Where can I read the official document?

Oregon’s Early Learning and Kindergarten Guidelines and

K–12 Standards

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
Social-Emotional Development: By End of Kindergarten

PHONOLOGICAL AWARENESS

1
Child demonstrates awareness that spoken language is composed of smaller segments of sound. 1
1. a
  Demonstrates understanding of spoken words, syllables, and sounds (phonemes).1.a
2. b
  Recognizes and produces rhyming words.1.b
3. c
  Counts, pronounces, blends, and segments syllables in spoken words. 1.c
4. d
  Blends and segments the beginning sound in a word (onset) and the last letters of the word (rime) of single-syllable spoken words. For example, in the word “CAT”, the onset is “C” and the rime is “AT”.1.d
5. e
  Isolates and pronounces the beginning (initial), middle (medial) vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)1.e
6. f
  Adds or substitutes individual sounds (phonemes) in simple, one-syllable words to make new words.1.f

PRINT AND ALPHABET KNOWLEDGE

2
Child demonstrates an understanding of how print is used (functions of print) and the rules that govern how print works (conventions of print). 2
1. a
  Demonstrates understanding of the organization and basic features of print. 2.a
2. b
  Follows words from left to right, top to bottom, and page by page.2.b
3. c
  Recognizes that spoken words are represented in written language by specific sequences of letters.2.c
4. d
  Understands that words are separated by spaces in print.2.d
5. e
  Recognizes common types of texts (e.g., storybooks, poems).2.e
6. f
  With prompting and support, names the author and illustrator of a story and defines the role of each in telling the story. 2.f
3
Child identifies letters of the alphabet and produces correct sounds associated with letters.
1. a
  Names 18 uppercase and 15 lowercase letters.3.a
2. b
  Knows the sounds associated with several letters.3.b

COMPREHENSION AND TEXT STRUCTURE

4
Child demonstrates an understanding of narrative structure through storytelling/re-telling. 4
1. a
  With prompting and support, retells familiar stories, including key details.4.a
2. b
  With prompting and support, identifies the main topic and retells key details of a text.4.b
3. c
  With prompting and support, identifies characters, settings, and major events in a story4.c
4. d
  With prompting and support, describes the connection between two individuals, events, ideas, or pieces of information in a text.4.d
5. e
  With prompting and support, describes the relationship between illustrations and the story/ text in which they appear4.e
6. f
  With prompting and support, compares and contrasts the adventures and experiences of characters in familiar stories. 4.f
7. g
  With prompting and support, identifies basic similarities in and differences between two texts on the same topic.4.g
5
Child asks and answers questions about a book that was read aloud. 5
1. a
  With prompting and support, asks and answers questions about key details in a text.5.a
2. b
  Asks and answers questions about unknown words in a text.5.b
3. c
  Actively engages in group reading activities with purpose and understanding.5.c

WRITING

6
Child writes for a variety of purposes using increasingly sophisticated marks. 6
1. a
  Uses a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is … ). 6.a
2. b
  Uses a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. (6.b
3. c
  Uses a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.6.c
4. d
  With guidance and support from trusted adult, responds to questions and suggestions from peers and add details to strengthen writing as needed.6.d
5. e
  With guidance and support from trusted adult, explores a variety of digital tools to produce and publish writing, including in collaboration with peers.6.e
6. f
  Participates in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).6.f
7. g
  With guidance and support from an adult, recalls information from experiences or gathers information from provided sources to answer a question.6.g
8. h
  Demonstrates commands of the conventions of Standard English capitalization, punctuation, and spelling when writing. 6.h
9. i
  Capitalizes the first word in a sentence and the pronoun I.Recognizes and names end punctuation.6.i
10. j
  Writes a letter or letters for most consonant and short-vowel sounds (phonemes).6.j
11. k
  Spells simple words phonetically, drawing on knowledge of sound-letter relationships.6.k
12. l
  Demonstrates command of the conventions of Standard English grammar and usage when writing or speaking.6.l
13. m
  Prints many uppercase and lowercase letters. 6.m

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 and

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