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.

Position the book approximately parallel to the desk or table and no higher than elbow level.
Turn Braille pages correctly.

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.

Understand the difference between braille and print.

SEACO

Standard 3 - Understand that printed materials provide information.

Identify environmental symbol/signs/cue (FPI 3.1)
Match symbol/cue to activity/function (FPI 3.2)

CSB Activities

Demonstrate understanding that tangible symbols/concrete objects/pictures provide information (Academics/Compensatory)
Have students dictate experience stories for teacher to write in print or Braille. (Academic)
Pick out printed or brailled name during circle time or morning meeting. (Academic)
Put the day and month on the classroom calendar. Identify the Braille or print letters or numbers with assistance. (Academic/Braille)

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

Recognize that a sentence is made up of separate words (auditorily, with optical devices, with large print, sign language, and using pictures/icons) (Academic)
Have students point to each word in a sentence. (Academic)
Have students clap for each word in a sentence. (Sensory/Motor)
Have students play with writing implements, such as pens, markers, Braille writers to make up play words and play sentences. (Sensory/Motor/Social)

1.5 Distinguish letters from words.

Braille Standard

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

Identify two braille symbols as being the same or different.
Identify two braille symbols as being the same or different when they are preceded and followed by a solid line.
Identify the one symbol that is different within a line of like symbols, using "l" and "c."
Identify the one symbol that is different within a line of like symbols, using a variety of braille symbols for different lines.
Identify the one symbol that is different within a group of three symbols, two of which are identical.
Recognize a full braille cell.
State the number name (one through six) and the location (top left, middle left, and so forth) of each braille dot within a cell.

SEACO

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

Distinguish letters from non-letters (FPI 1.2)

CSB Activities

Demonstrate concept of similar and dissimilar objects/textures as a pre-braille skill.(Academics/Braille/Compensatory)
Identify geometric shapes as a pre-Braille skill. (Academics/Compensatory)
Use attributes to describe objects (Academic/Compensatory)
Sort functional objects (e.g., food, utensils). (DLS/Vocational)
Sort same and different letters in print, braille, and magnetic letters, and functional objects. (Academic/Sensory/Motor/Vocational)

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.

Understand that the number sign changes the letters a through j to numbers.
Recognize the braille number sign and the digits 1–9 and 0.
Understand that the braille dot 6 preceding a letter capitalizes the letter.
Understand that words in full capitalization are preceded by two dot 6s.

SEACO

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

Recognize pictures for specific activities. (FPI 1.1)
Distinguish letter from non-letters. (FPI 1.2)
Match same-case letters. (FPI 1.3)
Match upper to lower case letters. (FPI 1.4)

CSB Activities

Name capital/lower case letters when shown written letter (Academic/Braille)
Distinguish Braille letters. (Academic/Braille)
Using an easy to see picture color spaces with upper case letters blue and lower case letters yellow. In Braille use tactile stickers to distinguish upper and lower case letters. (Visual Efficiency/Braille)
Use connect-the-dots pictures in upper and lower case letters. Use simple, clear pictures for LV students and embossed pictures for blind students. (Visual Efficiency/Braille)

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

Indicate environmental sounds. (FPI 2.1)
Communicate sounds of letters. (FPI 2.3)
Blend sounds to decode C-V-C symbols. (FPI 2.4)

CSB Activities

Identifies beginning sounds in familiar words (name, objects, toys, pets). (Academic)
Identifies beginning sounds in tactile symbols or C-V-C Braille words (Academic/Braille)
When reading simple books ask the students to state the sound/symbol relationships in some words. (Academic)
Ask students whose name is being said when presented as individual sounds. (Academic/Social)

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

Indicate environmental sounds. (FPI 2.1)
Communicate sounds of letters. (FPI 2.3)
Blend sounds to decode C-V-C symbols. (FPI 2.4)

CSB Activities

Read simple words in Braille or print (Academic/Braille)
Use letters/ letter combinations as aids to word recognition. (Academic)
Match pictures and/or tactile objects to words. (Braille/Academic)
Demonstrate left/right tracking skills. (Academic/Braille)
Demonstrate to/bottom tracking skills. (Academic/Braille)
Ask students to rhyme common CVC words (hat, cat, etc.). Make up silly songs or poems by rhyming words or phrases. (Academic/Social)

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

Indicate environmental sounds. (FPI 2.1)
Communicate sounds of letters. (FPI 2.3)
Blend sounds to decode C-V-C symbols. (FPI 2.4)

CSB Activities

Read simple words in Braille or print (e.g., own name). (Academic/Braille)
Use letters/ letter combinations as aids to word recognition. (Academic)
Match pictures, objects and tangible symbols to words (Academic)
Practice saying each student's name emphasizing and blending sounds. (Academic)
Use nursery rhymes and poems to blend sounds, i.e. Bah, Bah, Black Sheep.) (Academic)
Give each child a different consonant. Name two students and tell them what vowel goes between their two consonants. Have them say the new word. (Academic/Social)

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

Read poems and predictable literature aloud and ask students to fill in last words or couplets. (Academic)
Read stories that have rhyming words. Ask students to complete a sentence or stanza with the correct rhyming word. (Academic)
Give each student a common CVC word. Have students ask each other for words that rhyme with their word. (Academic/Social)

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

Identify written (or brailled) name when expressed by another (FPI 6.1)
Identify common signs/labels when spoken by others. (FPI 6.2)

CSB Activities

Using age appropriate literature (stories, poems), student will track auditorily (listen to) each word in a sentence and each syllable in a word. (Academic/Compensatory)
After reading a piece of age-appropriate literature to students, students fill in missing words or phrases in a sentence as they are being read to by the teacher or assistant. For example, "Once upon a time there were ______ little pigs". (Academic/Compensatory)
Use songs and games during circle time or morning meeting to track words and syllables auditorily. (Compensatory)

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).

Read simple high-frequency words in uncontracted braille.
Read simple high-frequency words in contracted braille.

SEACO

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

Communicate sound of letters. (FPI 2.3)
Decode unfamiliar words for information. (2.6)

CSB Activities

Read (braille/print/auditorily) simple signs and labels (Stop, Go, No, Yes) (Academic/Braille)
When out on school field trips, have student identify familiar words or symbols in Braille or print (e.g., numbers on elevators, words on menus or signs)

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

Decode unfamiliar word for information. (FPI 2.6)

CSB Activities

Use letters as aids to word recognition when looking at other students' names or identifying familiar signs or symbols (Academic)
Play word rhyming games with students by substituting letters to make new words, e.g. bat, cat, fat, hat. (Academic/Social)

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

Identify objects by function. (FPI 4.1)
Sort objects by function/use. (FPI 4.2)
Identify pictures by function. (FPI 4.3)
Sort pictures by function/use (FPI 4.4)
Match letters/written words to pictures. (FPI 4.5)
Classify objects by category. (FPI 4.6)
Classify words by category (FPI 4.7)

CSB Activities

Name/match colors to color words (Academic/Compensatory)
Name/ match functional objects to words or pictures (Academic/ Compensatory))
Name/match shapes to words (Academic/Compensatory)
Distinguish size of an object verbally (big/little, small/tall) (Academic/Compensatory)

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

Identify differences in objects (e.g. size, color, shape). (FPI 20.1)
Describe objects by size and/or color. (FPI 20.3)
Identify a person, place, or thing using two or more descriptors. (FPI 20.4)
Share descriptive information about locations and actions. (FPI 20.5)

CSB Activities

Describe objects and demonstrate joint attention/topic maintenance by passing around common objects and naming attributes. (Compensatory/Social)
Describe aspects of a familiar place, person, or event by playing Twenty Questions to guess a person, place, thing, or event. (Academic/ Recreation/Leisure)
Encourage and facilitate discussion about familiar events (e.g., holidays), activities (e.g., participating in Snow Day or Trick or Treating), or everyday routines (e.g., events at home). (Academic/ Social)
Use units of study (e.g., growing plants, rooms in the house, people in the community) to enhance students' knowledge and understanding of vocabulary/concept development units. (Academic/Compensatory)
Talk about individual projects or games experienced during the school day, review what was fun and why. (Academic/Social)

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

Select a favorite book by pointing to the book, or naming the title. (Academic)
Verbally identify the author of a book. (Academic)
Identify the table of contents of a book in print or Braille. (Academic/Braille)
Identify and turn pages of a book. (Academic/Sensory Motor)
Identify illustrator
Identify placement of page number (print/Braille) (Academic/Braille)
Use circle time or morning meeting to enhance discussion of books and the features in a book. (Academic/Social)

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.

Predict what will happen next when given a short story or social situation.

CSB Activities

After listening to an age-appropriate story assist students to sequence information/events in a logical manner by using tangible symbols or real objects. (Academic/Compensatory)
After reading developmentally appropriate literature, have students use the story context to predict outcomes. (Academic)
Use simple, bold pictures to help LV students gain information about context of stories. Use real or tactile representations of other story pictures for blind students. (Academic/Braille/Visual Efficiency)

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

Follow daily activity sequence represented by a calendar box, tangible symbol schedule and/or pictorial schedule.(Compensatory)
Share events that happen at home or in the community. (Compensatory)
Read stories that relate to students' life experiences or special events. (Academic/Social)
Write experience stories about events in the students' lives. Create the story with the entire group so that classmates can interact with one another and share ideas. (Academic/Social)
Play dress up and pretend to be characters in a story. (social)
Have students share news and events from home in a story or via an augmentative communication device. (Social/Technology/Compensatory)

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.

Respond to simple questions about text. (FPI 10.2)
Recall events/story (FPI 10.3)

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

Sequence story line. (FPI 11.1)

CSB Activities

Recite or sing favorite nursery rhymes or songs. (Academic/Social)
Retell a favorite story read in class or at home. (Academic/Social)
Go to library story time and retell the story that was read to the class. (Academic/Social)

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.

Respond to simple questions about text. (FPI 10.2)
Answer "Wh" questions about materials read. (FPI 10.4)

CSB Activities

Ask "Wh" questions about the content of familiar stories. (Academic)
Ask students to determine what happened first in a familiar story. (Academic)
Ask students their favorite part of a story and why. (Social)
Ask students how they think the characters were feeling and why. (Social)

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

Identify/name main characters in familiar stories. (Academic)
Identify/name events that occur in a familiar story. (Academic)
Act out the role of characters or events from familiar stories. (Academic/Social)
Discuss "settings", what that means, what settings the students are familiar with and what settings they do not understand. (Academic)
Take a field rip to see a play (familiar story). Arrange to have students touch or view the stage sets to understand the concept of setting. (Academic/Compensatory)

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.

Track across like symbols that follow closely without a space between them.
Track across unlike symbols that follow closely without a space between them.
Track across like symbols that have one or two blank spaces between them.
Track across unlike symbols that have one or two blank spaces between them.

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

Use the pads of the fingers as the reading surface.
Keep the hands at an acute angle to the page.
Keep the tips of the fingers resting lightly and evenly on the reading line.
Keep the wrists aligned with the hands and arms.
Maintain a smooth, continuous movement.

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

Demonstrate left-to-right / top-to-bottom sequencing in a variety of activities. (FPI 14.1)

CSB Activities

Read and using a braillewriter or braillenote, write letters of the alphabet and simple words containing these letters (a, c, g, b, l, k, m, n, r).(Academic)
Write first and last name using a braillewriter or braillenote (Academic/DLS)
Write first and last name on bold line paper with a 20/20 pen.
Practice writing letters on bold lined paper going from left to right and top to bottom of page. (Academic/Visual Efficiency)

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

Read and using a braillewriter or braillenote, write letters of the alphabet and simple words containing these letters (a, c g, b, l, k, m, n, r).(Academic)
Using a braillewriter or braillenote, write first and last name (Academic/DLS)
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

Return to ELA and Math Standards