Illinois Kindergarten Standards - Illinois State Board Of .
Illinois Early Learning StandardsKINDERGARTENIllinois State Board of Education:Division of Early Childhood Education
“I’m delighted that kindergartenteachers throughout Illinois willhave this set of standards toguide their teaching. Standardsare tools to help teachers plancurriculum, set goals, andevaluate themselves and theirchildren. Used wisely andsensitively, the standards willhave a positive effect onteaching and learning inkindergarten classrooms.The challenge facing all of usis to apply these standardsin an individualized way andin a manner that willcreate opportunities for allchildren to succeed.”Samuel J. Meisels, Erikson Institute
Table of ContentsIntroduction.iiGuiding Principles .iiiDesign for Performance Standards . ivHow to Navigate . vLanguage Arts. 1Kindergarten Standards Index & ReferencesMathematics .19Kindergarten Standards Index & ReferencesScience .35Kindergarten Standards Index & ReferencesSocial Science .45Kindergarten Standards Index & ReferencesPhysical Development and Health .59Kindergarten Standards Index & ReferencesFine Arts .73Kindergarten Standards Index & ReferencesForeign Language .79Kindergarten Standards Index & ReferencesSocial/Emotional Development .85Kindergarten Standards Index & ReferencesKindergarten Benchmark Index Ages 5-6 . viiEarly Learning Benchmark Listing Ages 3-5 . xvProject Team and Field Test Participants . back coverIllinois Early Learning Standards — Kindergarteni
IntroductionThe Illinois Early Learning Standards Kindergarten, developed by the IllinoisState Board of Education with the assistance of hundreds of educators, werefirst introduced in draft form in September 2004. Among those playing amajor role in formulating the draft standards were the Chicago Public Schools,Dallas City School District, Decatur Public Schools, Regional Office of Education#27, Indian Prairie School District, and Rockford Public School District.“Standards are an essential first step for designing effectivecurricula since they represent an agreed upon agenda forteaching and learning. The Illinois Early Learning StandardsKindergarten are excellent because they recognize theinterconnectedness of emotional, social, cognitive, andphysical development and learning—the whole child. Likeall good standards, they should be used as the base forreflective teachers as they create learning experiences thatbuild on what children already know and capture theirinterest in learning.”Barbara BowmanPresident EmeritusErikson InstituteSince publication of the draft, hundreds of educators and parents, and a widearray of national, state and local experts, have commented on the standards.This final draft of the Illinois Early Learning Standards Kindergarten is asynthesis of their many views.The standards are organized to parallel in content the Illinois LearningStandards. Included are benchmarks for learning in Language Arts,Mathematics, Science, Social Science, Physical Development and Health,Fine Arts, Foreign Language, and Social/Emotional Development.The goal of the standards is to provide teachers and caregivers usefulinformation that is directly needed as part of their daily classroom work. Forthose who are interested, the complete Illinois Learning Standards may befound on the Illinois State Board of Education web site, www.isbe.net.ISBE acknowledges with great thanks the very thoughtful and knowledgeablecomments that have helped shape these standards. A list of contributingschool districts and early childhood programs appears on the back of thisdocument. There is no doubt that without this assistance, the standards wouldnot exist today.Kay HendersonDivision AdministratorEarly Childhood EducationIllinois State Board of EducationiiIllinois Early Learning Standards — Kindergarten
Guiding PrinciplesEarly learning and development are multi-dimensional; developmentaldomains are highly interrelated.Development in one domain influences development in other domains. Forexample, children’s language skills affect their ability to engage in socialinteractions. Therefore, developmental domains cannot be considered inisolation from each other. The dynamic interaction of all areas of developmentmust be considered. Standards and benchmarks listed for each domain couldalso be cited in different domains.Young children are capable and competent.All children are capable of positive developmental outcomes. Therefore, thereshould be high expectations for all young children, regardless of theirbackgrounds and experience.Children are individuals who develop at different rates.Each child is unique in the rate of growth and the development of skills andcompetencies. Some children may have a developmental delay or disability thatmay require program staff members to adapt expectations for individualchildren or adapt experiences so that children can be successful in achieving aparticular benchmark.Children will exhibit a range of skills and competencies in any domainof development.All children within an age group should not be expected to arrive at eachbenchmark at the same time or to show mastery to the same degree of proficiency.Knowledge of how children grow and develop, together withexpectations that are consistent with growth patterns, are essential todevelop, implement and maximize the benefits of educationalexperiences for children.Kindergarten teachers must agree on what they expect children to know andbe able to do within the context of child growth and development. With thisknowledge, kindergarten staff can make sound decisions about appropriatecurriculum for the group and for individual children.Young children learn through active exploration of their environmentin child-initiated and teacher-selected activities.Kindergarten educators recognize that children’s play is a highly supportivecontext for development and learning. The early childhood environment shouldprovide opportunities for children to explore materials, engage in activitiesand interact with peers and adults to construct their own understandingof the world around them. There should, therefore, be a balance of childinitiated and teacher-initiated activities to maximize learning.Families are the primary caregivers and educators of young children.Families should be aware of programmatic goals, experiences that should beprovided for children and expectations for their performance by the endof the kindergarten year. Program staff members and families should workcollaboratively to ensure that children are provided optimal learning experiences.Adapted from Preschool Curriculum Framework and Benchmarksfor Children in Preschool ProgramsIllinois Early Learning Standards — Kindergarteniii
Design forPerformance StandardsThe performance standards are classroom resources for voluntary use at thelocal level. They are not intended to replace the Illinois Learning Standards.Instead, they supplement them by providing sufficient detail and examples toenable teachers to establish appropriate grade-level performance expectationsfor students. The performance descriptors are a direct outgrowth of the stategoals for learning and provide additional detail at each grade level.GoalsLearning StandardsBenchmarksPerformance DescriptorsNew Standards. Performance Standards. (1997) Washington, DC: The NationalCenter on Education and the Economy.ivIllinois Early Learning Standards — Kindergarten
How To NavigateLANGUAGE ARTSMATHEMATICSFine ArtsState Goal 26: Through creating andperforming, understand how works of artare produced.Understand processes, traditional tool and moderntechnologies used in fine arts.Learning Standard A3SCIENCEBENCHMARKS26.A.Ka — Dance: Participate in dance and creative.SOCIAL SCIENCE26.A.Kb — Drama: Participate in drama activities movement activities.426.A.Kc — Music: Participate in music activities by identifying a varietyof sounds and sound sources (e.g. instrumental, voices andenvironmental sounds).PHYSICAL DEVELOPMENT AND HEALTH26.A.Kd — Visual Arts: Participate in the visual arts. Identify media andtools used in painting, drawing, and constructing.DESCRIPTORSPantomime the actions of aleaf falling, a ball bouncing or abird flying.Use musical instrument tocreate a mood to go along with apuppet show or creative dance.Make up a drama aboutsomething they studied or visited,such as a circus or a trip tothe zoo.Draw or paint the way they feelwhen they are happy.5FINE ARTSLearning Standard BApply skills and knowledge necessary to create andperform in one or more of the arts.FOREIGN LANGUAGEBENCHMARKS26.B.Ka — Use a variety of materials to explore and express ideas.26.B.Kb — Listen to, sing or play a variety of music representing diversecultures and styles.26.B.Kc — Create or perform story elements and characterizations.SOCIAL/EMOTIONAL DEVELOPMENTDESCRIPTORSConstruct a sculpture from woodpieces, fabric and foil.Sing songs from different cultures.241.12Make up a drama aboutsomething they studied or visited,such as the circus or the zoo.Illinois Early Learning Standards — Kindergarten 2006Subject or Learning Area4.is listed at the top of each page.There are 8 learning areascomprising eight sections ofthe book.2.3.an objective means of evaluatinga student’s progress. Thebenchmarks are unique tokindergarten children, just as theIllinois Early Learning Standardsare unique to preschoolchildren, and the Illinois LearningStandards unique to childrenolder than kindergarten.State Goal provides an overviewof the subject or learning area.Goals are the most generalstatements about learning. Thestate goals are consistent forall grade levels, prekindergartenthrough high school.Learning Standards arealigned under each goal anddefine what students shouldknow and be able to do. Likethe state goals, the learningstandard remains the same forall grade levels, prekindergartenthrough high school.Illinois Early Learning Standards — KindergartenBenchmarks provide teachers5.Descriptors are classroomresources for voluntary use atthe local level. They are notintended to replace the IllinoisLearning Standards. Instead,they supplement them byproviding sufficient detail andexamples to enable teachersto establish appropriategrade-level performanceexpectations for students.v
“I have found thesestandards to be veryappropriate & easy tocoordinate with mycurrent curriculum. I havepassed them on to theother kindergartenteachers in my district &“I am so glad that we have thesestandards since we don’thave a specific curriculum. It’s greatto have these guidelines.”my curriculum director.Thank you so much forestablishing these tohelp preserve whatkindergarten is supposedto be.”“I think posting the standards by students’ work is a great idea. It has to be goodfor our credibility as professionals -- sometimes others in the building see whatwe do as unimportant -- “just play” -- but we have a lot going on with every activity.”“I used the book of Early Learning Standardswhen I was being observed by my Principal.I was able to give her all the benchmarksthat went with everything that I taught. It isreally helpful. Also, again, it made me moreaware of what I am teaching that goes withthe State Goals.”“The standards areideal for rookiesand veterans whohave moved tokindergarten as towhat they shouldstrive to help atypical kindergartnerachieve.”viIllinois Early Learning Standards — Kindergarten
LANGUAGE ARTSLanguage ArtsState Goal 1: Read with understandingand fluency.MATHEMATICSLearning Standard AApply word analysis and vocabulary skills tocomprehend selections.1.A.KbDemonstrate understanding of concepts about books(i.e., front and back, turning pages, knowing wherea story starts, and viewing page on left before pageon right).1.A.KcDemonstrate understanding of concepts about print(i.e., words, letters, spacing between words, and leftto right).1.A.KdDemonstrate phonological awareness (i.e., rhymesand alliterations).1.A.KeDemonstrate phonemic awareness (i.e., segmentingand blending syllables and phonemes, andsubstituting sounds).1.A.KfDemonstrate alphabet knowledge (i.e., recognizesletters and their most common sounds).1.A.KgRead one syllable and high frequency words.PHYSICAL DEVELOPMENT AND HEALTHUnderstand that pictures and symbols have meaningand that print carries a message.SOCIAL SCIENCE1.A.KaSCIENCEBENCHMARKSRecognize a series of words thathave the same beginning sound.Understand that printed materialsprovide information.Blend sounds orally to form words.Identify the front cover, backcover, and title page of a book.Segment words heard orally intoseparate sounds.Orally manipulate phonemes inwords by omitting, adding andsubstituting sounds to form newwords (e.g., man, can, and Dan).Recognize that sentences in printare made up of separate words.Blend consonant-vowel-consonantsounds aloud to make words.Distinguish letters from words.Recognize and name all capitaland lowercase letters of thealphabet.SOCIAL/EMOTIONAL DEVELOPMENTFollow words from left to rightand from top to bottom on theprinted page.Say rhyming words in response toan oral prompt.FOREIGN LANGUAGERetell a story pointing to words ina book.FINE ARTSDESCRIPTORSRead high frequency wordsby sight.Illinois Early Learning Standards — Kindergarten1
LANGUAGE ARTSLanguage ArtsState Goal 1: Read with understanding and fluency.(continued)MATHEMATICSLearning Standard BApply reading strategies to improve understandingand fluency.BENCHMARKSSCIENCESOCIAL SCIENCE1.B.KaMake predictions based on cover, title, and pictures.1.B.KbConnect text to prior experiences and knowledge.1.B.KcEngage in shared/independent reading of familiarpredictable text.DESCRIPTORSPHYSICAL DEVELOPMENT AND HEALTHUse pictures and text to makepredictions about what willhappen next.Participate in reading offamiliar text.Read a familiar text independently.Relate text to personal experiences.Learning Standard CComprehend a broad range of reading materials.BENCHMARKSFINE ARTSFOREIGN LANGUAGE1.C.KaRetell information from a story.1.C.KbRespond to simple questions about reading.1.C.KcCompare/contrast a variety of literary works.1.C.KdDemonstrate understanding that different text formsare used for different purposes.1.C.KeDemonstrate understanding of literal meaning ofstories by making comments.DESCRIPTORSSOCIAL/EMOTIONAL DEVELOPMENTDramatize, retell, or dictate whathas been learned.Recognize the style ofvarious authors/illustrators.Respond appropriately toquestions about the text.Describe the similarities anddifferences among multipleversions of the same story.Compare and contrast a varietyof literary works (e.g., fiction andnon-fiction stories, poetry, andnursery rhymes).2Identify the use of different textforms, such as magazines, notes,lists, letters, and storybooks.Illinois Early Learning Standards — Kindergarten
LANGUAGE ARTSState Goal 2: Read and understandliterature representative of various societies,eras, and ideas.MATHEMATICSLearning Standard AUnderstand how literary elements and techniques areused to convey meaning.BENCHMARKSSCIENCE2.A.KUnderstand the structure of a story.SOCIAL SCIENCEDESCRIPTORSDiscuss and draw pictures toportray characters, settings, andevents in stories.PHYSICAL DEVELOPMENT AND HEALTHLearning Standard BRead and interpret a variety of literary works.BENCHMARKS2.B.KaRecognize narrative, informational texts and rhymes.2.B.KbShow independent interest in and knowledge aboutbooks and reading.2.B.KcComprehend and respond to fiction and non-fiction.DESCRIPTORSFINE ARTSInvestigate picture books,nursery rhymes, fairy tales, poems,legends, etc.Take initiative to self-select books.Distinguish between fiction andnon-fiction.FOREIGN LANGUAGESOCIAL/EMOTIONAL DEVELOPMENTIllinois Early Learning Standards — Kindergarten3
LANGUAGE ARTSLanguage ArtsState Goal 3: Write to communicate for avariety of purposes.MATHEMATICSLearning Standard AUse correct grammar, spelling, punctuation, capitalization,and structure.SCIENCEBENCHMARKSSOCIAL SCIENCE3.A.KaWrite upper and lowercase letters.3.A.KbWrite words based on how they sound, using initialconsonants and some ending sounds.3.A.KcBegin to write simple sentences.DESCRIPTORSPHYSICAL DEVELOPMENT AND HEALTHWrite first and last nameusing correct upper andlowercase letters.Use developmental spelling toconstruct sentences of three ormore words.Use developmental spelling toconstruct words.Experiment with basic componentsof writing (e.g., capital letters,punctuation, and directionality).Learning Standard BCompose well-organized and coherent writing for specificpurposes and audiences.FINE ARTSBENCHMARKS3.B.KRepresent stories through pictures, dictation, writtenwords, and play.FOREIGN LANGUAGEDESCRIPTORSUse various approaches to writea story (e.g., pictures, scribbles,and letter approximations).Attempt to write text that isrelated to the picture.SOCIAL/EMOTIONAL DEVELOPMENTLearning Standard CCommunicate ideas in writing to accomplish a varietyof purposes.4Illinois Early Learning Standards — Kindergarten
LANGUAGE ARTSBENCHMARKS3.C.KUse drawing and writing to convey meaning andprovide information.MATHEMATICSDESCRIPTORSExperiment with different formsof writing (e.g., lists, notes,stories, notes, and letters).SCIENCEState Goal 4: Listen and speak effectivelyin a variety of situations.SOCIAL SCIENCELearning Standard AListen effectively in formal and informal situations.PHYSICAL DEVELOPMENT AND HEALTHBENCHMARKS4.A.KaListen attentively to stories read aloud.4.A.KbFollow 2-3 step directions accurately.4.A.KcRespond appropriately to information and ideasconveyed orally.DESCRIPTORSRelate response topersonal experiences.Ask and answer questions relatedto the story or topic.Make statements related to thediscussion topic, as appropriate.FINE ARTSShow interest in listening to anddiscussing storybooks.Complete a 2-3 step task basedon oral instruction.FOREIGN LANGUAGESOCIAL/EMOTIONAL DEVELOPMENTIllinois Early Learning Standards — Kindergarten5
LANGUAGE ARTSLanguage ArtsState Goal 4: Listen and speak effectively in a varietyof situations. (continued)MATHEMATICSLearning Standard BSpeak effectively using language appropriate to thesituation and the audience.BENCHMARKSSCIENCESOCIAL SCIENCE4.B.KaUse language to communicate needs and wants.4.B.KbUse expanded language and vocabulary for a varietyof purposes.4.B.KcExplain past events with accurate detail.DESCRIPTORSRecall recent events.Attempt to use new vocabulary.PHYSICAL DEVELOPMENT AND HEALTHRelay needs withappropriate language.Convey events in logical order.FINE ARTSLocate, organize and use information from varioussources to answer questions, solve problems, andcommunicate ideas.Respond usingcomplete sentences.State Goal 5: Use the language arts toacquire, assess, and communicate information.Learning Standard AFOREIGN LANGUAGEBENCHMARKS5.A.KSeek answers to questions through active exploration.DESCRIPTORSSOCIAL/EMOTIONAL DEVELOPMENTBegin to bra
array of national, state and local experts, have commented on the standards. This final draft of the Illinois Early Learning Standards Kindergarten is a synthesis of their many views. The standards are organized to parallel in content the Illinois Learning Standards. Included are benchmarks for learning in Language Arts,
benefit from starting a kindergarten program later. Where can I get advice on the best time to start kindergarten? If you are unsure about the best time for your child to start a kindergarten program, ask a kindergarten educator for advice. Find out how the kindergarten program can support your child. Meet with the principal or a teacher at the
ment Survey. The state required all kindergarten teachers to use this kindergar-ten entry assessment statewide for the irst ime in the 2017/18 school year. The Kindergarten Individual Development Survey is an observaional assessment performed by teachers. Illinois kindergarten teachers receive a one-day training
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Kindergarten Handbook for Parents 2 PHILOSOPHY The kindergarten program in the Plano Independent School District has been developed within Texas Education Agency guidelines. The program is uniquely adapted to meet the needs and interests of the kindergarten child. The kindergarten program is designed to promote children's knowledge and skills
year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate” (Education Code Section 48000[d]). School districts are required to begin phasing in transitional kindergarten in the 2012-13 school year. This planning guide focuses on the first kindergarten year, referred to as TK.
district preschool program as measured by kindergarten progress reports completed by their kindergarten teachers at the conclusion of the first semester. Definition of Terms The terms listed below will clarify any misunderstandings within the study: Full-time kindergarten- children attend kindergarten in an elementary
kindergarten skills including science, phonics, reading and math. Kindergarten Welcome to Carnival Marvel! Step right up to play 6 learning games that teach over 45 essential reading and math skills for kindergarten. Dora the Explorer ¡Hola! Help Dora and Boots rescue animals and learn 45 pre-kindergarten and kindergarten skills! ¡Vamonos .
Engineering Graphics & Design (EGD) NOTE: Information as on 15 November 2020. ENGINEERING GRAPHICS AND DESIGN. GRADE 10 . GRADE 11; GRADE 12 . General drawing principles: Use/care/dangers of drawing instruments, line types, line work, lettering, dimensioning etc. The Grade 10 contentremains applicable. The Grade 10 contentremains applicable. Free-hand drawing. Free-hand drawing techniques. The .
