Kind.+GLE's

Here are the Louisiana Kindergarten Grade Level Expectations.

**Language Arts **
1. Demonstrate understanding of phonemic awareness by doing the following: � creating rhyming words � demonstrating that a sequence of letters in a word represents the sequence of sounds heard or spoken in that word by repeating or saying the sounds in sequence heard or seen � identifying when words begin with the same sound � listening to three sounds (phonemes) and recognizing that two are the same � listening to and deleting or adding a beginning, a middle, or a final sound to a word � orally segmenting individual sounds (phonemes) in words that have two to five sounds � isolating and saying the beginning and final sounds (phonemes) of a spoken word � clapping/tapping to match each individual syllable of a spoken word (ELA-1-E1) 2. Demonstrate understanding of alphabetic principle by doing the following: � distinguishing and naming all uppercase and lowercase letters � identifying own first and last name (ELA-1-E1) 3. Demonstrate understanding of phonics by doing the following: � matching each consonant or short vowel sound to the appropriate letter � decoding simple one-syllable words (ELA-1-E1) 4. Recognize and understand words found in environmental print (ELA-1-E1) 5. Read books with predictable, repetitive text and simple illustrations (ELA-1-E1) 6. Identify that printed text is made up of sentences that begin with a capital letter and end with some type of punctuation (ELA-1-E2) 7. Demonstrate understanding of book and print concepts by doing the following: � locating front and back covers, title pages, and inside pages of a book � identifying periods, question marks, and exclamation marks and demonstrating knowledge that they are used at the end of a sentence � isolating individual words in print (ELA-1-E2) 8. Identify basic story elements, including simple plot sequences, setting, and simple character descriptions, in a favorite story using pictures and/or oral responses (ELA-1-E4) 9. Orally retell ideas and important facts in grade-appropriate texts read aloud by the teacher or read by the individual student (ELA-1-E5) 10. Answer questions about the important characters, setting, and events of a story (ELA-1-E5) 11. Describe the connections between life experiences and texts (ELA-1-E6) 12. Respond to stories, legends, songs, and other literature from diverse cultural and ethnic groups by participating in activities such as answering questions, role-playing, and drawing (ELA-6-E1) 13. Identify whether the type of text read aloud is a true story, a fictional story, a song, or a poem (ELA-6-E2) 14. Demonstrate understanding of information in texts read aloud using a variety of strategies, including: � making predictions using prior knowledge and pictures � using at least five pictures to sequence the events of a story � drawing conclusions from text � using pictures to resolve questions (ELA-7-E1) 15. Identify problems in texts and offer possible solutions (ELA-7-E2) 16. Describe the role of an author and an illustrator (ELA-7-E3) 17. Identify different emotions and feelings of authors by participating in activities such as role-playing, illustrating, and answering questions (ELA-7-E3) 18. Ask questions that demonstrate knowledge of character, setting, plot, and text type about texts read aloud (e.g., what, why, how) (ELA-7-E4) 19. Write using developmental/inventive spelling, supported by drawing or dictation to the teacher to express ideas (ELA-2-E1) 20. Create compositions by participating in shared writing activities (ELA-2-E1) 21. Use illustrations, developmental/inventive spelling, and appropriate vocabulary to write for a specific purpose and/or audience (ELA-2-E2) 22. Create simple text using prior knowledge by drawing, dictating to the teacher, and/or writing using developmental/inventive spelling (ELA-2-E3) 23. Use classroom resources (e.g., word walls, picture dictionaries, teachers, peers) to support a writing process (ELA-2-E3) 24. Actively discuss ideas and select a focus for group stories (ELA-2-E3) 25. Write informal notes, lists, letters, personal experiences, and stories using developmental/inventive spelling and pictures (ELA-2-E4) 26. Use rhyme and alliteration in group-shared writing activities (ELA-2-E5) 27. Use developmental/inventive spelling, supported by pictures, to represent a word or idea or to respond to a life experience or a text read aloud (ELA-2-E6) 28. Demonstrate an understanding of letter placement in text by writing letters and words from left-to-right and top-to-bottom on a page (ELA-3-E1) 29. Print all uppercase and lowercase letters (ELA-3-E1) 30. Print letters and words with proper figure grounding on a line and with appropriate spaces between words (ELA-3-E1) 31. Identify and use uppercase letters at the beginning of own first and last names (ELA-3-E2) 32. Write simple stories or life experiences using developmental/inventive spelling that shows knowledge of letter/sound correspondences (ELA-3-E5) 33. Initiate and sustain normal conversation on a specific topic with the teacher (ELA-4-E1) 34. Express feelings, needs, and ideas in complete sentences (ELA-4-E1) 35. Give and follow one- and two-step verbal and nonverbal directions without interrupting (ELA-4-E2) 36. Relate an experience or creative story in a logical sequence (ELA-4-E3) 37. Describe people, places, things (e.g., size, color, shape), locations, and actions from a story read aloud (ELA-4-E3) 38. Recite short poems, rhymes, and songs (ELA-4-E4) 39. Listen to and recite short poems and stories for an audience (ELA-4-E5) 40. Respond to video/film versions of a story read aloud through activities such as role-playing, illustrating, and discussing without interruption (ELA-4-E6) 41. Participate in designated roles within classroom activities, such as line leader, teacher helper, and calendar helper (ELA-4-E7) 42. Use a computer mouse to navigate the screen (ELA-5-E1) 43. Identify that a computer has a keyboard to enter information (ELA-5-E1) 44. Use technology to produce class work (ELA-5-E4) 45. Read and interpret a classroom schedule (ELA-5-E6)
 * Reading and Responding **
 * Standard 1 **
 * Standard 6 **
 * Standard 7 **
 * Writing **
 * Standard 2 **
 * Writing/Proofreading **
 * Standard 3 **
 * Speaking and Listening **
 * Standard 4 **
 * Information Resources **
 * Standard 5 **

Mathematics 1. Count by ones to 20 (N-1-E) (N-3-E) 2. Count a set of 20 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (N-1-E) (N-3-E) (A-1-E) 3. Use the ordinal numerals 1st through 10th to discuss positions in ordered lists (N-1-E) 4. Identify the numerals for the numbers 0 through 20 (N-1-E) (N-3-E) 5. Using a number line or chart, identify the numbers coming before/after a given number and between 2 given numbers (N-1-E) (N-3-E) (A-1-E) 6. Identify pennies, nickels, and dimes and their values using the cent sign (�) (N-1-E) (N-2-E) (N-6-E) (M-1-E) 7. Count forward and backward from a given number between 1 and 10 (N-3-E) 8. Compare sets containing 20 or fewer objects using the words //same/different// and //more/less/greater/fewer// (N-3-E) (N-1-E) 9. Use concrete objects to model simple real-life addition and subtraction problems (N-4-E) 10. Use operational vocabulary (//add, subtract, join, remove, take away, put together//) to explore sets of objects (N-5-E) 11. Use the words //same, different, equal, not equal, greater than//, and less than while using concrete objects for comparative models (A-1-E) 12. Model and act out story problems, physically or with objects, to solve whole number sentences with sums less than or equal to 6 (A-2-E) 13. Use vocabulary such as: //yesterday, today, tomorrow, hours, weeks//, names of days, names of months; sequence events; and identify calendars and clocks as objects that measure time (M-1-E) (M-2-E) (M-5-E) 14. Measure and estimate length and capacity using non-standard units (e.g., sticks, paper clips, blocks, beans) (M-2-E) (M-3-E) 15. Use comparative and superlative vocabulary in measurement settings (e.g., //longest, shortest, most, hottest, heaviest, biggest//) (M-3-E) (M-1-E) (M-2-E) 16. Name and identify basic shapes using concrete models (e.g., circles, squares, triangles, rectangles, rhombuses, balls, boxes, cans, cones) (G-2-E) (G-1-E) (G-4-E) (G-5-E) 17. Compare, contrast, and sort objects or shapes according to two attributes (e.g., shape and size, shape and color, thickness and color) (G-2-E) 18. Use words that indicate direction and position of objects and arrange an object in a specified position and orientation (e.g., between, behind, above) (G-3-E) 19. Investigate the results of combining shapes (using paper shapes, pattern blocks, tangrams, etc.) (G-3-E) (G-1-E) 20. Draw circles, squares, rectangles, and triangles (G-4-E) 21. Collect and organize concrete data using tally mark charts (D-1-E) 22. Collect and organize data in a simple bar graph using pictures or objects (D-1-E) (D-2-E) 23. Sort, represent, and use information in simple tables and bar/picture graphs (D-2-E) (D-3-E) 24. Recognize, copy, name, create, and extend repeating patterns (e.g., ABAB, AABB, ABBA) using concrete objects, shapes, pictures, numbers, and sounds (P-1-E) ** Science **
 * Number and Number Relations **
 * Algebra **
 * Measurement **
 * Geometry **
 * Data Analysis, Probability, and Discrete Math **
 * Patterns, Relations, and Functions **

Science as Inquiry The Abilities To Do Scientific Inquiry 1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-E-A1) 2. Pose questions that can be answered by using students� own observations and scientific knowledge (SI-E-A1) 3. Predict and anticipate possible outcomes (SI-E-A2) 4. Use the five senses to describe observations (SI-E-A3) 5. Measure and record length and temperature in both metric system and U.S. system units (SI-E-A4) 6. Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data (SI-E-A4) 7. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4) 8. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (SI-E-A6) 9. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7) Understanding Scientific Inquiry 10. Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E-B3) Physical Science Properties of Objects and Materials 11. Identify objects by using the senses (PS-E-A1) 12. Construct patterns by using color, size, and shape of objects (PS-E-A1) 13. Sort objects based on their properties (e.g., size, weight, texture) (PS-E-A1) 14. Determine whether objects are magnetic or nonmagnetic (PS-E-A1) 15. Create and separate mixtures (e.g., oil/water, rice/beans) (PS-E-A5) Position and Motion of Objects 16. Follow directions using vocabulary such as //front/back//, //above/below//, //right/left//, and //next to// (PS-E-B1) 17. Trace the motion of an object, such as a ball or toy car, as it rolls (PS-E-B3) 18. Sequence the relative order of the speed of various objects (e.g., snails, turtles, tricycles, bicycles, cars, airplanes) (PS-E-B3) Forms of Energy 19. Demonstrate and identify sounds as //soft// or //loud// (PS-E-C1) 20. Identify objects that give off heat, such as people, animals, and the Sun (PS-E-C3) Life Science Characteristics of Organisms 21. Record observations on the growth of plant seeds (LS-E-A1) 22. Classify objects in a variety of settings as //living (biotic)// or //nonliving (abiotic)// (LS-E-A2) 23. Compare the human body at various stages of development (LS-E-A3) 24. Compare the human body with plants and animals (LS-E-A3) 25. Identify easily observable variations within types of plants and animals (e.g., features of classmates, varieties of trees, breeds of dogs) (LS-E-A4) 26. Classify various foods into the major groups (e.g., bread, meat, vegetable, fruit) (LS-E-A6) 27. Determine which foods are superior for developing a healthy body (LS-E-A6) Life Cycles of Organisms 28. Observe life cycles and describe changes (e.g., humans, dogs, insects) (LS-E-B1) 29. Match models of baby animals with their parents (LS-E-B3) Earth and Space Science Properties of Earth Materials 30. Distinguish between areas of Earth covered by land and water (ESS-E-A2) 31. Identify the patterns in information recorded on a weather calendar (ESS-E-A4) Objects in the Sky 32. Discuss and differentiate objects seen in the day and/or night sky (e.g., clouds, Sun, stars, Moon) (ESS-E-B1)


 * Social Studies **

1. Identify a map and a globe as a representation of Earth (G-1A-E1) 2. Recognize the shape of Louisiana and the United States on maps and globes (G-1A-E2) 3. Demonstrate an understanding of directionality, position, and size by correctly using and responding to words such as //left, right, first, last, big, little// (G-1A-E2) 4. Create simple maps to identify the location of places in the home or classroom (G-1A-E3)
 * Geography **
 * The World in Spatial Terms **

Places and Regions
5. Identify the difference between land and water and locate both on a map or globe (G-1B-E1) 6. Describe people and places in the school and community (G-1B-E3) 7. Describe the daily weather (e.g., rainy, cold) (G-1C-E1)
 * Physical and Human Systems **

Environment and Society
8. Describe how seasonal changes affect people (e.g., in different seasons, people wear different kinds of clothing) (G-1D-E2) 9. Identify home and class rules, and the persons responsible for enforcement (C-1A-E1) 10. Identify governmental employees and their roles (e.g., postal workers, police) (C-1A-E2) 11. Identify reasons for home and classroom rules (C-1A-E7) 12. Identify responsibilities the student has at home and at school (C-1B-E2)
 * Civics **
 * Structure and Purposes of Government **
 * Foundations of the American Political System **

Roles of the Citizen
13. Describe the student�s role as a member of the family, class, and school (C-1D-E4) 14. Identify ways people use money to purchase goods (E-1A-E3) 15. Identify work people do and the name of related jobs at home and school (E-1A-E7) 16. Describe a situation illustrating a voluntary exchange (e.g., trading seats, exchanging books) (E-1A-E11) 17. Use words to describe the chronology of the school day (e.g., first, next, last) (H-1A-E1) 18. Identify ways in which people are alike and different (H-1A-E2) 19. Describe personal likes and dislikes (e.g., picture journals) (H-1A-E3) 20. Identify customs associated with national holidays (H-1C-E1)
 * Economics **
 * Fundamental Economic Concepts **
 * History **
 * Historical Thinking Skills **
 * Louisiana and United States History **