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 attends to communication and language from others.1
1. a
  Shows acknowledgment of complex comments or questions.1.a
2. b
  Is able to attend to longer, multi-turn conversations, either spoken or signed.1.b
2
Child understands and responds to increasingly complex communication and language from others.2
1. a
  Understands and responds (verbally and nonverbally) to complex statements, questions, and stories containing multiple phrases and ideas.2.a

3
Child varies the amount of information provided to meet the demands of the situation.3
1. a
  Uses language, spoken or sign, for a variety of purposes and can typically provide sufficient detail in order to get needs met from a variety of trusted adults.3.a
4
Child understands, follows, and uses appropriate social and conversational rules.4
1. a
  Maintains multi-turn conversations with trusted adults or other children by being responsive to the conversational partner in a variety of ways, such as by asking a question. 4.a
2. b
  With increasing independence, varies tone and volume of expression to match the social situation.4.b
5
Child expresses self in increasingly long, detailed, and sophisticated ways.5
1. a
  Communicates clearly enough to be understood by familiar and unfamiliar adults, but may make some pronunciation errors and some isolated grammatical errors.5.a
2. b
  Uses longer sentences, as well as sentences that are slightly more complex, such as “I need a pencil because this one broke.”5.b
3. c
  Can offer multiple pieces of information on a topic with increasing independence and answer simple questions.5.c
4. d
  Children who are dual language learners may use the language structure of the home language when speaking English, such as “I have a dog big.” 5.d

6
Child understands and uses a wide variety of words for a variety of purposes.6
1. a
  Shows a steady increase in vocabulary through the acquisition of words with increasing specificity and variety.6.a
2. b
  Shows repetition of new words offered by adults and may ask about the meaning of unfamiliar words.6.b
7
Child shows understanding of word categories and relationships among words. 7
1. a
  Demonstrates an increasingly sophisticated understanding of words and word categories with support, such as listing multiple examples of a familiar category or identifying words that have the same meaning (synonyms) and words that have opposite meanings (antonyms).7.a

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

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Early Learning Kindergarten Guidelines

Oregon