Kindergarten Power Standards - University of New Mexico
|Kindergarten Power Standards |[pic] |
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|LANGUAGE ARTS |
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|READING |
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|[pic]Demonstrates phonemic awareness and knowledge of the alphabetic principle: |
|recognizes rhyming words, |
|recognizes words that start with the same sound, |
|identifies and substitutes words in a rhyming pattern, |
|recognizes that spoken language is a sequence of identifiable speech sounds, |
|recognizes the sounds of letters and understands that words contain similar sounds, |
|recognizes beginning consonant letter-sound association in one-syllable words. |
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|[pic]Demonstrates print/text awareness: |
|recognizes own name, |
|recognizes and writes upper/lower case letters of the alphabet, |
|identifies names and sounds of letters of the alphabet (alphabetic principle), |
|writes most upper and lower case letters, sight words, and |
|reads common words environmental print by sight. |
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|[pic]Builds vocabulary: |
|identifies and sorts common words, pictures, objects from basic categories, (e.g., colors, shapes, foods) and |
|uses appropriate nouns to name objects. |
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|[pic]Reads or attempts to read simple patterned and predictable texts, using letter-sound knowledge and pictures to construct meaning. |
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|[pic]Uses pictures, prior knowledge, and context to make predictions about story content. |
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|[pic]Describes the beginning, middle, and end of a variety of stories. |
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|WRITING |
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|[pic]Develops awareness of writing strategies and spelling skills: |
| represents spoken language through the use of phonemic awareness and letter recognition using developmental and/or conventional spelling, |
|analyzes the sounds in a word and writes dominant consonant letters, and |
|writes most letters of the alphabet when dictated. |
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|[pic]Develops awareness of writing conventions (i.e., grammar, spelling, capitalization, punctuation): |
|writes or uses written symbols (e.g., drawings, letter strings, scribble, letter approximations) to express meaning, |
|uses capital letter to write the word “I” and first letter in own name, and |
|uses correct words to name objects or describe actions. |
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|[pic]Develops awareness of appropriate types of writing (i.e., descriptive, narrative, expressive, expository, persuasive, and analytical) for a |
|variety of purposes and audience: |
|writes own name and names others, |
| shares written work with others to express meaning, and |
|dictates a story with beginning, middle and end based on own experience. |
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|EXPRESSIVE LANGUAGE: SPEAKING |
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|[pic]Develops awareness of speaking strategies by taking turns, expressing ideas, asking and answering questions, (e.g., who, what, when, where |
|how) to clarify understanding about topic or essential elements in a text. |
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|[pic]Develops awareness of appropriate types of speaking (i.e., descriptive, narrative, expressive, expository, persuasive, and analytical) for a |
|variety of purposes and audiences: |
|gives simple directions, |
|recites simple nursery rhymes, chants and songs, |
|retells or dramatizes stories or parts of stories, including personal events, and |
|uses speaking skills to connect related experiences and discover relationships. |
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|RECEPTIVE LANGUAGE: LISTENING AND VIEWING |
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|[pic]Listens to and views attentively (e.g., sits still, talks at appropriate times) in small and large group settings. |
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|MATH |
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|NUMBER AND OPERATIONS |
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|[pic]Demonstrate an understanding of the place-value structure of the base-ten number system: |
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|count with understanding and recognize “how many” in sets of objects up to 20 |
|read and write whole numbers up to 20 |
|compare and order whole numbers up to 20 |
|connect numerals to the quantities they represent using various physical models |
|use an organized counting method to keep track of quantities while counting (one-to-one correspondence) (e.g., touch object once and only once as |
|counting a set) |
|order sets of objects and numbers from least to most or most to least |
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|[pic]Represent numbers using pictures, objects, or numerals. |
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|ALGEBRA |
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|[pic]Sort, classify, and order objects by size, number, and other properties. |
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|[pic]Recognize, reproduce, describe, extend, and create repeating patterns (e.g., color, shape, size, sound, movement, and simple numbers). |
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|GEOMETRY |
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|[pic]Identify common objects in their environments and describe their geometric features: |
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|describe, identify, model, and draw common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone) |
|compare familiar plane and solid objects by common attributes (e.g., shape, size, number of corners). |
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|[pic]Use spatial vocabulary (e.g., left, right, above, below) to describe relative position. |
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|MEASUREMENT |
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|[pic]Describe and compare, using appropriate concepts and vocabulary, the measurement properties of length (e.g., shorter, longer, taller), volume |
|(e.g., full, empty), weight (e.g., heavy, light), and time (e.g., before, after, morning, afternoon, days of the week). |
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|[pic]Measure using non-standard units of measurement (e.g., use pencils to measure desk top, use different lengths of rope to measure distance in |
|classroom). |
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|DATA ANALYSIS AND PROBABILITY |
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|[pic]Collect data about objects and events in the environment to answer simple questions (e.g., brainstorm questions about self and surroundings, |
|collect data, and record the results using objects, pictures, and pictographs). |
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|[pic]Describe simple data and pose questions about the data. |
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|SOCIAL STUDIES |
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|HISTORY |
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|[pic]Identify the customs, celebrations, and holidays of various cultures in New Mexico. |
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|GEOGRAPHY |
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|[pic]Define relative location of items in the physical environment in terms of over, under, near, far, up and down. |
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|CIVICS AND GOVERNMENT |
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|[pic]Identify authority figures and describe their roles (e.g., parents, teachers, principal, superintendent, police, and public officials). |
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|Describe what is meant by citizenship. |
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|ECONOMICS |
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|[pic]Understand the importance of jobs. |
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|SCIENCE |
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|SCIENTIFIC THINKING AND PRACTICE |
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|[pic]Record observations and data with pictures, numbers, and/or symbols. |
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|[pic]Observe and describe the relative sizes and characteristics of objects (e.g., bigger, brighter, louder, smellier). |
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|PHYSICAL SCIENCE |
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|[pic]Observe and describe similarities and differences in the appearance and behavior of living organisms (e.g., plants, animals). |
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|[pic]Use the senses (e.g., sight, hearing, smell, taste, touch) to observe surroundings, and describe the observations. |
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