Mr. Tran's Virtual Classroom

Standards and Assessments for Kindergarten

Reading:

Standard 1
CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes.

Concepts of Print: Recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-to-right across the page.
Sample Performance Assessment (SPA): Follow text from left to right and from top to bottom of a page as it is being read aloud; locate the front cover, title, and back cover of a book; and demonstrate knowledge of a book's orientation by holding and opening the book correctly.

Phonemic Awareness: Compare sounds in similar and unlike words.
Sample Performance Assessment (SPA): Classify words with similar sounds or identify which word or sound is different in an orally presented set of words or sounds.

Phonemic Awareness: Produce basic rhymes in orally presented words.
Sample Performance Assessment (SPA): Identify and produce rhyming words in response to a prompt and distinguish rhyming words from non-rhyming words.

Phonemic Awareness: Orally segment and blend simple syllables.
Sample Performance Assessment (SPA): Blend sounds into words and segment syllables into individual sounds.

Alphabetic Understanding: Recognize all letters by sight and recall the basic sound attributed to each letter.
Sample Performance Assessment (SPA): Recognize and name all upper and lower case letters and say the most common sound associated with individual letters.

Alphabetic Understanding: Identify basic high-frequency words.
Sample Performance Assessment (SPA): Read aloud basic high-frequency words.

Alphabetic Understanding: Decode one-syllable words.
Sample Performance Assessment (SPA): Sound out letters and read simple words.

Vocabulary and Concept Development: Uses words to describe location, size, color, shape, and concepts (e.g., same, different, fast, slow) in speaking situations.
Sample Performance Assessment (SPA): Use words to describe location, size, color, shape, and concepts (e.g., same, different, fast, slow) in speaking situations.

Vocabulary and Concept Development: Use new grade-appropriate vocabulary learned through stories and instruction.
Sample Performance Assessment (SPA): Correctly use new words learned through reading and listening activities in various situations.

Standard 2
READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts.

Understanding Text Structures: Use pictures and titles to make predictions about a text.
Sample Performance Assessment (SPA): Preview picture books and discuss titles in order to make predictions before reading.

Constructing Meaning: Retell information from familiar oral or printed text.
Sample Performance Assessment (SPA): Recognize the important events or information and retell the facts or represent them in art, writing, or drama.

Standard 3
LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, and critical.

Interpretive Stance: Retell familiar stories, using beginning, middle, and ending.
Sample Performance Assessment (SPA): Retell the plot of a story heard several times and place events in chronological order.

Literary Elements: Identify characters and setting in a story read aloud.
Sample Performance Assessment (SPA): Name characters and setting in a story through various activities and assignments (e.g., retelling, drawing, drawing with words).

Writing:

Standard 4
CONVENTIONS AND SKILLS: Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms.

Range of Writing: Write for a variety of purposes related to daily class activities and own life.
Sample Performance Assessment (SPA): Use writing integral to daily class activities, including writing full name and completing class forms and logs (e.g., sign an attendance sheet, record the weather, put an event on a calendar, label a picture, list items).

Range of Writing: Describe familiar topics and convey thoughts, ideas, and basic information using pictures and phonetically spelled words.
Sample Performance Assessment (SPA): Write phonetically spelled words to describe familiar people, objects, books, events, or instructions.

Spelling and Hand Writing: Write upper-and lower-case letters independently, attending to form and spatial alignment.
Sample Performance Assessment (SPA): Write legible words with consistent spacing and correct orientation for written assignment, including those with pictures and words.

Spelling and Hand Writing: Use phonetic spelling to write new words.
Sample Performance Assessment (SPA): Spell phonetically, associating letters with sounds (e.g., kitn [kitten], wacht [watched]).

Spelling and Hand Writing: Use correct spelling for own name, commonly used high-frequency words, and words in environmental print.
Sample Performance Assessment (SPA): Write high-frequency words and copy environmental print with correct spelling.

Standard 5
RHETORIC: Use rhetorical devices to craft writing appropriate to audience and purpose.

Meaning: Add detail to drawings and other products with simple descriptive words.
Sample Performance Assessment (SPA): Add descriptive words to simple pictures and pictures with text through ideas generated in various ways.

Design: Use spacing and appropriate sizes of letters, words, titles, and pictures to show a rudimentary sense of form.
Sample Performance Assessment (SPA): Organize pictures and words (e.g., achieve balance on page through use of white space as well as proportion and size of pictures, put drawings in order, coordinate pictures and text).

Oral Communication:

Standard 6
CONVENTIONS AND SKILLS: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public? for a variety of purposes.

Discussion and Presentation: Express ideas through simple activities (e.g., creative movement, choral speaking, show and tell, rhymes, poems and songs).
Sample Performance Assessment (SPA): Engage in simple drama activities in order to aid comprehension, develop vocabulary, and reinforce content through actions.

Discussion and Presentation: Use basic social conventions in greetings, in introductions, and in conversations.
Sample Performance Assessment (SPA): Interact with others (e.g., greet others, engage in activity-related talk) using speaking and listening courtesies (e.g., taking turns, staying on topic).

Discussion and Presentation: Ask and respond appropriately to basic questions.
Sample Performance Assessment (SPA): Form and pose questions and respond to questions related to activities and topics.

Critical Listening: Follow simple oral directions, instructions, and explanations.
Sample Performance Assessment (SPA): Follow simple directions and instructions related to classroom routines and activities (e.g., lining up to go to lunch, putting toys away in their proper place).

Delivery: Use appropriate volume when speaking in various situations.
Sample Performance Assessment (SPA): Use a volume that enables all to hear but is not too loud when speaking in one-on-one or group situations.

Delivery: Use eye contact as a listening and speaking skill to focus attention on the speaker or connect with listener(s).
Sample Performance Assessment (SPA): Look at listener(s) when speaking to help keep his/her attention and convey a message. Listen attentively by looking at speaker.

Standard 7
RHETORIC: Adapt messages appropriately to address audience, purpose, and situation.

Meaning: Use personal experiences as a topic when speaking.
Sample Performance Assessment (SPA): Talk about personal experiences in various appropriate speaking situations.

Design: Present events in chronological order.
Sample Performance Assessment (SPA): Present events in chronological sequence when speaking.

Clarity: Use appropriate words when speaking.
Sample Performance Assessment (SPA): Choose familiar words and new words appropriately for a variety of speaking situations to effectively communicate thoughts and feelings.