Oregon State Standards for Language Arts: Kindergarten

OR.1. Reading: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

1.1. Concepts of Print: Identify the front cover, back cover, and title page of a book.

1.2. Concepts of Print: Follow words read aloud from left to right and from top to bottom of the page.

1.3. Concepts of Print: Know that print is spoken words written down and has meaning.

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

1.5. Concepts of Print: Distinguish letters from words.

1.6. Concepts of Print: Recognize and name all upper and lower case letters.

1.7. Phonemic Awareness: Listen to spoken sentences and recognize individual words in a sentence.

1.8. Phonemic Awareness: Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).

1.9. Phonemic Awareness: Given a spoken word, produce another word that rhymes with it.

1.10. Phonemic Awareness: Listen to one-syllable words and tell the beginning and ending sounds.

1.11. Phonemic Awareness: Given oral sets like 'pan, pan, pen,' identify the first two as being the same and the third as different.

1.12. Phonemic Awareness: Given oral sets like 'sat, cap, run,' identify the first two as sharing a same sound.

1.13. Phonemic Awareness: Orally blend two to three spoken sounds into recognizable words (e.g., /a/t/=at; /c/a/t/=cat).

1.14. Phonemic Awareness: Orally segment single syllable spoken words into their components (e.g., cat=/c/a/t/).

1.15. Decoding and Word Recognition: Understand that as letters of words change, so do the sounds (alphabetic principle).

1.16. Decoding and Word Recognition: Learn most one-to-one letter sound correspondences.

1.17. Decoding and Word Recognition: Blend sounds to read one-syllable decodable words.

1.18. Decoding and Word Recognition: Recognize some words by sight, including a few very common ones (a, the, I, my, you, is, are).

OR.2. Reading: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

2.1. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to and experience a wide variety of children's literature including alphabet books, informational stories, classic and contemporary literature, and nursery rhymes.

2.2. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through discussions.

OR.3. Reading: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

3.1. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text.

3.2. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud.

3.3. Vocabulary: Identify and sort common pictures/words into basic categories (e.g., colors, shapes, foods).

3.4. Vocabulary: Describe common objects and events in both general (ball) and specific language (large red ball with stripes).

OR.4. Reading: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

4.1. Read to Perform a Task: Locate the title and the name of the author of a book.

4.2. Read to Perform a Task: Recognize and demonstrate familiarity with everyday print such as signs, notices, labels; newspapers; and informational books.

OR.5. Reading: Demonstrate general understanding of grade-level informational text across the subject areas.

5.1. Informational Text: Demonstrate General Understanding: Correctly answer simple questions about a text read aloud.

OR.6. Reading: Develop an interpretation of grade-level informational text across the subject areas.

6.1. Informational Text: Develop an Interpretation: Use pictures or portions of the text to make predictions about the text.

6.2. Informational Text: Develop an Interpretation: Connect the information in text to life experiences.

OR.7. Reading: Examine content and structure of grade-level informational text across the subject areas.

7.1. Informational Text: Examine Content and Structure: There are currently no kindergarten grade-level foundations for Informational Text: Examine Content and Structure.

2.3. Literary Text: Demonstrate General Understanding: Retell, reenact, dramatize, or draw stories or parts of stories.

2.4. Writing: Write most letters and some words when they are dictated.

2.5. Writing: Write some consonant-vowel-consonant words such as man, cat, and run (demonstrating the alphabetic principle).

2.6. Writing: Write (unconventionally) to express own meaning.

2.7. Writing: Produce or dictate writing that approximates natural or story language.

3.5. Conventions: Capitalization: There are currently no kindergarten grade-level foundations for Conventions: Capitalization.

3.6. Conventions: Handwriting: Write uppercase and lowercase letters of the alphabet independently, closely approximating the correct shape and placement of the letters.

5.3. Research Report Writing: There are currently no kindergarten grade-level foundations for Research Report Writing.