropriate spacing.|Handwriting |Most kindergarten students are not developmentally ready for lined paper. |

|(A) |Print capital and lowercase letters, correctly spacing the letters. (1) | |

| | |Assessments used: journal writing, portfolios, conferencing, teacher observation, performance |

| |Leave spaces between words when writing. (2) |samples, and standardized tests. |

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|Spell grade-appropriate words correctly.|Spelling |Stages of Developmental Spelling |

|(B) |Show characteristics of early letter name-alphabetic spelling. (3) |Pre-phonemic – scribbles, random strings of letters |

| | |Early phonemic – correct beginning letter but cannot segment phonemes (hibmj for house) |

| |Use some end consonant sounds when writing. (4) |Letter name – hears sounds and represents each sound with letter (bk for back; fet for feet) |

| | |Transitional – awareness of conventional spelling (spells easy words correctly; makes irregular |

| | |words more regular – i.e., criz for cries |

| | |Conventional – spells nearly all words correctly |

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| | |“Making Words”, “Family Wheels”, “Flip Charts” Hall and Williams; “Words Their Way” by Bear, |

| | |Invernizzi, Templeton, Johnston; “Strategies For Reading” by Reutzel & Cooter. |

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| | |Invented spelling is phonics in use. |

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| | |Assessments used: conferencing, journal writing, portfolios, teacher observation, performance |

| | |samples, standardized tests. |

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| | |Punctuation, capitalization, spacing, and correct letter formation can be taught through daily |

| | |exposure during “Morning Message.” |

|Use conventions of punctuation and | | |

|capitalization in written work. (C) | |Assessments used: teacher observation, journal writing, portfolios, checklists, conferencing, |

| | |performance samples, and standardized tests. |

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| |Punctuation and Capitalization | |

| |Place punctuation marks at the end of sentences. (5) | |

|Kindergarten – IX. Research Standard |

|Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. |

|Students use an appropriate form to communicate their findings. |

|Research is used in all content areas and should be incorporated within the instruction and assessment of the content-specific standards and benchmarks. |

|Generate questions for investigation and|Ask questions about a topic being studied or an area of interest. (1) |KWL on a topic: |

|gather information from a variety of | |What do you know? |

|sources. (A) | |What do you want to learn about this topic? |

| | |Where could we find information? |

| | |What did you learn? |

| |Use books or observations to gather information, with teacher assistance,| |

| |to explain a topic or unit of study. (2) | |

| | |Make use of book boxes. |

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| | |Assessments used: teacher observation, think aloud, conferencing. |

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|Retell important details and findings. | | |

|(B) | | |

| |Recall information about a topic, with teacher assistance. (3) |Assessments used: journal writing, portfolios, teacher observation, think aloud, standardized |

| | |tests. |

| |Share findings visually or orally. (4) | |

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|Kindergarten – X. Communication: Oral and Visual Standard |

|Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their |

|communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language |

|and deliberately choose vocabulary to clarify their points and adjust their presentations according to audience and purpose. |

|Communication is used in all content areas and should be incorporated within the instruction and assessment of the content-specific standards and benchmarks. |

|Use active listening strategies to |Listening and Viewing |Follow rules of conversation and group discussion (e.g. takes turns, raises hands to speak, |

|identify the main idea and to gain |Listen attentively to speakers, stories, poems and songs. (1) |stays on task, and focuses attention to speaker.) |

|information from oral presentations. (A)| | |

| | |Assessments used: teacher observation, checklists. |

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|Connect prior experiences, insights and | | |

|ideas to those of a speaker. (B) | | |

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| | |After a read aloud, discuss with students, |

| | |“Does this remind you of anything in your life? |

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| | |Make book connections: “Does this book remind you of any other book we have read?” |

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| | |Assessments used: teacher observation, think aloud. |

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| | |Assessments used: checklists, teacher observation. |

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| | |Rules for sharing in the group |

| |Listening and Viewing |Tell what is important |

| |Connect what is heard with prior knowledge and experience. (2) |Tell it in a way that makes sense |

| | |Try not to tell too much |

| | |(Strategies That Work – Harvey & Goudvis) |

|Follow multi-step directions. (C) | | |

| | |Retell stories; recite poetry, “Show & Tell”. |

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| | |Uses new vocabulary to describe feelings, thoughts, experiences, and observations. |

| |Listening and Viewing | |

|Speak clearly and at an appropriate pace|Follow simple oral directions. (3) |Speaks expressively (e.g. uses different voices for various characters. “Goldilocks and the |

|and volume. (D) | |Three Bears”, Gingerbread Boy” etc.) |

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| | |Uses different voice level, phrasing, and intonation for different situations (e.g.. small group|

| |Speaking Skills and Strategies |settings, discussions, reports to the class.) |

| |Speak clearly and understandably. (4) | |

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| | |Assessments used: projects (drama), teacher observation. |

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| | |Poetry notebook |

|Deliver a variety of presentations that | |Throughout the year, as short poems are introduced during shared reading, they are added to each|

|include relevant information and a clear| |child’s 3-ring binder. |

|sense of purpose. (E) | |Binders go home weekly so students can read the poems to “Lucky Listeners” who sign the |

| | |listeners’ page. |

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| | |Speaks clearly enough to be understood by unfamiliar adults and uses appropriate levels of |

| | |volume and inflection. |

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| | |Assessments used: projects (drama, drawing, etc.), teacher observation, checklists, and |

| | |standardized tests. |

| |Speaking Applications | |

| |Deliver informal descriptive or informational presentations about ideas | |

| |or experiences in logical order with a beginning, middle and end. (5) | |

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| |Recite short poems, songs and nursery rhymes. (6) | |

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adapted from the Ohio Department of Education

Ohio Academic Content Standards

Language Arts Curriculum Guide

What we do together

What he looks like

My Dog

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