Chicopee Public Schools
Language Strand
Kindergarten
 

1.      Students will use agreed-upon rules for informal and formal discussions in small and large group.

2.      Students will pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions and interviews in order to acquire new knowledge.

3.      Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed.

4.      Students will understand and acquire new vocabulary, and use it correctly in reading and writing.

5.      Students will analyze English grammar and usage, and recognize how its vocabulary has developed and been influenced by other languages.

6.      Student will describe, analyze, and use appropriately formal and informal English.

 

First Term Benchmarks
Kindergarten

Students will be able to:

1.1    Follow agreed-upon rules for discussion. (waiting one’s turn)

3.1    Give oral presentations about personal experiences or interests, using eye contact and clear enunciation.

3.2    Maintain focus on the topic.

4.1    Identify and sort common words into various classifications.(colors, shapes, textures).

4.2    Describe common objects and events in general and specific language.

5.1    Use language to express spatial and temporal relationships (up, down, before, after)

5.2    Recognize that the names of things can also be the names of actions (fish, swim, run)

6.1  Identify formal and informal language in stories, poems and plays.
 

Second Term Benchmarks
Kindergarten

Students will be able to:
Review/continue previous skills 

1.1    Follow agreed-upon rules for discussion. (raising one’s hand, waiting one’s turn, and speaking one at a time)

2.1    Contribute knowledge to class discussion in order to develop a topic for a class project.

4.1  Identify and sort common words into various classifications (colors, shapes, textures)

4.3    Describe common objects and events in general and specific language.

5.1    Use language to express spatial and temporal relationships (up down, before, after)

5.2  Recognize that the names of things can also be the names of actions (fish, dream, run).                                                                                  

 

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