Language Arts Course of Study Kindergarten

KINDERGARTEN

READING - STRUCTURE

The learner will	Comments/Activities
1. approximate the reading of a patterned or familiar text:	1. Fairy tale; nursery rhymes; see the dog, see the cat; refrains; opposite words, poetry.
2. identify appropriate written materials for a given purpose;	2. Information book for science, recipe book for cooking, newspaper for current events, map for travel, poetry book, rhymes, bedtime storybook for pleasure, etc.
3. identify the letters of the alphabet in sequence and at random;	3. Students in kindergarten should be able to recite the alphabet and numbers in sequence and work with numbers and letters out of sequence.
4. identify initial and final high frequency consonants by names and sounds from knowledge gained in meaningful context;	4. Be exposed to vowel sounds from knowledge gained in meaningful context.
5. use picture cues for meaning;	5. Student looks at story pictures to understand text and to predict unknown word or story event.
6. use labels in meaningful context;	6. Classroom labels, e.g., door, coat rack, calendar, names; global labels, e.g., Mac Donald's, pizza, ladies, men.
7. Recognize own name in print, color words;	.
8. Recognize and use high frequency words.	.

READING - MEANING CONSTRUCTION

The learner will

Comments/Activities

1. listen attentively to stories read aloud daily;

.

2. predict events of a story using picture cues before and during reading, awaken the students' prior knowledge;

.

3. self-monitor to determine if meaning is clear using picture cues;

.

4. self-correct when meaning is not clear or when error is discovered;

.

5. demonstrate book-handling skills and care of books;

5. Point as they read; directionality, e.g., left/right, top/bottom, front/back, first/last concepts; turn pages in sequence.

6. retell a story following a shared reading experience;

.

7. Identify/discuss characters within a story;

.

8. Make up an ending for a story read aloud.

.

READING - APPLICATION

The learner will

Comments/Activities

1. choose appropriate material for a variety of reading purposes;

1. Enjoyment, information.

2. read quietly for a sustained period of time every day;

.

3. communicate thoughts, feelings, judgments, understanding, and attitudes about reading material;

3. Written communication through letters, literature logs, journals, pictures, murals, story comparison charts; oral communication through dramatic re-enactments, discussions, music, story comparisons.

4. recognize legal name in print.

.

READING - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. read to and with others;

1. Heterogeneous groups, cross-age buddies, grandparents, volunteers, shared reading.

2. look at books and pictures related to a central class theme;

2. Dinosaurs, holidays, bears, community helpers, Native Americans, etc.

3. discuss a book/story read aloud;

.

4. listen to/view audio-visual materials related to books which have been read;

.

5. use reading for learning and thinking.

.

WRITING - STRUCTURE

The learner will

Comments/Activities

1. write/draw for a variety of purposes;

1. Write/draw pictures, labels, signs, captions; dictate to teacher.

2. use some conventions of print a) demonstrate left-to-right progressions b) increase use of correct letter formation c) capitals;

.

3. write own name;

.

4. incorporate some letter-sound correspondence in temporary spelling;

4. Journals, letters, stories, labels, etc.

5. demonstrate some letter-sound correspondence in temporary spelling;

.

6. recognize that letter patterns spell words through the following: language experience charts, labeling.

.

WRITING - MEANING CONSTRUCTION

The learner will

Comments/Activities

1. listen and contribute in groups pre-writing activities;

1. Charts, webs, pictures, discussion, brainstorming.

2. dictate/write labels, sentences, and stories stimulated by real-life events;

2. Descriptions of events, field trips, pets, family, etc.

3. use descriptive words when dictating or writing;

.

4. use a left to right progression when writing;

.

5. use spacial relationships when writing;

.

6. dictate a sequence of events;

6. Cooking, field trips, vacations, "how-to" projects.

7. Demonstrate the ability to discuss personal writing.

.

WRITING - APPLICATION

The learner will

Comments/Activities

1. compose, draw, dictate, and/or write stories;

1. Shared writing.

2. communicate, draw, dictate, print in written form for practical purposes;

2. Record of activities, job charts, directions/messages to friends.

3. share compositions (drawn, dictated, written) with a variety of audiences;

3. Thank-you notes, invitations, telephone messages.

4. contribute to a writing portfolio;

.

5. develop fine and large motor skills for good handwriting: a) capital and lower case forms b) correct size relationships c) write first name using upper and lower case letters;

5. For handwriting use manipulatives, tracing, copying. Students should use unlined paper until the teacher thinks they are ready for 3 lines.

6. spell first name.

.

WRITING - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. compose (draw, dictate, write) labels, captions, events, and stories in response to a theme or content area, topic, or story read aloud;

1. Animals, long ago, Native Americans, authors, Japanese culture, etc.

2. compose in small and large groups;

2. Shared writing, buddy writing, dictating to an adult, etc.

3. use a keyboard.

3. Computer or typewriter.

ORAL COMMUNICATION - STRUCTURE

The learner will

Comments/Activities

1. express complete thoughts;

1. Sharing; interaction with classmates, teacher; house play.

2. retell a story or relate an experience in logical order;

.

3. use vocabulary which has been introduced, used in themes, or used in topics studied in the classroom;

.

4. make appropriate word choices;

4. Colorful adjectives/adverbs; relationship words (in, under, bug, little, longer, etc.)

5. repeat simple language patterns.

5. Patterns: Pledge of allegiance, songs, poems, rhymes.

ORAL COMMUNICATION - MEANING CONSTRUCTION

The learner will

Comments/Activities

1. share experiences or a story;

.

2. describe an event, experience, or understanding;

.

3. ask questions for clarification or to extend knowledge/understanding;

.

4. give simple directions;

4. Explain procedures to a friend; explain a game.

5. participate in small or whole-group discussions about stories heard, read, or written.

.

ORAL COMMUNICATION - APPLICATION

The learner will

Comments/Activities

1. state legal name, name of parents, phone number, address;

1. Some of our county addresses are difficult, but the student should be able to know the address in general.

2. participate in dramatization;

2. Puppetry, choral reading, reciting nursery rhymes or poetry, plays, housekeeping, corner stores, etc.

3. retell a story or relate an experience or event;

.

4. experiment with language;

4. Jokes, rhyming words, riddles, trying new words, nonsense words, made-up words.

5. participate in peer group discussions.

.

ORAL COMMUNICATION - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. participate in shared reading and writing;

.

2. cooperate within a small group;

2. Playtime, work, clean-up, murals, art, plays.

3. record ideas, voices, and stories using technology.

3. Tape recorders, VCR, computers

LISTENING/VISUAL LITERACY - STRUCTURE

The learner will

Comments/Activities

1. listen/view a variety of materials;

1. Read-alouds, videos, filmstrips, records, plays/dramas, puppets, computer.

2. discuss a poem/rhyme, story, or informal piece;

.

3. discuss the beginning, middle, and end of a story;

.

4. identify constants by name and sound from knowledge gained in meaningful context.

4. letter play (magnetic boards), shared reading, shared writing experiences.

LISTENING/VISUAL LITERACY - MEANING CONSTRUCTION

The learner will

Comments/Activities

1. listen and view to gather information from pictures, words, numbers, and sounds;

1. Pictures, records, models, videos.

2. determine if stories are real or pretend;

.

3. follow a simple direction;

.

4. collect information relevant to a concept, theme, or activity;

.

5. self-monitor to determine if meaning is clear.

LISTENING/VISUAL LITERACY - APPLICATION

The learner will

Comments/Activities

1. listen for a variety of purposes;

1. Story enjoyment, information, directions, resource speakers, field trips, drama.

2. respond to an orally presented story;

2. Make predictions, web ideas, compare/contrast, relate to personal experience, reference main points.

3. respond appropriately to oral directions and questions;

.

4. listen for routine and emergency sounds;

.

5. be attentive by setting comfortably, avoiding unnecessary movements and looking at the speaker;

.

6. demonstrate techniques (eye contact, concentration, visualization) for good listening.

.

LISTENING/VISUAL LITERACY - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. demonstrate respect for the rights of speakers;

1. Manners, smile, eye contact, extended attention, sitting still, facing speaker, taking turns to speak.

2. recognize that there are different cultures and subcultures;

2. Listen to books or view films incorporating holidays, celebrations, customs, languages.

3. demonstrate responsive listening (recall details, sequence, specific purpose).

.

The learner will	Comments/Activities
1. listen attentively to stories read aloud daily;	.
2. predict events of a story using picture cues before and during reading, awaken the students' prior knowledge;	.
3. self-monitor to determine if meaning is clear using picture cues;	.
4. self-correct when meaning is not clear or when error is discovered;	.
5. demonstrate book-handling skills and care of books;	5. Point as they read; directionality, e.g., left/right, top/bottom, front/back, first/last concepts; turn pages in sequence.
6. retell a story following a shared reading experience;	.
7. Identify/discuss characters within a story;	.
8. Make up an ending for a story read aloud.	.

The learner will	Comments/Activities
1. choose appropriate material for a variety of reading purposes;	1. Enjoyment, information.
2. read quietly for a sustained period of time every day;	.
3. communicate thoughts, feelings, judgments, understanding, and attitudes about reading material;	3. Written communication through letters, literature logs, journals, pictures, murals, story comparison charts; oral communication through dramatic re-enactments, discussions, music, story comparisons.
4. recognize legal name in print.	.

The learner will	Comments/Activities
1. read to and with others;	1. Heterogeneous groups, cross-age buddies, grandparents, volunteers, shared reading.
2. look at books and pictures related to a central class theme;	2. Dinosaurs, holidays, bears, community helpers, Native Americans, etc.
3. discuss a book/story read aloud;	.
4. listen to/view audio-visual materials related to books which have been read;	.
5. use reading for learning and thinking.	.

The learner will	Comments/Activities
1. write/draw for a variety of purposes;	1. Write/draw pictures, labels, signs, captions; dictate to teacher.
2. use some conventions of print a) demonstrate left-to-right progressions b) increase use of correct letter formation c) capitals;	.
3. write own name;	.
4. incorporate some letter-sound correspondence in temporary spelling;	4. Journals, letters, stories, labels, etc.
5. demonstrate some letter-sound correspondence in temporary spelling;	.
6. recognize that letter patterns spell words through the following: language experience charts, labeling.	.

The learner will	Comments/Activities
1. listen and contribute in groups pre-writing activities;	1. Charts, webs, pictures, discussion, brainstorming.
2. dictate/write labels, sentences, and stories stimulated by real-life events;	2. Descriptions of events, field trips, pets, family, etc.
3. use descriptive words when dictating or writing;	.
4. use a left to right progression when writing;	.
5. use spacial relationships when writing;	.
6. dictate a sequence of events;	6. Cooking, field trips, vacations, "how-to" projects.
7. Demonstrate the ability to discuss personal writing.	.

The learner will	Comments/Activities
1. compose, draw, dictate, and/or write stories;	1. Shared writing.
2. communicate, draw, dictate, print in written form for practical purposes;	2. Record of activities, job charts, directions/messages to friends.
3. share compositions (drawn, dictated, written) with a variety of audiences;	3. Thank-you notes, invitations, telephone messages.
4. contribute to a writing portfolio;	.
5. develop fine and large motor skills for good handwriting: a) capital and lower case forms b) correct size relationships c) write first name using upper and lower case letters;	5. For handwriting use manipulatives, tracing, copying. Students should use unlined paper until the teacher thinks they are ready for 3 lines.
6. spell first name.	.

The learner will	Comments/Activities
1. compose (draw, dictate, write) labels, captions, events, and stories in response to a theme or content area, topic, or story read aloud;	1. Animals, long ago, Native Americans, authors, Japanese culture, etc.
2. compose in small and large groups;	2. Shared writing, buddy writing, dictating to an adult, etc.
3. use a keyboard.	3. Computer or typewriter.

The learner will	Comments/Activities
1. express complete thoughts;	1. Sharing; interaction with classmates, teacher; house play.
2. retell a story or relate an experience in logical order;	.
3. use vocabulary which has been introduced, used in themes, or used in topics studied in the classroom;	.
4. make appropriate word choices;	4. Colorful adjectives/adverbs; relationship words (in, under, bug, little, longer, etc.)
5. repeat simple language patterns.	5. Patterns: Pledge of allegiance, songs, poems, rhymes.

The learner will	Comments/Activities
1. share experiences or a story;	.
2. describe an event, experience, or understanding;	.
3. ask questions for clarification or to extend knowledge/understanding;	.
4. give simple directions;	4. Explain procedures to a friend; explain a game.
5. participate in small or whole-group discussions about stories heard, read, or written.	.

The learner will	Comments/Activities
1. state legal name, name of parents, phone number, address;	1. Some of our county addresses are difficult, but the student should be able to know the address in general.
2. participate in dramatization;	2. Puppetry, choral reading, reciting nursery rhymes or poetry, plays, housekeeping, corner stores, etc.
3. retell a story or relate an experience or event;	.
4. experiment with language;	4. Jokes, rhyming words, riddles, trying new words, nonsense words, made-up words.
5. participate in peer group discussions.	.

The learner will	Comments/Activities
1. participate in shared reading and writing;	.
2. cooperate within a small group;	2. Playtime, work, clean-up, murals, art, plays.
3. record ideas, voices, and stories using technology.	3. Tape recorders, VCR, computers

The learner will	Comments/Activities
1. listen/view a variety of materials;	1. Read-alouds, videos, filmstrips, records, plays/dramas, puppets, computer.
2. discuss a poem/rhyme, story, or informal piece;	.
3. discuss the beginning, middle, and end of a story;	.
4. identify constants by name and sound from knowledge gained in meaningful context.	4. letter play (magnetic boards), shared reading, shared writing experiences.

The learner will	Comments/Activities
1. listen and view to gather information from pictures, words, numbers, and sounds;	1. Pictures, records, models, videos.
2. determine if stories are real or pretend;	.
3. follow a simple direction;	.
4. collect information relevant to a concept, theme, or activity;	.
5. self-monitor to determine if meaning is clear.

The learner will	Comments/Activities
1. listen for a variety of purposes;	1. Story enjoyment, information, directions, resource speakers, field trips, drama.
2. respond to an orally presented story;	2. Make predictions, web ideas, compare/contrast, relate to personal experience, reference main points.
3. respond appropriately to oral directions and questions;	.
4. listen for routine and emergency sounds;	.
5. be attentive by setting comfortably, avoiding unnecessary movements and looking at the speaker;	.
6. demonstrate techniques (eye contact, concentration, visualization) for good listening.	.

The learner will	Comments/Activities
1. demonstrate respect for the rights of speakers;	1. Manners, smile, eye contact, extended attention, sitting still, facing speaker, taking turns to speak.
2. recognize that there are different cultures and subcultures;	2. Listen to books or view films incorporating holidays, celebrations, customs, languages.
3. demonstrate responsive listening (recall details, sequence, specific purpose).	.