KINDERGARTEN - Expectations for the 2008-09 School Year
Washington State Learning Goals (all grade levels)
The four state learning goals below provided the foundation for the development of the Essential Academic Learning Requirements (EALRs), which help measure progress and accountability:
1. Read with comprehension, write with skill and communicate effectively and responsibly in a variety of ways and settings
2. Know and apply core concepts and principles of math, science, the arts, social studies, health and fitness
3. Think analytically, logically and creatively, and integrate experience and knowledge to form reasoned judgments and solve problems
4. Understand the importance of work and how performance, effort and decisions directly affect future career and educational opportunities
Below are the key learning goals for kindergarten.
READING
- Understands and applies concepts of print and sounds
- Expands oral language skills and gains meaningful vocabulary for reading
- Demonstrates comprehension by responding in different ways when listening to or viewing text of all kinds
- Shows interest in a variety of books
WRITING
- Knows that an audience exists outside of self and understands writing has different purposes
- Analyzes ideas, selects topics and adds details
- Knows and applies spelling, punctuation, capitalization, grammar and paragraphing appropriate to the grade level
MATH
- Uses math language to explain or describe numerical and measurement ideas and information that are relevant to kindergarten students
- Understands the meaning of addition
- Uses information to solve a problem with teacher guidance
- Understands how math is used in everyday life
SCIENCE
- Begins to learn about science
- Understands that scientists observe carefully and asks questions
- Develops the skills of observing, sorting and identifying parts and begins using scientific tools to understand the natural world
Summary of Kindergarten Grade Level Expectations
READING – Kindergarten
In kindergarten, students understand and apply concepts of print, phonological, and phonemic awareness. They expand their oral language skills and gain meaningful vocabulary for reading. Students demonstrate comprehension through a variety of responses when listening to or viewing informational and literary text. They are interested in a variety of books.
EALR 1: The student understands and uses different skills and strategies to read.
1.1.1 Understand and apply concepts of print (i.e. directionality, spacing, letters).
1.1.2 Understand and apply phonological awareness and phonemic awareness (i.e. beginning sounds).
1.1.3 Apply understanding of oral language skills to develop reading skills.
1.1.4 Apply understanding of phonics (i.e. consonant sounds, vowel sounds, blending sounds).
1.2.1 Understand how to use resources to learn new word meanings (i.e. picture dictionaries).
1.2.2 Apply vocabulary strategies in grade-level text (i.e. language structure, picture clues).
1.3.1 Understand and apply new vocabulary.
1.3.2 Understand and apply content/academic vocabulary.
1.4.1 Know common sight words appropriate to grade-level.
EALR 2: The student understands the meaning of what is read.
2.1.1 Understand how to ask questions about text.
2.1.2 Understand how to create mental imagery.
2.1.3 Understand that some parts of the text are more important than others.
2.1.4 Understand how to use prior knowledge.
2.1.5 Understand how to infer/predict meaning.
2.2.1 Understand story sequence.
2.2.2 Understand features of printed text and electronic sources.
2.2.3 Understand story elements (i.e. character, setting).
2.3.1 Understand similarities within and between informational/expository text and literary/narrative text.
2.3.2 Understand concept of categories.
2.4.1 Understand how to give personal responses and make connections to text.
2.4.2 Understand purposes of simple text.
EALR 3: The student reads different materials for a variety of purposes.
3.1.1 Understand that resources contain information needed to answer questions and solve problems.
3.2.1 Understand that signs and labels convey information.
3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.
3.4.2 Understand traditional and contemporary literature written in a variety of genres.
3.4.3 Understand that literature represents different cultures and traditions.
EALR 4: The student sets goals and evaluates progress to improve reading.
4.2.1 Understand how readers choose books.
COMMUNICATION – Kindergarten
In kindergarten, students learn how to listen attentively and observe carefully. They understand and follow simple directions and answer simple questions about auditory or verbal information. Students demonstrate their expanding oral language skills by sharing their own ideas and speaking clearly and distinctly in complete sentences.
EALR 1: The student uses listening and observation skills and strategies to gain understanding.
1.1.1 Understands how to adapt attentive behavior to accommodate the listening situation.
1.1.2 Applies listening and observation skills to recall and interpret information.
1.2.1 Understands how to infer and make personal connections to auditory and visual information.
EALR 2: The student uses communication skills and strategies to interact/work effectively with others.
2.1.1 Understands that language is adjusted to the needs of the audience, situation, and setting.
2.2.1 Understands how to show respect for others’ input.
2.2.2 Understands how to contribute responsibly in a one-to-one conversation or group setting.
2.3.1 Recognizes that each person is unique.
2.3.2 Recognizes that there are different languages.
EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.
3.1.1 Understands how to plan effective oral communication and presentation.
3.2.1 Understands how to use media and resources in oral presentations.
3.3.1 Applies skills for delivery of effective oral communication and presentations.
WRITING – Kindergarten
In kindergarten, students use pictures and print to convey meaning. They realize that ideas and thoughts are communicated in symbols. Students learn to form letters and show increasing knowledge of letters, sounds, and patterns. They copy signs, labels, names, and words in environmental print. They draft simple sentences, often with the same structure repeated within a piece or used in several pieces. As they choose to write for their own satisfaction, much of their writing will be about themselves, their families, pets, and friends.
EALR 1: The student understands and uses a writing process.
1.1.1 Uses pictures and talk for thinking about and planning writing.
1.2.1 Produces a draft of words, captions, and/or sentences.
1.3.1 Understands that writing can be changed.
1.4.1 Understands that there are conventions of punctuation and capitalization in writing.
1.5.1 Publishes own writing.
EALR 2: The student writes in a variety of forms for different audiences and purposes.
2.1.1 Knows that an audience exists outside of self.
2.2.1 Demonstrates understanding that writing has different purposes.
2.3.1 Understands there is more than one form/genre of writing.
2.4.1 Knows important personal information.
EALR 3: The student writes clearly and effectively.
3.1.1 Analyzes ideas, selects topic, and adds detail.
3.1.2 Understands that writing is organized around one topic.
3.2.1 Understands concept of personal voice.
3.2.2 Uses a variety of words.
3.2.3 Understands sentence fluency.
3.3.1 Understands and applies directionality and spacing of letters.
3.3.2 Uses phonemes and letter knowledge in phonetic spelling.
3.3.3 Applies capitalization rules.
3.3.4 Understands use of end marks in writing.
3.3.5 Applies usage rules.
EALR 4: The student analyzes and evaluates the effectiveness of written work.
4.1.1 Understands criteria are used to select a preferred piece of writing.
4.1.2 Uses specific criteria for analyzing own writing.
4.2.1 Identifies general goals for own writing.
MATHEMATICS – Kindergarten
A central theme in Kindergarten is becoming comfortable with numbers. Students learn about sorting and matching and become familiar with whole numbers: counting, comparing numbers, and discovering relationships among numbers. Students explore patterns and geometric objects and identify examples of both in their world. They learn what it means to add and subtract by joining and separating sets of objects. Students informally develop early measurement concepts. They begin to build the understanding that doing mathematics involves solving problems and discussing how they solved them.
K.1. Core Content: Whole numbers (numbers, operations)
K.1.A Rote count by ones forward from 1 to 100 and backward from any number in the range of 10 to 1.
K.1.B Read aloud numerals from 0 to 31.
K.1.C Fluently compose and decompose numbers to 5.
K.1.D Order numerals from 1 to 10.
K.1.E Count objects in a set of up to 20, and count out a specific number of up to 20 objects from a larger set.
K.1.F Compare two sets of up to 10 objects each and say whether the number of objects in one set is equal to, greater than, or less than the number of objects in the other set.
K.1.G Locate numbers from 1 to 31 on the number line.
K.1.H Describe a number from 1 to 9 using 5 as a benchmark number.
K.2. Core Content: Patterns and operations (operations, algebra)
K.2.A Copy, extend, describe, and create simple repetitive patterns.
K.2.B Translate a pattern among sounds, symbols, movements, and physical objects.
K.2.C Model addition by joining sets of objects that have 10 or fewer total objects when joined and model subtraction by separating a set of 10 or fewer objects.
K.2.D Describe a situation that involves the actions of joining (addition) or separating (subtraction) using words, pictures, objects, or numbers.
K.3. Core Content: Objects and their locations (geometry, measurement)
K.3.A Identify, name, and describe circles, triangles, rectangles, squares (as special rectangles), cubes, and spheres.
K.3.B Sort shapes using a sorting rule and explain the sorting rule.
K.3.C Describe the location of one object relative to another object using words such as in, out, over, under, above, below, between, next to, behind, and in front of.
K.4. Additional Key Content (geometry, measurement)
K.4.A Make direct comparisons using measurable attributes such as length, weight, and capacity.
K.5. Core Processes: Reasoning, problem solving, and communication
K.5.A Identify the question(s) asked in a problem.
K.5.B Identify the given information that can be used to solve a problem.
K.5.C Recognize when additional information is required to solve a problem.
K.5.D Select from a variety of problem-solving strategies and use one or more strategies to solve a problem.
K.5.E Answer the question(s) asked in a problem.
K.5.F Describe how a problem was solved.
K.5.G Determine whether a solution to a problem is reasonable.
SCIENCE – Kindergarten
In kindergarten, students begin their scientific inquiry. They understand that scientists observe carefully and ask questions. Students develop the skills of observing, sorting, and identifying parts and begin using scientific tools to understand the natural world.
EALR 1 — SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.
1.1.1 Understand simple properties of common natural and manufactured materials and objects.
1.1.5 Understand physical properties of Earth materials.
1.1.6 Understand characteristics of living organisms.
1.2.1 Understand that things are made of parts that go together.
1.2.6 Know that living things are made of small parts.
EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.
2.1.2 Understand how to plan and conduct simple investigations following all safety rules.
2.1.5 Understand how to record and report investigations, results, and explanations.
2.2.1 Understand that all scientific observations are reported accurately even when the observations contradict expectations.
2.2.2 Understand that observations and measurement are used by scientists to describe the world.
EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
3.2.2 Know that people have invented tools for everyday life.
3.2.4 Understand how humans depend on the natural environment.
(Retrieved on August 27, 2008, and August 6, 2007, from the Office of Superintendent of Public Instruction Web site)