TRANSITIONAL KINDERGARTEN Essential Standards

1 TRANSITIONAL KINDERGARTEN Essential Standards 1 Standards adopted from The Alignment of the california preschool learning foundations May 2014 with Key Early Education Resources and the CCSS for KINDERGARTEN TRANSITIONAL KINDERGARTEN children are learning while they are engaging in imaginative play, exploring the environment and materials, making discoveries, being inventive, and interacting with teachers or other adults. Teachers use best practices, curricular strategies, and instructional techniques that assist children in learning the knowledge and skills described in the Etiwanda School District TRANSITIONAL KINDERGARTEN Essential Standards .

2 The appropriate approach of teaching young children includes setting up environments, supporting children s self-initiated play, selecting appropriate materials, and planning and implementing teacher-guided learning activities. During every step in the planning for young children s learning , teachers have an opportunity to tap into rich learning opportunities that provide purposeful instructional activities that build language, self, and understanding of the world around them. DOMAINS DESCRIPTIONS Social-Emotional Self, which includes self-awareness and self-regulation, social and emotional understanding, empathy and caring, and initiative in learning Social Interaction, which focuses on interactions with familiar adults, peers, group participation, and cooperation and responsibility Relationships, which addresses attachments to parents, close relationships with teachers and caregivers, and friendships Language and Literacy Listening and Speaking, which includes language use and conventions, vocabulary, and grammar Reading, which covers concepts about print, phonological awareness, alphabetic and word/print recognition, comprehension and analysis of age-appropriate text.

3 And literacy interest and response Writing, which focuses on writing strategies, including the emergent use of writing and writing-like behaviors English Language Development The English-language development foundations are specifically designed for children entering preschool who speak a home language other than English. Listening, Speaking, Reading, and Writing Mathematics Building mathematical understanding through conceptual understanding, verbal, visual, and hands on manipulation of concepts. Number Sense, Algebra and Functions, Measurement, Geometry, and Mathematical Reasoning and Thinking Visual and Performing Arts Representation of the art disciplines of visual art, music, drama, and dance. Students will notice, respond, and engage in opportunities related to the interest, enjoyment, and interaction of methods and methods of art forms.

4 Physical Development Concepts, skills, and behaviors related to fundamental movement skills, perceptual-motor skills and movement concepts, and active physical play o Balance, locomotor skills, spatial awareness, directional, cardiovascular endurance, muscular strength, and flexibility Health Developmentally appropriate health concepts, skills, and behaviors related to Healthy habits, safety, and nutrition. History-Social Science Self and society, classroom citizenship, sense of time, sense of place, and economics Science Scientific inquiry, physical sciences, life sciences, and earth sciences TRANSITIONAL KINDERGARTEN Essential Standards 2 Standards adopted from The Alignment of the california preschool learning foundations May 2014 with Key Early Education Resources and the CCSS for KINDERGARTEN DOMAIN.

5 SOCIAL EMOTIONAL Standards STRANDS Self Self Awareness Compare their characteristics with those of others and display a growing awareness of their psychological characteristics, such as thoughts and feelings. Describe the characteristics of families. Describe and practice situations when it is appropriate to use Please, Thank you, Excuse me, and I m sorry. Self-Regulation Regulate their attention, thoughts, feelings, and impulses more consistently, although adult guidance is sometimes necessary. Social and Emotional Understanding Identify and express a variety of emotions. Empathy and Caring Respond to another s distress and needs with sympathetic caring and are more likely to assist. Make a plan to help family members at home.

6 Initiative in learning Take greater initiative in making new discoveries, identifying new solutions, and persisting in trying to figure things out. Social Interaction Interaction with Familiar Adults Participate in longer and more reciprocal interactions with familiar adults and take greater initiative in social interaction. Interaction with Peers More actively and intentionally cooperate and share with each other. Create more complex sequences of pretend play that involve planning, coordination of roles, and cooperation. Negotiate with each other, seeking adult assistance when needed, and increasingly use words to respond to conflict. Group Participation Participate positively and cooperatively as group members.

7 TRANSITIONAL KINDERGARTEN Essential Standards 3 Standards adopted from The Alignment of the california preschool learning foundations May 2014 with Key Early Education Resources and the CCSS for KINDERGARTEN STRANDS Cooperation and Responsibility Have growing capacities for self-control and are motivated to cooperate in order to receive adult approval and think approvingly of themselves. Relationships Close Relationships with Parents, Teachers and Caregivers Take greater initiative in seeking the support of their primary teachers and caregivers.

8 Identify trusted adults at home and at school. Friendships Friendships are more reciprocal, exclusive, and enduring. DOMAIN: LANGUAGE & LITERACY Standards STRANDS Listening and Speaking Language Use and conventions- Children extend their understanding and usage of language to communicate with others effectively Use language to communicate with others in both familiar and unfamiliar situations, for a variety of purposes, including reasoning, predicting, problem-solving, and seeking new information. Speak clearly enough to be understood by both familiar and unfamiliar adults and children. Use accepted language and style during communication with both familiar and unfamiliar adults and children.

9 Use language to construct extended narratives that are real or fictional. Vocabulary- Children develop age-appropriate vocabulary Understand and use an increasing variety and specificity of accepted words for objects, actions, and attributes encountered in both real and symbolic contexts ( use duck instead of bird ). Understand and use accepted words for categories of objects encountered in everyday life. Understand and use both simple and complex words that describe the relations between objects. TRANSITIONAL KINDERGARTEN Essential Standards 4 Standards adopted from The Alignment of the california preschool learning foundations May 2014 with Key Early Education Resources and the CCSS for KINDERGARTEN Grammar- Children develop age-appropriate grammar Understand and use increasingly complex and longer sentences, including sentences that combine two to three phrases or three to four concepts to communicate ideas.

10 Understand and typically use age-appropriate grammar, including accepted word forms, such as subject-verb agreements, progressive tense, regular and irregular past tense, regular and irregular plurals, pronouns, and possessives. STRANDS Reading Concepts about print- Children recognize conventions and understand that print carries specific meaning Display appropriate book-handling behaviors and knowledge of print conventions. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. Understand that print is something that is read and has specific meaning.