Where can I read the official document?

Oregon’s Early Learning and Kindergarten Guidelines

Not Yet in Kindergarten
Social-Emotional Development: By Entry to Kindergarten
Approaches to Learning: By End of Kindergarten
Language and Communication: By End of Kindergarten
Literacy: By End of Kindergarten
Social-Emotional Development: By End of Kindergarten

1
Child manages emotions with increasing independence.P-ATL1
1. a
  Has an expanding range of strategies for managing emotions, both less intense emotions and those that cause greater distress.P-ATL1.4-5.a
2. b
  May still look to a trusted adult for support in managing the most intense emotions, but shows increasing skill in successfully using strategies suggested by adults.P-ATL1.4-5.b
2
Child follows rules and routines with increasing independence.P-ATL2
1. a
  With occasional reminders from a trusted adult, usually follows established rules and routines, such as following an end-of-lunch routine that includes putting away their plate, washing their hands, and lining up at the door to go outside.P-ATL2.4-5.a
3
Child appropriately handles and takes care of materials.P-ATL3
1. a
  Usually handles, takes care of, and manages materials, such as using them in appropriate ways.P-ATL3.4-5.a
4
Child manages actions, words, and behavior with increasing independence.P-ATL4
1. a
  Manages own actions, words, and behavior with occasional support from a trusted adult.P-ATL4.4-5.a

5
Child demonstrates an increasing ability to control impulses.P-ATL5
1. a
  Sometimes controls impulses independently and may self-sooth, while at other times needs support from a trusted adult.P-ATL5.4-5.a
6
Child maintains focus and sustains attention with minimal trusted adult support. P-ATL6
1. a
  With increasing independence, focuses attention on tasks and experiences for longer periods of time, despite interruptions or distractions.P-ATL6.4-5.a
7
Child persists in tasks.P-ATL7
1. a
  Frequently persists on preferred tasks. P-ATL7.4-5.a
2. b
  With or without the support of a trusted adult, sometimes persists on less-preferred activities, such as working to clean up an activity area.P-ATL7.4-5.b
8
Child holds information in mind and manipulates it to perform tasks. P-ATL8
1. a
  Holds an increasing amount of information in mind in order to successfully complete tasks.P-ATL8.4-5.a
9
Child demonstrates flexibility in thinking and learning.P-ATL9
1. a
  Demonstrates flexibility in thinking and behavior without prompting at times. Also responds consistently to a trusted adult’s suggestions to show flexibility in approaching tasks or solving problems, such as choosing a different toy when many children want to use the same one.P-ATL9.4-5.a

10
Child demonstrates initiative and independence. P-ATL10
1. a
  Frequently shows initiative, particularly when engaged in preferred activities.P-ATL10.4-5.a
2. b
  Demonstrates a willingness and capability to work independently for increasing amounts of time.P-ATL10.4-5.b
11
Child shows interest in and curiosity about the world around them.P-ATL11
1. a
  Independently and with the support of a trusted adult, seeks out new information and explores new play and tasks.P-ATL11.4-5.a

12
Child expresses creativity in thinking and communication. P-ATL12
1. a
  With prompting from a trusted adult, communicates creative ideas and actions. P-ATL12.4-5.a
13
Child uses imagination in play and interactions with others.P-ATL13
1. a
  Develops more elaborate imaginary play, stories, and other creative works with children and trusted adults.P-ATL13.4-5.a

What grade levels do these standards cover?: PRE-K
Where can I read the official document?: Oregon’s Early Learning and Kindergarten Guidelines

Keep exploring

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

Early Learning Kindergarten Guidelines

Oregon