Common Planner
K–12 Standards

Language and Communication: By End of Kindergarten

Other Oregon Early Learning Kindergarten Guidelines sets

ATTENDING AND UNDERSTANDING

  • 1

    Child attends to communication and language from others.1

    1. a

      There is no corresponding CCSS for this goal.1.a

  • 2

    Child understands and responds to increasingly complex communication and language from others.2

    1. a

      Confirms understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.2.a

    2. b

      Asks and answers questions in order to seek help, get information, or clarify something that is not understood. (2.b

COMMUNICATING AND SPEAKING

  • 3

    Child varies the amount of information provided to meet the demands of the situation. 3

    1. a

      Describes familiar people, places, things, and events and, with prompting and supports, provides additional detail.3.a

    2. b

      Adds drawings or other visual displays to descriptions as desired to provide additional detail.3.b

  • 4

    Child understands, follows, and uses appropriate social and conversational rules. 4

    1. a

      Participates in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 4.a

    2. b

      Follows agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).4.b

    3. c

      Continues conversations through multiple exchanges.4.c

  • 5

    Child expresses self in increasingly long, detailed, and sophisticated ways.5

    1. a

      Demonstrates command of the conventions of Standard English grammar and usage when writing or speaking. 5.a

    2. b

      Uses frequently occurring nouns and verbs.5.b

    3. c

      Forms regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).5.c

    4. d

      Understands and uses question words (interrogatives) (e.g., who, what, where, when, why, how).5.d

    5. e

      Uses the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).5.e

    6. f

      Produces and expands complete sentences in shared language activities.5.f

    7. g

      Applies audibly and expresses thoughts, feelings, and ideas clearly.5.g

VOCABULARY

  • 6

    Child understands and uses a wide variety of words for a variety of purposes.6

    1. a

      Determines or clarifies the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.6.a

    2. b.

      Identifies new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). 6.b

    3. c

      Uses the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.6.c

    4. d

      With guidance and support from adults, explores word relationships and nuances in word meanings.6.d

    5. e

      Sorts common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.6.e

    6. f

      Demonstrates understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).6.f

    7. g

      Identifies real-life connections between words and their use (e.g., note places at school that are colorful).6.g

    8. h

      Distinguishes shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.6.h

    9. i

      Uses words and phrases acquired through conversations, reading and being read to, and responding to texts.6.i

  • 7

    Child shows understanding of word categories and relationships among words.7

    1. a

      With guidance and support from adults, explores word relationships and nuances in word meanings.7.a

    2. b

      Sorts common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.7.b

    3. c

      Demonstrates understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).7.c

    4. d

      Identifies real-life connections between words and their use (e.g., notes places at school that are colorful).7.d

    5. e

      Distinguishes shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.7.e

Frequently asked questions

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

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Keep exploring Early Learning Kindergarten Guidelines standards

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Early Learning Kindergarten Guidelines