KINDERGARTEN

English/Language Arts Standards

 

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

 

1.1 Identify the front cover, back cover, and title page of a print book.

Braille Standard

Identify the front cover, back cover, and title page of a braille book.

SEACO: N/A

CSB Activities

·        Demonstrate an interest in books (Academic)

·        Identify the front cover and back cover of an accessible book (Academic) (Academic/Braille)

·        Have students choose stories on tape from a Listening Center and use headphones to listen. (Listening)

·        Bring a special book from home to share with other students.(Social)

·        Have a variety of books at Circle time such as tactile books, story books, picture books, classmate books and chapter books for children to explore and look at and listen to adult read. Encourage students to make book choices. (Academic/Social)

 

 1.2 Follow words from left to right and from top to bottom on the printed page.

Braille Standard

Move the fingers from left to right and from top to bottom on the brailled page, using the index, middle, and ring fingers of both hands.

SEACO: N/A

CSB Activities

·        Demonstrate left/right tracking skills (Academic/Braille)

·        Demonstrate top/bottom tracking skills (Academic/Braille)

·        Follow with finger various types of lines and textures as they move from left to right across different surfaces (i.e. paper, wall, activity boards). (Academic/Sensory/Motor)

·        For low vision students have them follow mazes with markers or a 20-20 pen. (Visual Efficiency)

·        Look for a line of words among lines of shapes in large print or Braille. (Visual Efficiency)

 

1.3 Understand that printed materials provide information.

Braille Standard

Understand that brailled materials provide information.

SEACO

 Standard 3 - Understand that printed materials provide information.

CSB Activities

 

1.4 Recognize that sentences in print are made up of separate words.

Braille Standard

Recognize that sentences in braille are made up of separate words.

SEACO: N/A

CSB Activities

 

1.5 Distinguish letters from words.

Braille Standard

Distinguish brailled letters from words and understand that some braille letters also represent words.

SEACO

Standard 1 - Recognize and name all uppercase and lower case letters of the alphabet.

CSB Activities

 

1.6 Recognize and name all uppercase and lowercase letters of the alphabet.

Braille Standard

Recognize and name all uppercase and lowercase letters of the alphabet.

SEACO

Standard 1- Recognize and name all uppercase and lowercase letters of the alphabet

CSB Activities

 

1.7 Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes (e.g. /f, s, th/, /j, d, j/)

Braille Standard

Same as state content standard as written above

SEACO

Standard 2 - Match all consonant and short-vowel sounds to appropriate letters

CSB Activities

 

1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g. vowel-consonant, consonant-vowel, or consonant-vowel-consonant).

Braille Standard

Same as state content standard as written above

SEACO

Standard 2 - Match all consonant and short-vowel sounds to appropriate letters

CSB Activities

 

1.9 Blend vowel-consonant sounds orally to make words or syllables.

Braille Standard

Same as state content standard as written above

SEACO

Standard 2 - Match all consonant and short-vowel sounds to appropriate letters

CSB Activities

 

1.10 Identify and produce rhyming words in response to an oral prompt.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

 

1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        Student will listen to a group of familiar words (names, colors, familiar signs/symbols) and identify beginning and ending sounds. (Academic)

·        Students will listen to stories, e.g. The Very Hungry Caterpillar, and identify beginning and ending sounds of familiar words. (Academic)

·        Play word tongue twister games, such as “Sally sells seashells by the seashore” to emphasize beginning sounds. (Academic/Social)

·        Ask students to listen to a group of words and tell you what word ends or begins differently. (Academic/Compensatory)

 

1.12 Track auditorily each word in a sentence and each syllable in a word.

Braille Standard

Same as state content standard as written above

SEACO

Standard 6 - Match oral words to printed words

CSB Activities

 

1.13 Count the number of sounds in syllables and syllables in words.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        Have students count the number of sounds and syllables in their names (Academic)

·        Student claps the number of sounds or syllables they hear in words. (Academic/Sensory Motor)

·        When engaged in singing activities, students count the number of words in a phrase. (Academic/Social/Recreation)

 

1.14 Match all consonant and short-vowel sounds to appropriate letters.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        Place Braille or print letters or words in a box. Have students pick a letter or word and identify the sound. (Academic/Braille)

·         Match  pictures or objects to a printed letter, braille letter, or auditory letter sound (Academic/ Sensory Motor)

·        Create Braille/print worksheets where students have to match letter sounds to words or words to letter sounds. (Academic/Braille)

 

1.15   Read simple one-syllable and high-frequency words (i.e., sight words).

Braille Standard

 Read simple one-syllable and high-frequency words (i.e., sight words).

SEACO

Standard 2 - Match all consonant and short-vowel sounds to appropriate letters

CSB Activities

 

1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).

Braille Standard

Same as state content standard as written above

SEACO

Standard 2 - Match all consonants and short-vowel sounds to appropriate letters

CSB Activities

 

1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods).

Braille Standard

Same as state content standard as written above

SEACO

Standard 4 - Classify grade-appropriate categories of words

CSB Activities

 

1.18 Describe common objects and events in both general and specific language.

Braille Standard

Same as state content standard as written above

SEACO

Standard 20 - Describe people, places, things, locations and actions

CSB Activities

 

2.0 Reading Comprehension

 

Structural Features of Informational Materials

Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight (California Department of Education, 1996)illustrate the quality and complexity of the materials to be read by students.

 

2.1 Locate the title, table of contents, name of author, and name of illustrator.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

 

2.2 Use pictures and context to make predictions about story content.

Braille Standard

Same as state content standard as written above

SEACO

Standard 11- Identify the main events of the plot, their causes, and the influence of each event on future events.

CSB Activities

 

2.3 Connect to life experiences the information and events in texts.

Braille Standard

Same as state content standard as written above

SEACO

Standard 11- Identify the main events of the plot, their causes, and the influence of each event on future events.

·        Predict what will happen next when given a short story or a social situation. (FPI 11.2)

·        Determine cause by given effect, or determine effect by given cause. (FPI 11.3)

CSB Activities

 

2.4 Retell familiar stories

Braille Standard

Same as state content standard as written above

SEACO

Standard 10 - Ask and answer essential elements of a text.

Standard 11 - Identify the main events of the plot, their causes, and the influence of each.

CSB Activities

 

2.5 Ask and answer questions about essential elements of a text

Braille Standard

 Ask and answer questions about essential elements of a text

SEACO

Standard 10 - Ask and answer essential elements of a text.

CSB Activities

 

3.0 Literary Response and Analysis

Students listen and respond to stories based on well-known characters, themes, plots, and settings. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

 

Narrative Analysis of Grade Level Appropriate Text

 

3.1 Distinguish fantasy from realistic text

Braille Standard

Same as state content standard as written above

SEACO:  N/A

CSB Activities 

·        Identify cartoons or comics (or descriptions thereof) as fantasy. (Academic)

·        Read/listen to stories that describe real life experiences. Have students relate their own experiences to the story line. (Academic/Social)

·        Using developmentally appropriate literature, students will separate fiction from nonfiction. (Academic)

·        Ask students to determine if characters like Mickey Mouse or Elmo are real or fantasy (Academic/Social)

·        Have students make up fantasy stories either individually or as a class, and discuss what makes them fantasy rather than true. (Academic/Social)

 

3.2 Identify types of everyday print materials (e.g. storybooks, poems, newspapers, signs, labels)

Braille Standard

Same as state content standard as written above

SEACO

Standard 3 – Understand that printed/brailled materials provide information

·        Follow a list/schedule of activities. (FPI 3.3)

CSB Activities

·        Find useful information in developmentally appropriate magazines (e.g., “Big Backyard”.  (Academic)

·        Demonstrate comprehension of functional information contained in newspapers (TV show listings, toy store or grocery store ads). (Academic/DLS)

·        Explore how print materials can be produced in Braille, such as Braille books, embossed illustrations, tapes of books and songs, etc. Help students create their own books in Braille or print. (Academic/Braille)

·        Show how regular print books can be in large print as well as twin vision books in print and Braille.

 

3.3 Identify characters, settings and important events

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

 

4.0 Mechanics of Braille Reading

 

Students understand the structural features of a page of Braille. They use their hands and fingers efficiently to access Braille symbols.

 

4.1 Locate the left side, right side, top, and bottom of a Brailled page.

4.2 Scan the entire page to determine its contents.

4.3 Track using the fingers of both hands and moving from left to right.

4.4 Locate the beginning and end of each Braille line.

4.5 Track evenly across lines of Braille with both hands relaxed and fingers curved

4.6 Read braille characters with the index finger of either hand.

4.7 With both hands, use as many fingers as possible to read characters, detect the beginning s and ends of the lines, and reconfirm characters already read.

4.8 Move the fingers smoothly from line to line from the top of the page to the bottom.

4.9 After stopping, resume tracking without losing place on the line.

 

Writing

 

1.0 Writing Strategies

Students write braille words and brief sentences that are legible.

 

Organization and Focus

1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects or events.

Braille Standard

Same as state content standard as written

SEACO

Standard 14 – Write by moving left to right and from top to bottom

·        Demonstrate left-to-right/top-to-bottom

·        Demonstrate sequencing in a variety of activities. (FPI 14.1)

·        Hold writing implement. (FPI 14.2)

·        Make marks on page. (FPI 14.3)

·        Trace/copy purposeful marks on page.(FPI 14.4)

·        Produce shapes, letters, numerals (may require use of braillewriter). (FPI 14.5)

·        Link symbols in a meaningful sequence (e.g. pictures, letters, words). (FPI 14.6)

·        Produce name (may require use of braillewriter). (FPI 14.7)

CSB Activities

·        If student is unable to use letters and phonetically spelled words, use custom IntelliKeys keyboard overlays to produce written documents about experiences, stories, people, objects or events. (Academic/Technology)

·        “Scribble” using the braille writer, while verbally telling a story. (Academic/Braille)

·        Write first name using the braille writer. (Academic)

·        Use bold pencil or 20/20 pen to write name and easy beginning words for LV students. (Academic/Visual Efficiency)

·        Write cards home for holidays or notes to parents using invented spelling with print or braille. (Academic/Social)

 

1.2 Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle)         

Braille Standard

Braille consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle).

SEACO

Standard 15 - Print legibly and space letters, words and sentences appropriately

·        Produce name. (FPI 15.1)

·        Produce simple words (e.g. shopping list). (FPI 15.2)

CSB Activities

·        Identify letters of the alphabet in print or braille. (Academic/Braille)

·        Spell first and last name: print, Braille or verbally. (Academic/ DLS)

·        Spell simple rhyming words: print, Braille or verbally (Academic/Braille)

·        Write rhyming words in families in print or Braille. (Academic)

·        Write functional cvc words (e.g. men, pen; hat, bat, cat) (Academics/DLS)

 

1.3 Write by moving from left to right and from top to bottom.

Braille Standard

 Braille by moving from left to right and from top to bottom.

SEACO

Standard 14 - Write by moving from left to right and from top to bottom

CSB Activities

           

Penmanship

 

1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.

Braille Standard

Braille uppercase and lowercase letters of the alphabet independently, attending to the form and proper fingering of the letters.

SEACO

Standard 15 - Print legibly and space, letters, words, and sentences appropriately.

·        Produce name. (FPI 15.1)

·        Use appropriate letter size in document. (FPI 15.3)

CSB Activities

·        Using a braillewriter or braillenote, write rhyming words. (Academic)

·        For students who use print practice writing letters of the alphabet on lined paper, tracing letters in sand, making letters our of clay, using bold lined paper or a 20/20 pen. (academic/Visual Efficiency)

 

2.0 Mechanics of the Braillewriter  

 

2.1 Operate a braillewriter with assistance:

·        Position the braillewriter correctly on the work surface.

·        Move the embossing head to correct positions.

·        Rotate the paper-feed knob away from self.

·        Pull the paper-release lever all the way toward self.

·        Hold the paper against the paper support with one hand and close the paper-release lever with the other hand.

·        Roll the paper into the braillewriter until the paper is stopped by the left paper stop.

·        Depress the line-spacing key to lock the paper in position,

·        Remove the paper from the braillewriter.

 

2.2 Braille the alphabet independently, using proper fingering.

·        Produce uniform, clear dots by striking keys simultaneously.

·        Operate the spacing key with the thumb.

 

2.3 Braille the number sign and digits 1-9 and 0.

 

2.4 Correct braille errors.

 

2.5 Demonstrate knowledge of which key on a braillewriter corresponds to which dot in the braille cell.

 

Written and Oral English Language Conventions

 

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

 

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions.

 

Sentence Structure

 

1.1  Recognize and use complete, coherent sentences when speaking.

Braille Standard

Same at state content standard as written above

SEACO

 Standard 19 – Share information and ideas, speaking audibly in complete, coherent sentences

·        Communicate wants/actions using gesture, action, voice output device, or vocalization. (FPI 19.1)

·        Communicate choice using gesture, action, voice output device, or vocalization. (FPI 19.2)

·        Communicate information using single words (e.g. gesture, action, voice output device, or vocalization). (FPI 19.3)

·        Communicate information using 2 to 3-word phrases (e.g. gestures, actions, voice output device, or vocalizations) (FPI 19.4)

·        Communicate information by using complete sentences using gesture, action, voice output device, or vocalization). (FPI 19.5)

CSB Activities

·        Use grammatically correct utterances to express ideas. (Compensatory)

·        Make choices using gesture, action, voice output device, IntelliKeys keyboard overlay, and/or vocalization. (Social/Technology)

·        Express feelings using gesture, action, voice output device, IntelliKeys keyboard overlays, and/or vocalization (Social)

·        Teach children to share experiences from field trips and outings in whole sentences, emphasizing the subject and the action involved. (Scoial)

·        Send students, other classes, and departments to deliver messages in coherent understandable sentences. Practice first. (Social/Vocational)

 

Spelling

 

1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter names.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        Independently spell aloud frequently used functional words.(mom, dad, student's first name) (Academic/DLS)

·        Using the braillewriter, spell frequently used functional words (mom, dad, student's name) (Academic/DLS)

·        Use bold lined paper and 20/20 pens to spell familiar functional words. (Academic/Visual Efficiency)

·        Use bold lined paper or braille writer to write words and short stories using invented spelling (Academic)

 

Listening and Speaking

 

1.0 Listening and Speaking Strategies

 

Students listen and respond to oral communication and recorded materials. They speak in clear and coherent sentences.

 

Comprehension

 

1.1  Understand and follow one- and two-step oral directions.

Braille Standard

Same as state content standard as written above

SEACO

Standard 17 Understand and follow one and two step oral directions.

·        Orient in the direction of the speaker. (FPI 17.1)

·        Follow simple directions. (FPI 17.2)

·        Perform action to comply with one- or two-step directions. (FPI 17.3)

CSB Activities

·        Look at /attend to teacher/speaker during an activity. (Academic/Social)

·        Listen to and follow one step directions. (Academic/Social)

·        Listen to and follow two step directions. (Academic/Social)

·        Play simple games such as “Simon Says” or “Mother may I” to practice following directions. (Social/Recreation)

·        Do a cooking project with the class where each child has a specific direction to follow. (Social/DLS)

 

1.2 Share information and ideas, speaking audibly in complete, coherent sentences.

Braille Standard

Same as state content standards as written above

SEACO

Standard 19 - Share information and ideas, speaking audibly in complete, coherent sentences.

·        Communicate information using 2 to 3 word phrases using gestures, actions, voice output device, or vocalizations. (FPI 19.4)

·        Communicate information using a complete sentence using gestures, actions, voice output device, or vocalizations. (FPI 19.5)

CSB Activities

·        Use grammatically correct utterances/sentence structure. (Academic/Social)

·        Share an event/activity from home using complete sentences using a combination of gestures, actions, voice output devices, or vocalizations. (Social/Academic)

·        Make a request or choice for food or an activity by using a complete sentence by using a combination of gestures, actions, voice output device, or vocalizations. (Social/Academic)

·        Share information during circle time or morning meeting such as weather, lunch for today, activity schedule in sentences or phrases through voice or voice output device. (Social/Technology)

·        Brainstorm with class about problem solving or planning an event (e.g., using appropriate manners when snack is served, making choices for selecting a special toy or game). Have children give ideas and their thoughts on the issue being discussed. (Social)

 

2.0 Speaking Applications (Genres and Their Characteristics)

 

Students deliver brief recitations and oral presentations about familiar experiences or interests, demonstrating command of the organization and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the listening and speaking strategies of kindergarten outlined in Listening and Speaking Standard 1.0, students:

 

2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions.

Braille Standard

Same as state content standard as written above

SEACO

Standard 20 – Describe people, places, things, locations and actions

·        Identify differences in objects (e.g., size, color, shape). (FPI 20.1)

·        Identify characteristics of a person, place, thing, location, or action. (FPI 20.2)

·        Describe object by size and/or color. (FPI 20.3)

CSB Activities

·        Describe people, places, things, locations and actions using attributes such as size, color, shape, etc. (Academic/Social)

·        Describe home activities (home news, sharing weekend events) by using gestures, actions, voice output device, or vocalizations. (Academic/Social/Technology)

·        Teach children descriptive words and mimic what they mean. Label feelings throughout the day so that children will learn the words for the feelings they experience. (Social)

 

2.2 Recite short poems, rhymes, and songs.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        Recite short poems, rhymes and songs. (Academic/Social)

·        Make up songs for daily routines and activates. (Social/DLS)

·        Teach children common nursery rhymes and songs. (Academic/Social)

 

2.3 Relate an experience or creative story in a logical sequence.

Braille Standard

Same as state content standard as written above

SEACO

 Standard 23 – Recount experiences in a logical sequence

·        Sequence events by responding to cues (environmental or directions). (FPI 23.1)

·        Identify next event in a sequence. (FPI 23.2)

·        Respond to events about questions or experiences. (FPI 23.2)

CSB Activities

·        Relate an experience or creative story in a logical sequence.

·        Share events from home/school in a logical sequence using gestures, actions, objects, voice output device, or vocalizations.(Social/Technology)

·        Have children do an experience story of a field trip they went on emphasizing first, middle, and last activities. (Academic/Social/O&M)

·        Have children make up a backwards story where things occur in an illogical sequence. (Academic/Social)

 

ACSA Selected Standards for Kindergarten

Reading

Word Analysis, Fluency, Vocabulary Development

            K.1.2

            K.1.4

            K.1.6

Phonemic Awareness

            K.1.

            K.1.10

            K.1.11                        

Decoding and Word Recognition

            K.1.14

            K.1.15

Vocabulary and Concept Development

            K.1.17

Reading comprehension

            K.2.2

            K.2.4

            K.2.5

Writing

Writing Strategies

            K.1.3

Written and Oral English language Conventions

Spelling         

            K.1.2