The focus for kindergarten children is on listening, speaking, pre-reading, and pre-writing activities. Kindergarten students improve oral listening and speaking skills by listening to, discussing, and retelling selections of children’s literature. The students discuss meanings of words and expressions. They answer direct comprehension questions about the stories read in class. They demonstrate increased oral proficiency in using statements, questions, negatives, and correct forms of person, number, and tense. They use this knowledge to discuss and edit group compositions. They know the letters and shapes of letters of the alphabet and a basic way to write most of the 44 - 45 sounds of the English language. They orally segment any 3-sound words and can read and spell any 3-sound words that use the basic phonograms of English.
TEACHER ELEMENTS
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STUDENT ELEMENTS |
| KINDERGARTEN |
KINDERGARTEN |
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THE TEACHER SHALL:
REVIEW, RETEACH, AND REASSESS PAST CONCEPTS. NEW CONCEPTS
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THE STUDENT SHOULD: |
| LISTENING AND SPEAKING SKILLS |
LISTENING AND SPEAKING SKILLS |
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| Provide multiple opportunities for students to listen to notable literary selections which are rich in vocabulary (e.g., Mother Goose rhymes, "Mary Had a Little Lamb," "Rain," "Twinkle Twinkle, Little Star," "Cinderella," "The Little Red Hen," "A Tug of War," "The Ugly Duckling," The Velveteen Rabbit, Winnie-the-Pooh, One Morning in Maine). |
Listen to selections. |
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Teach students to form mental pictures of vocabulary, settings, characters. Discuss meaning of words and concepts from selections and discussions.
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Describe mental pictures of settings and characters.
Retell selections; summarize selections. |
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| Discuss the main theme, mood, setting (time or place), and characters in selections. |
Answer orally in his/her own words direct questions dealing with the elements of the selections.
Sing/recite rhymes and songs.
Retell selections.
Discuss the main idea or theme. |
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Discuss how to determine the sequence of events in a selection.
Discuss how to summarize. |
Discuss sequence of events in selections.
Summarize selections. |
| Discuss listening (and later reading) for a purpose (e.g., articulate questions before the selections are read to the students). |
Listen to develop an answer to a question which has been asked by the teacher before the selections are read.
Predict what happens next.
Make up a new ending. |
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| SYNTACTIC AWARENESS (GRAMMAR) |
SYNTACTIC AWARENESS (GRAMMAR) |
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Discuss concept of complete sentence.
Demonstrate use of complete sentences in making statements and questions. .
Demonstrate changing statement to question.
Demonstrate how a negative word/sentence pattern changes the meaning of statements and questions.
Demonstrate changing a statement in the present tense to the past and future tenses.
Demonstrate changing a statement from a singular to a plural subject.
Demonstrate changing a statement from first person to second person to third person --singular and plural.
Discuss and demonstrate the correct forms (person, number, tense) for the verbs "come," "see," "go," "do," "bring," "be."
Demonstrate how the incorrect order of a word or a phrase can make the sentence humorous, silly, or peculiar.
Teach the recognition of capital letters and periods. |
Describe sentence as "somebody doing something" or "being something."
Use complete sentences; correct incomplete sentences when prompted
Change statement to question and vice versa.
Demonstrate ability to state question and statement in positive and negative forms.
Change a statement from present, to past, and to future tenses.
Change a statement from a singular to a plural subject and vice versa.
Change a statement from first person to second person to third person--singular and plural.
Begin using the correct forms (person, number, tense) for the verbs "come," "see," "go," "do," "bring," "be" in discussions, correcting self when prompted.
Recognize as humorous, silly, or peculiar any statements that are produced by the incorrect order of words.
Correct silly or peculiar statements by correcting errors in syntax.
Identify capital letters and locate periods. |
| PHONEMIC AWARENESS (This section deals with spoken sounds; therefore, all activities are to be done orally.) |
PHONEMIC AWARENESS |
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| 1. Words |
1. Words |
Demonstrate the concept of a word (goal is to assist student to hear discrete spoken sounds in words).
Demonstrate segmentation of a spoken phrase or sentence into words.
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Change the meaning of a sentence by changing a word.
Distinguish between long and short words and long and short objects (e.g., train, mosquito).
Segment orally a spoken phrase or sentence into words.
"Count" the number of words in an oral sentence by moving a manipulative for each word. |
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| 2. Syllables |
2. Syllables |
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Teach segmenting of compound words (e.g., say compound words slowly to demonstrate segmenting into component words; say the component words quickly to demonstrate blending the words into the original compound word).
Teach segmenting/blending of multisyllabic words (e.g., say multisyllabic words both slowly and quickly to demonstrate segmenting words into syllables and blending syllables into words).
Demonstrate deleting a syllable of a multisyllabic word. |
Segment orally a compound word into component words; blend the words back into compound words.
Segment/blend orally words into syllables.
Move manipulatives to represent syllables in a word.
Give what is left after deleting a syllable of a multisyllabic word. |
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| 3. Rhymes |
3. Rhymes |
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Teach the principle of rhyming words (e.g., sing/recite rhyming songs or stories).
Demonstrate recognition of non-rhyming word from rhyming words. |
Sing or recite rhyming songs or stories.
Determine whether words rhyme or not.
Generate rhyming words.
Identify the non-rhyming word from rhyming words in a group of three words. |
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| 4. Beginning sound |
4. Beginning sound |
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Demonstrate the principle of alliteration (e.g., words that begin with the same sound).
Demonstrate recognition of oddity -- the one word of a group of three that does NOT begin with the same sound. |
Identify from a list of three words, those words that begin with the same sound.
Generate a word that has same beginning sound as a given word.
Identify, from a group of three words, the one that does NOT begin with the same sound. |
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| 5. Ending sound |
5. Ending sound |
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Demonstrate words that end with the same sound.
Demonstrate recognition of oddity--the one word of a group of three that does NOT end with the same sound. |
Identify words that end with the same sound from a group of three words.
Select the odd word from a group of three words, two of which end with the same sound. |
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| 6. Middle sound |
6. Middle sound |
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Demonstrate words that have the same medial sound.
Demonstrate recognition of the one word of a group of three that does NOT have the same medial sound. |
Identify words that have the same medial sound from a group of three words.
Select the odd word from a group of three words, two of which have the same medial sound |
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| 7. Onset-rime |
7. Onset-rime |
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Demonstrate blending onset and rime to make a word (e.g., b - ag- >bag).
Demonstrate segmenting common words into onset and rime (e.g., bag -> b - ag).
Demonstrate generation of rhyming words by blending various onsets with a single rime.
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Blend onset and rime into a word (e.g., b - ag -> bag).
Segment word into onset and rime (e.g., bag -> b - ag).
Generate rhyming words by blending various onsets with a given rime. |
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| 8. Phoneme |
8. Phoneme |
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Demonstrate prolonging pronunciation of the sounds of a word to accentuate the individual phonemes.
Demonstrate prolonging pronunciation of the individual sounds of a word and moving a manipulative to identify each sound in the word.
Demonstrate blending segmented phonemes of a word (e.g., b-a-g->bag) into the word. Blend segmented phonemes of a word (e.g., b-a-g->bag) into the word.
Demonstrate prolonging pronunciation of the individual sounds of a word and moving a manipulative to "count" each phoneme of the word.
Review/demonstrate the 44 - 45 phonemes of American English. (A chart describing how the sounds are made can be found in Figure 1. A chart showing the sounds along with key words can be found in Figure 2.) This information should be helpful for teachers to use with any student who needs extra help in formulating the sounds.)
IMPLEMENT INTERVENTION STRATEGIES BY THE END OF KINDERGARTEN FOR THOSE STUDENTS WHO DO NOT PERFORM PROFICIENTLY ON INFORMAL PHONEMIC AWARENESS ASSESSMENTS.
(SEE FIGURE 1 FOR ASSISTANCE IN HELPING STUDENTS FORM THE SOUNDS. SEE FIGURE 3 FOR A LIST OF INTERVENTION STRATEGIES AND A LIST OF PHONEMIC AWARENESS ASSESSMENTS.)
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Pronounce the sounds of a word to accentuate the individual phonemes.
Elongate individual sounds and move a manipulative to identify each sound in the spoken word.
Prolong pronunciation of the individual sounds of a word by moving a manipulative to "count" each phoneme of the word. Segment words into phonemes, clearly producing each individual sound.
Demonstrate segmenting words into phonemes (e.g., bag ->b-a-g).
Copy the teacher in making the 44 - 45 sounds (phonemes) of American English. Determine whether the sounds are in his/her own name.
Count the sounds in his/her own name. |
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| ALPHABETIC KNOWLEDGE |
ALPHABETIC KNOWLEDGE |
Teach the names of the letters (e.g., alphabet song).
Teach alphabetic order. |
Sing/recite the alphabet song.
Recite alphabet in order, a to z.
Choose, when given a letter name, the correct letter (upper and lower case). Indicate, when given a letter (upper or lower case), the correct name for the letter.
Arrange given letters in alphabetical order. |
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| PENMANSHIP |
PENMANSHIP |
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Discuss the purpose of writing (e.g., to communicate, therefore must be legible).
Demonstrate posture for good writing.
Demonstrate the proper way to grip pencil.
Demonstrate the correct formation of manuscript letters.
Demonstrate top, bottom, margins, lines on paper. |
Practice good posture when seated at a table/desk for writing purposes.
Practice proper pencil gripping (using correct fingers to form vise to hold writing tool) while correctly positioning hand and arm in relationship to paper and desk.
Produce correct formation of letters using starting point, directionality, and ending point for each letter.
Identify the top/bottom, front/back, margins, lines on a sheet of paper. |
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| PRINT CONCEPTS |
PRINT CONCEPTS |
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Discuss the purpose of reading
Demonstrate directions on page: left to right, top to bottom, front to back.
Show different type styles.
Demonstrate the positioning of letters on the printed page.
Demonstrate that a space separates words.
Explain the purpose of punctuation and capitalization.
Show students the parts of a book.
Discuss simple story structure -- title, introduction of theme, supporting development, summary.
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Explain the purpose of reading.
Track print left to right, top to bottom.
Identify letters of the alphabet in a variety of type styles.
Demonstrate that letters represent sounds.
Demonstrate that groups of letters, read from left to right, can make a word.
Demonstrate that punctuation marks are separate and distinct from words.
Demonstrate that end of sentence punctuation separates thoughts.
Demonstrate that thoughts (sentences) begin with a capital letter.
Demonstrate that names of people and specific places are capitalized.
Identify cover, title page, and story text of kindergarten-level story book.
Identify simple story structure--title, introduction of theme, supporting development, summary. |
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| ORTHOGRAPHIC KNOWLEDGE (SPELLING) |
ORTHOGRAPHIC KNOWLEDGE (SPELLING) |
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1. Alphabetic knowledge |
1. Alphabetic knowledge |
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Review the alphabet (e.g., alphabet song).
Teach the names of the letters |
Sing/recite the alphabet (e.g., alphabet song).
Recite alphabet in order, a to z.
Choose, when given a letter name, the correct letter (upper and lower case). Indicate, when given a letter (upper or lower case), the correct name for the letter. |
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| 2. Letter-sound (phonics) knowledge |
2. Letter-sound (phonics) knowledge |
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Demonstrate basic ways to write the 44 - 45 phonemes of English. The following list is a general delineation of written representations of these 44 - 45 phonemes and should be taught as early as the students are able to assimilate them:
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Write correct basic phonogram when each English phoneme is dictated. |
| Basic Kindergarten Phonogram Chart |
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single letters a through z, including qu (/kw/)
er ay ou
ir ai ow
ur oy ng
or oi ar
aw sh au
ch oo th
ee wh
Teach recognition of any cvc (consonant sound-vowel sound-consonant sound) word that uses the basic phonograms of English.
Correctly read and spell any cvc (consonant sound-vowel sound-consonant sound) word that uses the basic phonograms of English. |
Write correct basic phonogram when each English phoneme is dictated.
Say correct basic phoneme when each basic phonogram is shown.
Identify which letters are consonants and which are vowels.
Demonstrate the difference between a digraph (two letters required to represent only one sound [e.g., ch] ) and a consonant blend (two or more letters representing a blend of two or more sounds [e.g., tr] ).
Understand that more than one letter is needed to write some sounds in the English language (e.g., sh, ch, th, zh, ee, oi/oy, au/aw, ou/ow). |
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| 3. Word attack (advanced letter-sound) |
3. Word attack (advanced letter-sound) |
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| Teach the inflectional morpheme s: adding s or es to form plurals of nouns that do not require change in base word (e.g., dog-> dogs, fish-> fishes). |
Use morpheme -s/es to form plurals of nouns that do not require a change in base word (adding s or es to form plurals of nouns that do not require change in base word [e.g., dog->dogs, fish->fishes]). |
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| 4. Word identification |
4. Word identification |
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| Teach a beginning set of very high- frequency regular words (e.g., "and," "that," "not", "for," "with") and irregular words (e.g., "the," "of," "you"). |
Read his/her own name.
Correctly read some very high-frequency regular words (e.g., "and," "that," "not," "for," "with") and irregular words (e.g., "the," "of," "you").
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| COMPOSITION |
COMPOSITION |
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Lead students in group composing of brief accounts of experiences, letters, invitations, thank-you notes (e.g., as teacher writes these which are then used for group reading, for individual reading, and later for individual copying).
Demonstrate beginning editing skills.
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Share in group composing of brief accounts of experiences, letters, invitations, thank-you notes (e.g., as teacher writes these which are then used for group reading, for individual reading, and later for individual copying).
Compose short original sentences.
Discuss group and individual writing for complete idea and correct syntax.
Discuss group and individual writing for capitalization (first word of sentence, names of persons and specific places, and "I"). |
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| READING COMPREHENSION AND FLUENCY |
READING COMPREHENSION AND FLUENCY |
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| Teach sequencing of ideas. |
Tell a story in sequential order.
Retell a story in sequential order. |
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| INDEPENDENT READING/ASSIGNED READING/GUIDED READING |
INDEPENDENT READING/ASSIGNED READING/GUIDED READING |
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Provide multiple opportunities for students to listen independently to stories and nursery rhymes which are rich in vocabulary (e.g., fables, fairy tales, poems, classical literature, and factual stories about notable people, science, and history).
Provide students with multiple opportunities to read and understand information from varied sources.
Retell orally what has been read to him/her.
Provide multiple opportunities for students to listen to traditional and current children's literature which is rich in vocabulary (e.g., "Mother Goose" poems, "Dr.Seuss" books, Aesop's fables, James Thurber's Fables, Oscar Wilde's Fairy Tales, "Casey Jones," "Johnny Appleseed," American and folk legends.) |
Listen to progessively more complicated reading selections.
Answer orally in his/her own words direct questions dealing with elements of the selections (e.g., fables, fairy tales, poems, classical literature, and factual stories about notable people, science, and history).
Identify the story line and main idea(s) of the selections.
Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).
Read aloud (e.g., to teacher, mentor, tutor, aide) daily in materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader). |
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| LITERARY EMPHASIS |
LITERARY EMPHASIS |
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| Introduce literary genres ( fable, tall tale, nursery rhyme). |
Listen to stories being read aloud.
Follow in book when appropriate.
Identify the main literary elements in fables, tall tales, and nursery rhymes. |
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LITERARY TERMS
Teach the following terms: author, illustrator Identify the following terms: author, illustrator.
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LITERARY TERMS
Identify examples of literary terms (mentioned above) in literary selections. |
