| SSJDA Kindergarten Reading Performance standards |
| Given spoken words or sounds(phonological awareness): identifying whether words are the same or different |
| Identifying whether words rhyme or not |
| producing words that rhyme |
| orally blending syllables or onsetrimes |
| orally blending separate phonemes |
| identifying the first sound in a 1 syllable word |
| identifying different speech sounds in words with support |
| Identifying all letters by name and most common sound;orally reading some high frequency sight words |
| Naming pictures of common objects; environmental print(eg.stop,exit),using words to describe location,size,color,and shape;using names and labels of basic objects;identifying and sorting pictures into categories (eg.,vehicles,foods,colors) |
| Listening to and using new vocabulary in context |
| Demonstrating understanding of concepts of print5 including * holding book right side up |
| * reading front to back,top to bottom of page,left to right of page,left before right page |
| * one to one word correspondence |
| *meaning of the concept of first/last and beginning/end |
| Answering who, where, and what questions after listening to a sentence, paragraph or story |
| Predicting and confirming outcomes when listening to a story |
| Participating in choral speaking and reciting short poems,rhymes,songs,or stories with repeated patterns |
| Retelling or dramatizing a familiar story(not necessarily in sequence)with or without the use of props |
| Restating information after listening to text |
| Identifying the most important idea of a text |
| Following simple two-step oral directions to complete a task |
| Following symbol or icon directions to complete a task |
| Listening to and discussing fiction,non fiction and poetry |
| Identifying use of rhyme in text |
| Identifying the setting (where)and important characters of a story |
| Expressing own opinion about material read/heard |
| Making relevant connections between text and personal experiences |
| Listening to and discussing stories representing various cultures and traditions(eg.,storytelling,read-alouds,songs) |
| Kindergarten Writing Performance standards |
| Writing to express personal ideas using drawings,symbols,letters or words |
| Dictating or writing words, phrases, or sentences realted to a single topic. |
| Writing to express ideas for self and others (eg., using drawings,symbols,letters,words,sentences) |
| Writing first name with an initial capital and lowercase letters |
| Writing and correcting formation of upper and lowercase letters |
| Demonstrating an understanding of the correspondence between writing and spoken words (eg.,dictation,reading back written work,shared writing) |
| Using correct spatial orientation of words on page (ie.,left to right,top to bottom) |
| Correcting mistakes in end punctuation and capitalization with support (eg.,shared and interactive writing) |
| Approximating legible handwriting (ieg.,correct spacing,letter formation,and pencil) |
| Verbally sharing clarifying or added details about pictures and writing with support |
| Sharing own writing (eg.,stories,pictures,ideas)and responding appropriately to feedback from others (eg.,"Thank you","I like that part, too") |
| Identifying sources of oral and written information(eg.,people,movies,books,etc.) |
| |
| Listening |
| Listen attentively to spoken language (e.g., books read aloud, rhyming words, songs, video- and audio cassettes) |
| Listen attentively for different purposes (e.g., to track individual words as they are spoken, to gain information) |
| Understand and follow oral directions |
| Listen respectfully without interrupting others |
| Standard 1: Students will read, write, listen, and speak for information and understanding. |
| Acquire information from nonfiction text |
| Identify words and sentences on a chart, with assistance |
| Follow a two step direction |
| Identify and respond to environmental sounds, such as a school bell or a fire alarm, that provide information |
| Identify similarities in information about people, places, and events |
| Standard 2: Students will read, write, listen, and speak for literary response and expression. |
| Listen to literary texts and performances to appreciate and enjoy literary works |
| match spoken words with pictures, with assistance |
| recall a sequence of events from a personal experience or story |
| identify character and setting |
| respond to vivid language (e.g., nonsense words and rhymes) |
| identify specific people and places |
| distinguish between a story and a poem, with assistance |
| Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. |
| Form an opinion or evaluate information on the basis of information in the world |
| Form an opinion about a book or play read aloud by using established criteria, such as title and vocabulary, to judge books |
| Recognize differences in two or more versions of a familiar story, song, or finger play |
| • Identify messages in advertisements by listening to the words |
| Speaking |
| Use kindergarten-level vocabulary and grammar in own speech |
| Speak for different purposes (e.g., share ideas or information, retell a story, dramatize an experience or event) |
| Speak audibly |
| Speak with speed and expression appropriate for the purpose |
| Take turns speaking in a group |
| Standard 1: Students will read, write, listen, and speak for information and understanding. |
| Dictate information from personal experience |
| Report information briefly to peers and familiar adults, with assistance |
| Connect information from personal experiences to information from nonfiction texts, with assistance |
| Retell more than one piece of information in sequence |
| Share observations from classroom and home |
| Ask questions to clarify directions and/or classroom routines |
| Respond orally to simple questions and/or directions |
| Share information, using appropriate visual aids, such as, puppets, toys, and pictures, to illustrate a word or concept, with assistance |
| Dramatize an experience or event |
| Standard 2: Students will read, write, listen, and speak for literary response and expression. |
| Interpret words of characters in stories |
| Engage in conversations with adults and peers regarding pictures, books, and experiences |
| Role-play characters or events from stories |
| Express feelings about a work of fiction or poetry |
| Respond to stories, legends, and songs from different cultural and ethnic groups, with assistance |
| Compare stories from personal experience with stories heard |
| Dictate stories with a beginning, middle, and end |
| Express the mood of a story by using a variety of words, with assistance |
| Describe the actions of characters in a story |
| Tell real or imaginative stories on the basis of response to illustrations |
| Retell familiar stories |
| Describe familiar persons, places, or objects |
| Recite short poems, nursery rhymes, and finger plays |
| Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. |
| Share what they know and have learned about a topic |
| Express an opinion or judgment about a story, poem, finger play, or poster |
| Compare characters or events in two or more stories |
| Express an opinion about the color, form, and style of illustrations |
| Explain personal criteria (e.g., color and pictures) for choosing a book, poem, or story |
| Dramatize differences and similarities in characters |
| Brainstorm to create an experience chart |
| Compare different versions of the same story |
| Explain why two different characters view an event differently |
| Compare events or characters in a story with their lives, with assistance |
| Standard 4: Students will read, write, listen, and speak for social interaction. |
| Participate in small or large group storytelling singing, and finger play, in order to interact with classmates and adults in the classroom and school environment |
| Share favorite anecdotes, riddles, and rhymes with peers and familiar adults |
| Respect the age, gender, and interests of the listener |
| Discuss the content of friendly notes, cards, letters, and personal narratives, with a partner or in a small group, to get to know the writer and each other |
