kindergarten - trumbull county esc · web viewmost kindergarten students are not developmentally...

GRADE

K Kindergarten – I. Phonemic Awareness, Word Recognition and Fluency StandardStudents in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of third grade, they demonstrate fluent oral reading, varying their intonation and timing as appropriate for the text.

BENCHMARKS GRADE LEVEL INDICATORS STRATEGIES/RESOURCESUse letter-sound correspondence knowledge and structural analysis to decode words. (A)

Identify and complete rhyming words and patterns. (2)

Distinguish the number of syllables in words by using rhythmic clapping, snapping or counting. (3)

Distinguish and name all upper- and lower-case letters. (4)

Shared reading using poetry printed on chart paper, Big Books, or Dr. Seuss books with rhyming text.

Recite rhyming songs.

Centers: match rhyming pictures.

Looking at Letters” center - sort magnetic letters in various ways that focus on letter features (curvy ones, straight ones, those with both curvy & straight lines, capital / lower case, same / different ones, etc.)

Adapted From Summit County ESC Course of Study 2003 Revised by Trumbull County ESC 1

OHIO ACADEMIC CONTENT STANDARDSLANGUAGE ARTS CURRICULUM GUIDE

adapted from the Ohio Department of Education

Recognize, say and write the common sounds of letters. (5)

Distinguish letters from words by recognizing that words are separated by spaces. (6)

Hear and say the separate phonemes in words such as, identifying the initial consonant sound in a word, and blend phonemes to say words. (7)

Whole – Part – Whole phonics instruction: Begin with a text that has many examples of the targeted sound (e.g., Four Fearless Foxes and Fosdyke for f). Then practice sound. Return to whole.

Recite tongue twisters.

“Morning message: circle targeted letters/sounds. “Ladders to Literacy” by O’Connor, Notari-Syverson, Vadasy, and “A Teacher’s Guide to Building Blocks” by Hall and Williams.

Use of alphabet books (see Hall)

Morning message on chart paper: Read together. Count the sentences. Count the words in the sentences. “Touch read” the message.

Interactive Writing - teacher and student share the pen to construct a short message related to a current topic under study. (see McCarrier, Pinnell & Fountas)

40 – 50% of children on average come to school with phonemic awareness

Phonemes – the smallest units that make up spoken language.

- Phoneme isolation “Tell me the first sound in paste.”

- Phoneme identity “Tell me the sound that is the same in bike, boy, bell.”

- Phoneme categorization “Which word does not belong – bus, bun, or rug?”

- Phoneme blending “Which word is

/s/ /k/ /u/ /l/ (school)?”

- Phoneme segmentation “How many phonemes in ship?” (3 - /sh/ /i/ /p/)

- Phoneme deletion “What is smile without the /s/?”

Use Elkonin boxes

Assessments used: performance samples, teacher observation, checklists, standardized tests.


Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text. (B)

Read own first and last name. (1)

Read one-syllable and often-heard words by sight. (8)

Reread stories independently or as a group, modeling patterns of changes in timing, voice and expression. (9)

“Name Chants” at the start of the year: Put each child’s name on a

sentence strip and choose one each day. Count the letters, talk about letter features, chant letter names, etc. Rewrite name on another strip, cut into letters and mix up; child re-arranges in order in pocket chart. (See A Teacher’s Guide to Building Blocks – Hall & Williams

Use each name to build a Word Wall of students’ first names; later add last names. (See Interactive Writing – McCarrier, Pinnell & Fountas)

Gradually create a Word Wall of easiest sight words (for example: a. A, I, is, in, it, the)

Identify high frequency words by using morning message, big books, and predictable charts.

Repeated readings of a text using different genre, including poetry, are more effective than practicing rapid word recognition on word lists or flashcards for developing fluency.

Use echo/choral reading.

Teach students that there are 3 types of readingo Read all the wordso “Pretend read” by telling the storyo “Picture read” by talking about the pictures

www.literacycenter.net

Features web-based interactive literacy activities for kindergarten students to support early reading skills (color words, letter, phonemes, shapes)

k111.k12.il.us/lafayette/fourblocks/kindergarten_building_blocks.htm - Building Blocks Framework – Hall & Williams

www.ohiorc.org This site provides peer-reviewed lesson plans and Websites that are correlated to the Ohio standards.


http://www.literacycenter.net/

http://www.ohiorc.org/

www.unitedstreaming.com “Phonics in Context: ABC Animals”

(For districts that subscribe, see principal for user name and password.)

Assessments used: running records, conferencing, teacher observation, standardized tests.

Kindergarten – II. Acquisition of Vocabulary StandardStudents acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.

Use context clues to determine the meaning of new vocabulary. (A)

Read accurately high-frequency sight words. (B)

Contextual Understanding Understand new words from the context of

conversations or from the use of pictures within a text. (1)

Conceptual Understanding Recognize and understand words, signs and

symbols seen in everyday life. (2)

Identify words in common categories such, as color words, number words and directional words. (3)

Strategies/Comments/Vocabulary

As unfamiliar words arise during read-aloud, poetry, etc., briefly discuss with students what that word could mean and how did they know.

Assessments used: think aloud, informal inventory, teacher observation, standardized tests.

Students “spell the word” with letter vests, hanging tags, magnetic letters, individual chalk boards, or cards:

o simple sight words (i.e., in, is, it, the)o word families

Read environmental print:o stop signo McDonald’so Restroomso In / Out o etc.

Use puppets to identify directional words.


http://www.unitedstreaming.com/

Use resources to determine the meanings and pronunciations of unknown words. (E)

Tools and Resources Determine the meaning of unknown words, with

assistance, using a beginner’s dictionary. (4)

Graphic organizers Colors

yellow

red

green

sun apples grass bananas wagon trees flowers lipstick etc.

Assessments used: running records, teacher observation, checklists, conferencing, standardized tests.

Classroom labels:o dooro chairo calendaro chalkboardo etc.

These can be written during Interactive Writing and then displayed throughout the room.

Class bulletin board/collage - “We can read.” Students bring labels, store brands, logos, etc. to display and read.

Assessments used: teacher observation.

Kindergarten – III. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies StandardStudents develop and learn to apply strategies, such as predicting and recalling, that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem-solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.


No Benchmark

Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text. (A)

Make predictions from text clues and cite specific examples to support predictions. (B)

Concepts of Print Demonstrate an understanding that print has

meaning by explaining that text provides information or tells a story. (1)

Hold books right side up, know that people read pages from front to back and read words from left to right. (2)

Know the differences between illustrations and print. (3)

Comprehension Strategies Visualize the information in texts, and

demonstrate this by drawing pictures, discussing images in texts or dictating simple descriptions. (4)

Comprehension Strategies Predict what will happen next, using pictures and

content as a guide. (5)

Shared readingo Usually done with a Big Book so all children can see both

pictures and print. The teacher guides children through the reading, talking about the pictures and the print.

o Think aloud about where you will begin reading, which way you’ll go, where you will go when you come to the end of the line.

Take “picture walk” through book prior to read-aloud.

Kindergarten student paired with older “reading buddy”. Kindergarten student tells story in a wordless picture book.

Draw pictures to illustrate beginning, middle, and end of story.

Use flannel boards and story maps.

Create mental images from pictures and print.

Assessments used: running records, teacher observation, journal writing, portfolio, projects (flap books, drawings, book reports, etc.), standardized tests.

Predictions that are logical are good predictions. Avoid, “Let’s see if you are right.” Instead discuss, “Does that make sense? Could that happen? What in the story makes you think so?”

Use meaning clues (e.g. pictures, picture captions, title, cover, headings, story structure, story topic) to aid comprehension and make predictions about content (e.g. action, events, character’s behavior)


Assessments used: performance samples, teacher observation, standardized tests.

Draw conclusions from information in text. (C)

Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas. (D)

Demonstrate comprehension by responding to questions such as literal, informational and evaluative). (E)

Comprehension Strategies Recall information from a story by sequencing

pictures and events. (7)

Comprehension Strategies Compare information (e.g., recognize

similarities) in texts using prior knowledge and experience. (6)

Comprehension Strategies Answer literal questions to demonstrate

comprehension of orally read grade-appropriate texts. (8)

Use picture cards of a story to practice sequencing of events.

Assessments used: projects (flap books, hands on activities, etc.), checklists, standardized tests.

Use Venn diagrams to recognize similarities and differences in a story.

Assessments used: journal writing, think aloud, projects (drawings), checklists, standardized tests, portfolio.

Toss a beach ball with general comprehension questions written on its stripes.o Who are the characters? o Where did the story take place? o What is the main idea of the story?o What happened at the beginning? …middle? … end?

Assessments used: teacher observation, think aloud, checklists, journal writing, conferencing, standardized tests.

Apply and adjust self-monitoring strategies to assess understanding of text. (F)

Self-Monitoring Strategies Monitor comprehension of orally read texts by

asking and answering questions. (9)

During read-aloud, fiction and non-fiction, periodically stop and ask students “What are you wondering about?” “What isn’t making sense?”

Assessments used: read aloud, teacher observation, standardized tests.


No BenchmarkIndependent Reading Identify favorite books and stories and

participate in shared oral reading. (10)

The NAEP Reading Report Card for the Nation found that “at every age level, reading more pages in school and for homework each day was associated with higher reading scores.”

Demonstrated by students on a daily basis as they select reading materials for varied purposes. Classroom teachers have many opportunities to observe students engaged in activities related to these skills.

Keep class log of stories read.

Create an ongoing class chart - “Recommend A Book To A Buddy!” - on which students recommend favorite books to classmates who would enjoy them:

To From Title Why

Joe Mary Black Beauty

You like horses.

Read aloud books: refer to “The New Read Aloud Handbook” by Jim Trelease.

Dramatize story.

Oral book report. o Draw favorite part of story. Retell story to class. Collect and

add to “Our Favorite Books” class book.

Kindergarten – IV. Reading Applications: Informational, Technical and Persuasive Text Standard Students gain information from reading for the purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

Preview organizational features (headings, labels, captions, etc) and Adapted From Summit County ESC Course of Study 2003 Revised by Trumbull County ESC 8

Use text features and structures to organize content, draw conclusions and build text knowledge. (A)

Identify the central ideas and supporting details of informational text. (C)

Use visual aids as sources to gain additional information from text. (D)

Evaluate two- and three-step directions for proper sequencing and completeness. (E)

Use pictures and illustrations to aid comprehension. (1)

Identify and discuss the sequence of events in informational text. (2)

Tell the main idea of a selection that has been read aloud. (3)

Identify and discuss simple maps, charts and graphs. (4)

Follow simple directions. (5)

pictures, charts, graphs, tables, etc) of non-fiction Big Books prior to reading the text.

Discuss how these features can help a reader understand the content and why it is important to study them prior to reading.

Assessments used: teacher observation.

News articles & current events - at first brought in by teacher for sharing and discussing; later brought in by students with the help of parents.

Use various types of media. (e.g. newspapers, radio, television, billboards)

Use written directions, warning labels, captions, signs and informational text.

Illustrate and label picture of main idea.

Assessments used: journal writing, portfolios, and teacher observation.

Do daily weather graph, birthday graph, favorite color and food graph, etc.

Make a simple map of school and community.

Create story webs, graphic organizers, etc.

Assessments used: teacher observation, projects (drawings), standardized tests.

Give 3 steps for lining up. “When I say one you will stand up. When I say two you will put your hands on your head. When I say three you will walk to the line. Ready? One…”

Hands on activities to aid in following simple directions, (ex: recipes, games such as “Simon Says”.


Assessments used: teacher observation, projects (hands on activities).Kindergarten – V. Reading Applications: Literary Text StandardStudents enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author’s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.

Compare and contrast plot across literary works. (A)

Use supporting details to identify and describe main ideas, characters and setting. (B)

Recognize the defining characteristics and features of different types of literary forms and genres. (C)

Identify favorite books and stories. (1)

Retell or re-enact a story that has been heard. (3)

Identify the characters and setting in a story. (2)

Distinguish between fantasy and reality. (4)

Recognize predictable patterns in stories. (5)

Use Venn diagrams to compare and contrast books and stories.

Use student created props to retell or reenact a story.

Assessments used: teacher observation, projects (drama, book report), standardized tests.

Students illustrate characters and setting in a story.

Teacher assessment checklist: ___ Main characters ___ Setting ___ Story line ___ Story ending

Assessments used: checklists, projects, standardized tests.

Pair a fiction and non-fiction read-aloud on the same topic (e.g., Pigs – Gail Gibbons and Perfect the Pig – Susan Jeschke) and discuss what makes these books different

Class charts I like yellow. (Joseph) I like red. (Mandy) I like blue. (Ryan) etc.Make class charts into class big books.


Refrains in stories or poems

Predictable Books Brown Bear Mrs. Wishy Washy I Went Walking

Assessments used: projects, journal writing, and portfolios.

Kindergarten – VI. Writing Process StandardStudents’ writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.

Generate ideas for written compositions. (A)

Develop audience and purpose for self-selected and assigned writing tasks. (B)

Use organizers to clarify

Prewriting Generate writing ideas through discussions with

others. (1)

Choose a topic for writing. (2)

Prewriting Determine audience. (3)

Drafting, Revising and Editing Organize and group related ideas. (4)

Discuss ideas with peers, draw pictures to generate ideas, write key thoughts and questions, and rehearse ideas, record reactions and observations.

Assessments used: think aloud, conferencing, teacher observation.

Discuss who will read the piece…- if we hang it in the hallway- if you take it home- if you share it with a friend etc.

Assessments used: think aloud, teacher observation, conferencing.

Pre-writing websAdapted From Summit County ESC Course of Study 2003 Revised by Trumbull County ESC 11

ideas for writing assignments. (C)

Use revision strategies and resources to improve ideas and content, organization, word choice and detail. (D)

Drafting, Revising and Editing Reread own writing. (7)

Use resources (e.g., a word wall) to enhance vocabulary. (8)

brown take walkslong hair play ballsmall do tricks

Illustrate BME of story.

Reread; rearrange words and sentences to improve or clarify meaning; vary sentence type; add descriptive words and details; delete unnecessary information; incorporate suggestions from peers and teacher.

Assessments used: think aloud, conferencing, teacher observation, journal writing, and portfolios.

Assessments used: conferencing, checklists, portfolios.

Edit to improve sentence fluency, grammar and usage. (E)

Drafting, Revising and Editing Use correct sentence structures when expressing

thoughts and ideas. (6)

Morning message. Each day the teacher writes and talks about what she is writing. As the year progresses students help write the message.

“Dear, capital D-e-a-r, Class, capital C-l-a-s-s. This is a comma, and it means to pause…” etc.

Point out:o Where do we starto Which way do we goo Using capitalso Using punctuationo Counting sentenceso Counting words in sentenceso Clapping the sounds you hear in words

Use daily journal writing to reinforce correct sentence structure.


My Dog

What he looks like

What we do together

No Benchmark

Publish writing samples for display or sharing with others using techniques such as electronic resources and graphics. (G)

Drafting, Revising and Editing Write from left to right and top to bottom. (5)

Publishing Rewrite and illustrate writing samples for display

and for sharing with others. (9)

Use complete sentences in written compositions.

Assessments used: conferencing, journal writing, portfolios, checklists.

At this level, re-writing is appropriate only for a few special occasions (Open House, Young Author’s Conference) and not done on a regular basis.

Have a “Writers’ Tea” at the end of the school year where children share their writing with their families.

Pen pals. Display writing in classroom/school library. Assessments used: journal writing, portfolios, projects, standardized

tests.

Kindergarten – VII. Writing Applications StandardStudents need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose.Compose writings that convey a clear message and include well-chosen details. (A)

Dictate or write simple stories, using letters, words or pictures. (1)

Name or label objects or places. (2)

Write from left to right and from top to bottom. (3)

Dictate or write informal writings for various purposes. (4)

As a group, students compose Language Experience charts detailing field trips, other common experiences, and writing classroom stories with teacher acting as scribe.

Daily journal writing. Students write about events in their lives or make up stories of their own choosing.

Label objects in classroom.

Illustrated by teacher modeling.

Journals, create list of friends for Valentine’s Day, grocery list in


Write friendly letters and invitations complete with date, salutation, body, closing and signature. (C)

Dictate or write informal writings for various purposes. (4)

playhouse corner, note to friend, sign in on arrival, sign up for centers, etc.

Assessments used: journal writing, portfolios, projects, conferencing, performance samples, and standardized tests.

Birthday card to principal, get well card to classmate, invitation to class play, thank you notes, etc.

Assessments used: projects, portfolios, conferencing, and performance samples.

Kindergarten – VIII. Writing Conventions Standard Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system; using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves.

Print legibly using appropriate spacing. (A)

Spell grade-appropriate words correctly. (B)

Handwriting Print capital and lowercase letters, correctly

spacing the letters. (1)

Leave spaces between words when writing. (2)

Spelling Show characteristics of early letter name-

alphabetic spelling. (3)

Use some end consonant sounds when writing. (4)

Most kindergarten students are not developmentally ready for lined paper.

Assessments used: journal writing, portfolios, conferencing, teacher observation, performance samples, and standardized tests.

Stages of Developmental Spelling - Pre-phonemic – scribbles, random strings of letters- Early phonemic – correct beginning letter but cannot

segment phonemes (hibmj for house)- Letter name – hears sounds and represents each sound with

letter (bk for back; fet for feet)- Transitional – awareness of conventional spelling (spells

easy words correctly; makes irregular words more regular – i.e., criz for cries


Use conventions of punctuation and capitalization in written work. (C)

Punctuation and Capitalization Place punctuation marks at the end of sentences.

(5)

- Conventional – spells nearly all words correctly

“Making Words”, “Family Wheels”, “Flip Charts” Hall and Williams; “Words Their Way” by Bear, Invernizzi, Templeton, Johnston; “Strategies For Reading” by Reutzel & Cooter.

Invented spelling is phonics in use.

Assessments used: conferencing, journal writing, portfolios, teacher observation, performance samples, standardized tests.

Punctuation, capitalization, spacing, and correct letter formation can be taught through daily exposure during “Morning Message.”

Assessments used: teacher observation, journal writing, portfolios, checklists, conferencing, performance samples, and standardized tests.

Kindergarten – IX. Research StandardStudents define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.Research is used in all content areas and should be incorporated within the instruction and assessment of the content-specific standards and benchmarks.

Generate questions for investigation and gather information from a variety of sources. (A)

Retell important details and findings. (B)

Ask questions about a topic being studied or an area of interest. (1)

Use books or observations to gather information, with teacher assistance, to explain a topic or unit of study. (2)

Recall information about a topic, with teacher assistance. (3)

Share findings visually or orally. (4)

KWL on a topic:What do you know?What do you want to learn about this topic?Where could we find information?What did you learn?

Make use of book boxes.

Assessments used: teacher observation, think aloud, conferencing.

Assessments used: journal writing, portfolios, teacher observation, think aloud, standardized tests.


Kindergarten – X. Communication: Oral and Visual StandardStudents learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify their points and adjust their presentations according to audience and purpose.Communication is used in all content areas and should be incorporated within the instruction and assessment of the content-specific standards and benchmarks.Use active listening strategies to identify the main idea and to gain information from oral presentations. (A)

Connect prior experiences, insights and ideas to those of a speaker. (B)

Follow multi-step directions. (C)

Speak clearly and at an appropriate pace and volume. (D)

Listening and Viewing Listen attentively to speakers, stories, poems and

songs. (1)

Listening and Viewing Connect what is heard with prior knowledge and

experience. (2)

Listening and Viewing Follow simple oral directions. (3)

Speaking Skills and Strategies Speak clearly and understandably. (4)

Follow rules of conversation and group discussion (e.g. takes turns, raises hands to speak, stays on task, and focuses attention to speaker.)

Assessments used: teacher observation, checklists.

After a read aloud, discuss with students, “Does this remind you of anything in your life?

Make book connections: “Does this book remind you of any other book we have read?”

Assessments used: teacher observation, think aloud.

Assessments used: checklists, teacher observation.

Rules for sharing in the groupo Tell what is importanto Tell it in a way that makes senseo Try not to tell too much(Strategies That Work – Harvey & Goudvis)

Retell stories; recite poetry, “Show & Tell”.

Uses new vocabulary to describe feelings, thoughts, experiences, and observations.


Deliver a variety of presentations that include relevant information and a clear sense of purpose. (E)

Speaking Applications Deliver informal descriptive or informational

presentations about ideas or experiences in logical order with a beginning, middle and end. (5)

Recite short poems, songs and nursery rhymes. (6)

Speaks expressively (e.g. uses different voices for various characters. “Goldilocks and the Three Bears”, Gingerbread Boy” etc.)

Uses different voice level, phrasing, and intonation for different situations (e.g.. small group settings, discussions, reports to the class.)

Assessments used: projects (drama), teacher observation.

Poetry notebookThroughout the year, as short poems are introduced during shared reading, they are added to each child’s 3-ring binder.Binders go home weekly so students can read the poems to “Lucky Listeners” who sign the listeners’ page.

Speaks clearly enough to be understood by unfamiliar adults and uses appropriate levels of volume and inflection.

Assessments used: projects (drama, drawing, etc.), teacher observation, checklists, and standardized tests.


kindergarten - trumbull county esc · web viewmost kindergarten students are not developmentally...

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