1 Kindergarten Standards Department of Teaching and Learning
2 Kindergarten Essential Standards and Curriculum Resources Essential Standards are assessed via district wide common assessments, and reported biannually on the district report card. Reading / Language Arts Resources: DRA- Developmental Reading Assessment, Mondo-Bookshop, Pacific Learning, Rigby, HMH Journeys, Eagle Crest, and Sundance Book Collections Making Meaning, Benchmarks Writer s Workshop, Phonics and Word Study, Building Vocabulary, Zaner-Bloser Handwriting Style, Early Kindergarten Assessment (EKA). Literature With prompting and support, ask and answer questions about key details in a text. With prompting and support, ask and answer questions about key details in a text. With prompting and support, identify characters, settings, and major events in a story. Ask and answer questions about unknown words in a text. Recognize common types of texts (e.g., storybooks, poems). With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Actively engage in- group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks. Informational Text With prompting and support, ask and answer questions about key details in a text. With prompting and support, identify the main topic and retell key details of a text. Identify the front cover, back cover, and title page of a book. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. With prompting and support, ask and answer questions about unknown words in a text. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. With prompting and support, identify the reasons an author gives to support points in a text. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Actively engage in- group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
3 Foundational Skills Demonstrate understanding of the organization and basic features of print. o Follow words from left to right, top to bottom, and page-by-page. o Recognize that spoken words are represented in written language by specific sequences of letters. o Understand that words are separated by spaces in print. o Recognize and name all upper and lowercase letters of the alphabet. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). o Recognize and produce rhyming words. o Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in threephoneme (consonant-vowel-consonant, or CVC) words* (This does not include CVCs ending with /1/, /r/, or /x/). Know and apply grade- level phonics and word analysis skills in decoding words. o Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sound for each consonant. o Associate the long and short sounds with common spellings (graphemes) for the five major vowels. o Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Read emergent- reader texts with purpose and understanding. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). o Count, pronounce, blend, and segment syllables in spoken words. o Blend and segment onsets and rimes of single-syllable spoken words. o Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Know and apply grade- level phonics and word analysis skills in decoding words. o Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Writing Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic With guidance and support from adults, respond to questions and suggestions from adults and peers and add details to strengthen writing as needed. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...) With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
4 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Language Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. o Write a letter or letters for most consonant and short-vowel sounds (phonemes). o Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Demonstrate command of the conventions of standard English grammar and usage when speaking. o Print many upper- and lower-case letters Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. o Use frequently occurring nouns and verbs. o Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). o Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). o Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). o Produce and expand complete sentences in shared language activities. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. o Capitalize the first word in a sentence and the pronoun I. o Recognize and name end punctuation. Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. o Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness. o Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. o Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). o Identify real-life connections between words and their use (e.g., note places at school that are colorful). Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Use the most frequently occurring inflections and affixes (e.g., - ed, - s, re-, un-, pre-, - ful, - less) as a clue to the meaning of an unknown word. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. Speaking, Viewing, Listening, and Media Literacy Participate in collaborative conversations with diverse partners about kindergarten topics and
5 texts with peers and adults in small and larger groups. o Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). o Continue a conversation through multiple exchanges. o Listen to others and name emotions by observing facial expression and other nonverbal cues. o Follow basic oral directions. Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Speak audibly and express thoughts, feelings, and ideas clearly, and respond to poems, rhymes, and songs. Add drawings or other visual displays to descriptions as desired to provide additional detail. Distinguish among different types of print, digital, and multimodal media. o Recognize common signs and logos. o Identify commercials or advertisements. With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to share lived or imagined experiences, to present information, to entertain, or as artistic expression. Math Resource: Everyday Mathematics The K-5 mathematics curriculum encompasses the use of Everyday Mathematics, a comprehensive program that is organized into six mathematical content strands that cover a number of skills and concepts. This provides a rich yet balanced curriculum- attention to numeration and computation without neglecting geometry, data, and algebraic thinking. Number and Numeration: Students in Kindergarten will develop and extend their knowledge of counting, estimating, representing and comparing numbers to build understanding. They also further develop their ability to read and write numbers. Operation and Computation: Students will explore the meaning of addition and subtraction; developing and using concrete strategies to solve addition and subtraction problems. Data and Chance: Students will collect and organize data; create and analyze tally charts, tables and bar graphs; explore basic probability concepts. Measurement and Reference Frames: Students will use non-standard tools to estimate and compare weight and length; identify pennies, nickels, dimes, quarters and dollar bills; explore temperature and thermometers; use calendars and other tools to track and measure time. Geometry: Students will explore 2- and 3-dimensional shapes and line symmetry. Patterns, Functions and Algebra: Students will explore visual, rhythmic and movement patterns; use rules to sort by attributes, makes patterns and play games; Learn about the +, -, and = symbols.
6 Social Studies Resources: Currently under review and will implement new materials next year. In Kindergarten, students are introduced to the four social studies disciplines of citizenship and government, economics, geography and history. They learn the importance of rules and demonstrate basic skills that reflect civic values. Students begin to identify things that define America s civic identity, while also learning how cultures differ from one another. They use simple geographical tools and historical stories to explore various places and times. Students also develop an understanding of basic economic concepts related to scarcity a key concept in the decision making process. Studies in Kindergarten Social Studies will foster the development of skills in: Citizenship and Government Identify examples of rules in the school community and explain why they exist; describe incentives for following rules and consequences for breaking rules. Geography Describe a map and a globe as a representation of a space. Describe spatial information depicted in simple drawings and pictures. Essential History Compare and contrast traditions in a family with those of other families, including those from diverse backgrounds. For example: How families celebrate or commemorate personal milestones such as birthdays, family or community religious observances, the new year, national holidays such as the Fourth of July or Thanksgiving. Use a variety of words to reference time in the past, present and future; identify the beginning, middle and end of historical stories. For example: Words referencing time yesterday, today, tomorrow, now, long ago, before, after, morning, afternoon, night, days, weeks, months, years. Describe ways people learn about the past. For example: Learning from elders, photos, artifacts, buildings, diaries, stories, videos. Science Resources: FOSS Full Option Science System: Trees, Animals 2x2 Kindergarten students will explore the nature of science and engineering, physical science, earth and space science, life science and health through a variety of hands on activities, and integrated math and literature experiences. The main areas of study are trees, animals and weather. Health topics will focus on safety, community health helpers, and making responsible decisions. Studies in Kindergarten Science will foster the development of skills in: Nature of Science and Engineering Use observations to develop an accurate description of a natural phenomenon and compare one s observations and descriptions with those of others. Physical Science Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system.
7 Earth and Space Science Monitor daily and seasonal changes in weather and summarize the changes. Life Science Observe and compare plants and animals. Identify the external parts of a variety of plants and animals including humans. Differentiate between living and nonliving things. Observe a natural system or its model, and identify living and nonliving components in that system. Health Resource: Healthteacher.com The Bloomington School District is committed to providing a comprehensive health curriculum for motivating and educating all learners to take active roles to achieve a healthy and balanced lifestyle that emphasizes responsibility, decision making, and promotes a strong self-image. Studies in Kindergarten Health will foster the development of skills in: Describing how individual behavior affects individual health. Demonstrating the ability to locate school and community health helpers. Showing healthy ways to express needs, wants and feelings. Identifying safe behaviors in the home, school, and community. Music Resources: Bloomington District Developed Materials Students in kindergarten learn to manage themselves within a group setting. Kindergarteners are actively engaged in a rich musical environment where they experience, play with, explore, and create a variety of musical sounds through group activities that encourage singing, saying, moving, and playing. Essential Question: How do I function in a group musical setting? Physical Education Resources: Bloomington District Developed Materials The Bloomington Physical Education Program assures that our graduates possess the knowledge, skills, values, and behaviors which enable them to continue to pursue a variety of fitness enhancing activities throughout their lives. Art Resources: Bloomington District Developed Materials Kindergarten students have their first introduction to the Elements of Art including line, shape, color and texture. Students are exposed to different mediums including drawing, painting, and collage. Emphasis is given to children s literature, as well as important artists
8 and cultures to guide the students through the process of creating their own artworks. Students study the artwork of Vincent van Gogh and Georgia O Keeffe. Demonstrate knowledge of the foundations of the arts area o Identify the elements of visual art including color, line, shape, texture and space Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable Identify the tools, materials and techniques from a variety of two and three-dimensional media such as drawing, printmaking, ceramics or sculpture o Create or make in a variety of contexts in the arts area using the artistic foundations Create original two and three-dimensional artworks to express ideas, experiences or stories Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas o Identify the characteristics of visual artworks from a variety of cultures including the contributions of Minnesota American Indian tribes and communities o Create or make in a variety of contexts in the arts area using the artistic foundations Revise an artwork based on the feedback of others Perform or present in a variety of contexts in the arts area using the artistic foundations Share and describe a personal artwork Reflect on a presentation based on the feedback of others Respond to or critique a variety of creations or performances using the artistic foundations o Compare and contrast the characteristics of a variety of works of visual art