Kindergarten - EALRs, GLEs and/or Benchmarks
Understanding the EALRs and GLEs Kindergarten EALRs/GLEs:
Reading
Mathematics
Writing
Science
Communications Kindergarten EALRs/Benchmarks:
Social Studies
Arts
Health & Fitness [click here for Kindergarten pdf version]
READING In kindergarten, students understand and apply concepts of print, phonological, and phonemic awareness. They expand their oral language skills and gain meaningful vocabulary for reading. Students demonstrate comprehension through a variety of responses when listening to or viewing informational and literary text. They are interested in a variety of books. Reading EALR 1: The student understands and uses different skills and strategies to read. | Component 1.1: Use word recognition skills and strategies to read and comprehend text. |
1.1.1 Understand and apply concepts of print.
• Use directionality when listening to or following text.
• Identify front cover, back cover, and title of books.
• Recognize that print represents spoken language (e.g., environmental print and own name).
• Recognize letters and spaces between words. 1.1.2 Understand and apply phonological awareness and phonemic awareness.
• Substitute auditorially one phoneme for another to make a new word (e.g., beginning and ending sounds; oddity tasks).
• Discriminate auditorially rhyme and identify rhyming words in response to an oral prompt.
• Manipulate and segment words orally by onset and rime.
• Segment and blend two and three phoneme words orally. 1.1.3 Apply understanding of oral language skills to develop reading skills.
• Participate orally in discussions/interactions (e.g., contribute descriptions, explanations, and details) when listening to stories read aloud and/or during shared reading. 1.1.4 Apply understanding of phonics.
• Identify letters of the alphabet.
• Identify common consonant sounds and short vowel sounds.
• Use common consonant sounds with short vowel sounds to decode three- and four-letter words.
• Use knowledge of phonics to read unfamiliar words in isolation and in context. | Component 1.2: Use vocabulary (word meaning) strategies to comprehend text. |
1.2.1 Understand how to use resources to learn new word meanings.
• Use simple resources with teacher guidance (e.g., picture dictionaries). 1.2.2 Apply vocabulary strategies in grade-level text.
• Use oral language structure, letters, and pictures to predict and confirm word meaning with teacher guidance.
• Use prior knowledge and context in read aloud and/or shared reading to predict meaning of unfamiliar words. | Component 1.3: Build vocabulary through wide reading. |
1.3.1 Understand and apply new vocabulary.
• Use oral vocabulary gained through listening to a variety of read alouds from informational/expository text and literary/narrative text, including text from a variety of cultures and communities. 1.3.2 Understand and apply content/academic vocabulary.
• Use content/academic vocabulary during class discussions. Component 1.4: Apply word recognition skills and strategies to read fluently. |
1.4.1 Know common sight words appropriate to grade-level.
• Read selected sight words in isolation/lists.
• Recognize common sight words in text.
Reading EALR 2: The student understands the meaning of what is read.
| Component 2.1: Demonstrate evidence of reading comprehension. |
2.1.1 Understand how to ask questions about text.
• Ask and answer questions before, during, and after read aloud and/or shared reading. 2.1.2 Understand how to create mental imagery.
• Compose visual images from what is read aloud and/or during shared reading. (e.g., draw a picture to represent something that was read in a story). 2.1.3 Understand that some parts of the text are more important than others.
• Identify important parts of informational/expository text and literary/narrative text in a group discussion. 2.1.4 Understand how to use prior knowledge.
• Make connections or identify similarities between self and text from a variety of cultures and communities after read alouds and/or shared reading. 2.1.5 Understand how to infer/ predict meaning.
• Use pictures and culturally relevant text read aloud and/or during shared reading to predict what will happen next; support predictions using information from the text.
• Make inferences orally before, during, and after hearing a story using prior knowledge, story structure, and prediction. | Component 2.2: Understand and apply knowledge of text components to comprehend text. |
2.2.1 Understand story sequence.
• Retell familiar stories using a beginning, middle, and end. (Note: Story telling order can differ between cultures. For example, in some cultures the end of the story is told first. ) 2.2.2 Understand features of printed text and electronic sources.
• Identify page numbers and titles in text.
• Identify and use icons. 2.2.3 Understand story elements.
• Identify story elements of character, setting, and important events with teacher guidance. | Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. |
2.3.1 Understand similarities within and between informational/expository text and literary/narrative text.
• Identify similarities in characters and settings within and between culturally relevant literary/narrative texts read aloud and/or during shared reading.
• Identify common information about a topic within and between texts (e.g., all birds in the text build their nests on the ground). 2.3.2 Understand concept of categories.
• Sort objects by various attributes such as color, size, and purpose.
• Orally sort words by various attributes (e.g., food, animals, colors, shapes). | Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text. |
2.4.1 Understand how to give personal responses and make connections to text.
• Generate a personal response or make connections to text based on a teacher prompt using information from a culturally relevant read aloud and/or shared reading. 2.4.2 Understand purposes of simple text.
• Identify the purpose of everyday printed materials (e.g., signs, labels, newspapers, story books, lists, etc.).
Reading EALR 3: The student reads different materials for a variety of purposes.
| Component 3.1: Read to learn new information. |
3.1.1 Understand that resources contain information needed to answer questions and solve problems.
• Listen to and talk about information from a variety of types of informational/expository text.
• Participate in whole-group discussions to generate questions and listen to informational/expository text for answers to those questions. | Component 3.2: Read to perform a task. |
3.2.1 Understand that signs and labels convey information.
• Explain the meaning of labels and environmental print. | Component 3.4: Read for literary/narrative experience in a variety of genres. |
3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.
• Listen to and discuss a variety of literature representing different perspectives of family, friendship, culture and tradition and generate a personal response. 3.4.2 Understand traditional and contemporary literature written in a variety of genres.
• Listen to and provide a personal response to literature including culturally relevant texts from a variety of genres by drawing, performing, and explaining. 3.4.3 Understand that literature represents different cultures and traditions.
• Identify and discuss the culture and/or traditions represented in a story (with teacher guidance).
Reading EALR 4: The student sets goals and evaluates progress to improve reading.
| Component 4.2: Develop interests and share reading experiences. |
4.2.1 Understand how readers choose books.
• Choose books and share with others with teacher guidance. Return to top of page
MATHEMATICS Math EALR 1: The student understands and applies the concepts and procedures of mathematics. | Component 1.1: Understand and apply concepts and procedures from number sense. |
Number and numeration
1.1.1 Understand the concept of number.
• Count to at least 31.
• Represent a number to at least 10 in different ways (e.g., numerals, spoken words, pictures, physical models).
• Show that the last count word names the quantity of the set (cardinality) (i.e., when counting fingers on a hand “one, two, three, four, five,” the “five” says how many fingers there are).
• Identify the base ten digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9.
• Explain how numbers are used and give examples (e.g., to count, to order). 1.1.2 Understand sequential relationships among whole numbers.
• Tell what number comes before or after a given number.
• Use comparative language (e.g., less than, more than, equal to) to compare numbers to at least 20.
• Use a known quantity to at least 10 (benchmark) to compare sets (e.g., sets of counters).
• Identify the ordinal position of objects at least through tenth (e.g., first, second …). Computation
1.1.5 Understand the meaning of addition.
• Express stories involving addition (e.g., join) with models, pictures, and symbols.
• Use addition in the classroom environment (e.g., tables and chairs in the classroom). | Component 1.2: Understand and apply concepts and procedures from measurement. |
Attributes, units, and systems
1.2.1 Understand and apply appropriate terminology to compare attributes.
• Use comparative vocabulary to describe objects (e.g., longer/shorter, heavier/lighter, nearer/further, thicker/thinner, shorter/taller).
• Use terms to describe the duration of events (e.g., long time or short time).
• Identify and sort objects based on an attribute (e.g., color, shape, texture). Procedures, precision, and estimation
1.2.4 Understand and apply procedures to measure with non-standard units.
• Use non-standard units to measure (e.g., paper strips, cubes, beans, hand widths).
• Explain how to use a non-standard unit to measure a given length (e.g., length of a table, width of a desk). | Component 1.3: Understand and apply concepts and procedures from geometric sense. |
Properties and relationships
1.3.2 Know the characteristics of familiar objects.
• Describe familiar objects based on characteristics (e.g., big, small, like a box).
• Sort objects in their environment by characteristics (e.g., cans, balls, boxes, red, blue).
• Describe objects using comparative language (e.g., bigger, taller, shorter, smaller). Locations and transformations
1.3.3 Understand the relative position of objects in the environment.
• Describe the location of an object relative to another (e.g., in, out, over, under, behind, above, below, next to, etc.).
• Identify where a three-dimensional object is located relative to another given object (e.g., where the eraser is relative to the desk). | Component 1.4: Understand and apply concepts and procedures from probability and statistics. |
Statistics
1.4.3 Understand how data can be collected and organized.
• Use physical objects or pictures to build bar graphs.
• Organize objects into groups before counting them. 1.4.5 Understand how a display provides information.
• Answer questions about graphs (e.g., how many cats? How many dogs?). | Component 1.5: Understand and apply concepts and procedures from algebraic sense. |
Patterns, functions, and other relations
1.5.1 Know how to recognize patterns.
• Identify and extend patterns (e.g., ABAB, green-green-blue, counting).
• Create an AB pattern. Symbols and representations
1.5.3 Understand the concepts of equality and inequality.
• Use physical objects to model language (e.g., same, different, equal, not equal, more, less).
• Model/act out story problems to solve whole number equations and inequalities (e.g., there are three kids and two have three crayons, one has two crayons. How can you make it so all kids have the same number of crayons?).
Math EALR 2: The student uses mathematics to define and solve problems. Component 2.1: Understand problems
Example: A classroom needs a playground ball for each student in the class. The class has fewer playground balls than are needed. |
Understand problems
2.1.1 Understand how to define a problem in a familiar situation with teacher guidance.
• State information presented in teacher-led discussion to determine if there is a problem that needs an answer (e.g., a classroom activity requires a playground ball for each student. There are some balls available in the classroom).
• State the problem in own words (e.g., are there enough playground balls? If not, how do we get enough for the class?).
• Generate questions that would need to be answered in order to solve the problem (e.g., how many balls are in the classroom? How many more do we need?).
• Identify known and unknown information with teacher guidance (e.g., known ─ the number of students in the class, and the number of balls needed; unknown ─ the number of additional playground balls needed). | Component 2.2: Apply strategies to construct solutions. |
2.2.1 Understand how to create a plan to solve a problem with teacher guidance.
• Gather and organize categorical data (e.g., in a teacher-led activity, create a two-column chart ─ one column for student names and tally marks in the other to represent which students are assigned a ball). 2.2.2 Apply mathematical tools to solve the problem with teacher guidance.
• Use appropriate tools to find a solution (e.g., draw pictures, use chart to count how many empty spaces there are for the playground balls).
• Recognize when an approach is unproductive and try a new approach.
Math EALR 3: The student uses mathematical reasoning.
Component 3.1: Analyze information.
Example: A classroom needs a playground ball for each student in the class. The class has fewer playground balls than are needed. |
3.1.1 Understand how to compare information presented in familiar situations with teacher guidance.
• Restate understanding of the situation (e.g., each student requires a playground ball; there are not enough in the classroom).
Component 3.2: Make predictions, inferences, conjectures, and draw conclusions. 3.2.1 Understand how to make a reasonable prediction based on the information given in a familiar situation.
• Predict a numerical solution for a problem (e.g., guess how many more playground balls are needed). | Component 3.3: Verify results. |
3.3.1 Understand how to justify results using evidence.
• Use tools (e.g., tally marks, physical models, words) to check for reasonableness of an answer (e.g., line up students; pass out the playground balls to students to see how many students do not receive one).
• Check reasonableness of an estimation by acting it out, using pictures, or physical models.
Math EALR 4: The student communicates knowledge and understanding in both everyday and mathematical language.
| Component 4.2: Organize, represent, and share information. |
4.2.1 Understand how to organize information to communicate to a given audience with teacher guidance.
• Use a two-column chart to organize data (e.g., one column for student names and tally marks in the other to represent which students are assigned a ball) for the classroom with teacher guidance.
• Use physical objects or pictures to build bar graphs to answer a question generated by the class (e.g., how many of each kind of pet do we own?). 4.2.2 Understand how to communicate or represent ideas or information using mathematical language or notation.
• Explain or represent ideas using mathematical language from:
o Number sense (e.g., numbers 1 to 10)
o Measurement (e.g., compare objects to describe relative size)
o Geometric sense (e.g., name objects based on their characteristics ─ I have four equal sides, what am I?)
o Algebraic sense (e.g., create a pattern such as AB).
Math EALR 5: The student understands how mathematical ideas connect within mathematics, to other subject areas, and to real-life situations.
| Component 5.1: Relate concepts and procedures within mathematics. |
5.1.1 Understand how to use concepts and procedures from any two of the content components from EALR 1 in a given problem or situation.
• Organize data collections (e.g., bar graph, sorted groups) and compare data using comparative language.
• Sort objects based on chosen attribute and create a simple AB pattern using the sorted objects. 5.1.2 Understand how to recognize and create equivalent mathematical models and representations in familiar situations.
• Identify different representations of a number to 20 (e.g., numerals, pictures, physical models).
• Express stories involving addition (e.g., join) with models, pictures, and symbols. | Component 5.2: Relate mathematical concepts and procedures to other disciplines. |
5.2.1 Apply and analyze the use of mathematical patterns and ideas in familiar situations in other disciplines.
• Describe how math is used in science when a number of objects are needed for an experiment or measurement is used to illustrate change.
• Identify patterns in a piece of artwork. | Component 5.3: Relate mathematical concepts and procedures to real-world situations. |
5.3.1 Understand how mathematics is used in everyday life.
• Generate examples of mathematics in everyday life:
o counting (e.g., the number of people ahead of us in a line);
o sorting things (e.g., grouping socks by color in order to match them up);
o comparing things (e.g., who has the biggest piece of cake for dessert, or who is tallest/shortest in the family);
o pointing out patterns (e.g., in clothing, fence posts, designs on buildings).
• Identify objects based on a description of their geometric attributes (e.g., buildings have sides; some windows are shaped like a rectangle).
• Describe the location of objects relative to each other (e.g., in, out, over, under, school bus stops next to each other). Return to top of page
WRITING
In kindergarten, students use pictures and print to convey meaning. They realize that ideas and thoughts are communicated in symbols. Students learn to form letters and show increasing knowledge of letters, sounds, and patterns. They copy signs, labels, names, and words in environmental print. They draft simple sentences, often with the same structure repeated within a piece or used in several pieces. As they choose to write for their own satisfaction, much of their writing will be about themselves, their families, pets, and friends. Writing EALR 1. The student understands and uses a writing process. | Component 1.1: Prewrites to generate ideas and plan writing. |
1.1.1 Uses pictures and talk for thinking about and planning writing
• Uses drama, visuals, and concrete objects (e.g., puppets, toys) to plan writing
• *Uses multicultural literature (fiction and nonfiction) to stimulate ideas * NOTE--The reading aloud of quality multicultural literature is an ongoing practice throughout all grades. It not only stimulates ideas, it also provides students with examples of exemplary writing. | Component 1.2: Produces draft(s). |
1.2.1 Produces a draft of words, captions, and/or sentences
• Writes a caption or sentences to explain a drawing
• Labels pictures | Component 1.3: Revises to improve text. |
1.3.1 Understands that writing can be changed
• Finds something that can be improved in own and others’ writing
• Adds details to change drawing and writing to better represent ideas (e.g., adds clothing to change drawing of self) | Component 1.4: Edits text. |
1.4.1 Understands that there are conventions of punctuation and capitalization in writing
• Calls out places where ending punctuation and capitalization are needed during shared writing
• Works with partner to edit writing for punctuation and capitalization | Component 1.5: Publishes text to share with an audience. |
1.5.1 Publishes own writing
• Shares published work (e.g., card for family member, drawing for bulletin board, author’s chair, class books) | Component 1.6: Adjusts writing process as necessary. |
Not Applicable at Kindergarten Level
Writing EALR 2: The student writes in a variety of forms for different audiences and purposes.
| Component 2.1: Adapts writing for a variety of audiences. |
2.1.1 Knows that an audience exists outside of self
• Draws and writes for self, family, friends, and teacher
• Identifies the intended audience for a picture or written piece | Component 2.2: Writes for different purposes. |
2.2.1 Understands that writing has different purposes
• Draws and writes to communicate with others (e.g., notes, cards, books)
• Draws and writes to retell, inform, entertain | Component 2.3: Writes in a variety of forms/genres. |
2.3.1 Understands there are more than one form/genre of writing
• Identifies and uses more than one form/genre. Examples:
o experiential stories
o labels
o classroom books
o cards
Note: Forms are suggestions only. The list is not exhaustive nor are any forms repeated in later grades after being introduced. However, all students may continue to use appropriate forms/genres throughout all grades regardless of where a form is listed. | Component 2.4: Writes for career applications. |
2.4.1 Knows important personal information
• Writes own name
Writing EALR 3: The student writes clearly and effectively.
| Component 3.1: Develops ideas and organize writing. |
3.1.1 Analyzes ideas, selects topic, and adds detail
• Draws and labels pictures
• Dictates ideas that match pictures to an adult scribe when necessary
• Uses words and pictures to express ideas
• *Uses multicultural picture books as models to generate ideas *Note: Quality text as models should include multicultural perspectives and be read aloud to students throughout all grade levels. | Component 3.2: Uses appropriate style. |
3.2.1 Understands concept of personal voice
• Uses detail and color in drawings (e.g., larger shapes for more important elements)
• Listens for and discusses voice in multicultural read-alouds* *Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels. 3.2.2 Uses a variety of words
• Builds a rich vocabulary through talking, listening, and playing language activities
• Uses words from environmental print (e.g., stop signs, cereal boxes, logos)
• Uses classroom resources (e.g., word walls, name charts, labels, other student/teacher-generated resources) 3.2.3 Understands sentence fluency
• Listens to and discusses different sentence structures in read-alouds*
• Participates in shared reading/writing of poems, songs, chants, and prose * Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels. | Component 3.3: Know and apply writing conventions appropriate for the grade-level. |
3.3.1 Understands and applies directionality and spacing of letters
• Writes upper and lower case letters
• Writes letters reasonably close to one another
• Writes left to right and top to bottom Note: In components 3.3.1 through 3.3.8, skills are generally not repeated and build each year upon preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year. 3.3.2 Uses phonemes and letter knowledge in phonetic spelling
• Spells some high-frequency one- to three-letter words (e.g., I, me, cat)
• Uses beginning and ending sounds to write words
• Understands that the sequence of letters in a word matches the sequence of sounds
• Uses classroom resources (e.g., word walls) to find and check known words 3.3.3 Applies capitalization rules
• Capitalizes first letter in first and last name
• Capitalizes pronoun “I”
• Identifies capital letters during shared reading and writing 3.3.4 Understands use of end marks in writing
• Observes and discusses use of ending punctuation in shared writing 3.3.5 Applies usage rules
• Uses pronouns as substitutes for nouns orally
• Uses correct singular and plural nouns orally
Writing EALR 4: The student analyzes and evaluates the effectiveness of written work. | Component 4.1: Analyzes and evaluates others’ and own writing. |
4.1.1 Understands criteria is used to select a preferred piece of writing
• Discusses preferred stories and authors (e.g., student authors, adult authors) and gives reasons for preferences (e.g., colorful illustrations, rhymes) 4.1.2 Uses specific criteria for analyzing own writing
• Participates in developing classroom criteria (e.g., “Does it make sense?”) | Component 4.2: Sets goals for improvement. |
4.2.1 Identifies general goals for own writing
• Confers with teacher to set goals (e.g., adds color or detail to drawing)
• Monitors progress with a goal sheet (e.g., T-chart--I can… I am learning to…)
• Selects pieces that demonstrate new learning (e.g., portfolio entries, collections of drafts) Return to top of page
SCIENCE In kindergarten, students begin their scientific inquiry. They understand that scientists observe carefully and ask questions. Students develop the skills of observing, sorting, and identifying parts and begin using scientific tools to understand the natural world. Science EALR 1: The student understands and uses scientific concepts and principles. | Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things. |
1.1.1 Understand simple properties of common natural and manufactured materials and objects.
• Identify and describe a property of an object.
• Sort common materials and objects using a simple property (e.g., texture, color, size, shape). 1.1.5 Understand physical properties of Earth materials.
• Sort rocks based on size, shape, and other physical properties (e.g., color, texture). 1.1.6 Understand characteristics of living organisms.
• Identify observable characteristics of living organisms (e.g., spiders have eight legs; birds have feathers; plants have roots, stems, leaves, seeds, flowers). | Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
1.2.1 Understand that things are made of parts that go together.
• Identify the parts of objects, organisms, and materials (e.g., toys with moving parts, plants, animals, soils). 1.2.6 Know that living things are made of small parts.bv
• Observe and show how living things look different under a magnifier. | Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
Not Applicable at Kindergarten Level
Science EALR 2: The student knows and applies the skills and processes of science and technology.
| Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry. |
2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.
• Wonder and ask questions about objects, organisms, and events based on observations of the natural world. 2.1.2 Understand how to plan and conduct simple investigations following all safety rules.
• Follow all safety rules during investigations. 2.1.5 Understand how to record and report investigations, results, and explanations.
• Report observations of simple investigations using drawings and simple sentences.
• Report safety procedures used during the investigation. | Component 2.2 Nature of Science: Understand the nature of scientific inquiry. |
2.2.1 Understand that all scientific observations are reported accurately even when the observations contradict expectations.
• Record what is observed and explain how it was done accurately and honestly. 2.2.2 Understand that observations and measurement are used by scientists to describe the world.
• Raise questions about the natural world and seek answers by making careful observations and trying things out.
Science EALR 3: The student understands the nature and contexts of science and technology.
| Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges. |
Not Applicable at Kindergarten Level | Component 3.2 Science, Technology and Society: Analyze how science and technology are human endeavors, interrelated to each other, society, the workplace, and the environment. |
3.2.2 Know that people have invented tools for everyday life.
• Describe ways in which common tools help people in their everyday life. 3.2.4 Understand how humans depend on the natural environment.
• Describe what humans obtain from their environment (e.g., a school garden yields vegetables; a sheep yields wool, which is used to make sweaters). Return to top of page
COMMUNICATIONS Communications EALR 1: The student uses listening and observation skills to gain understanding. | Component 1.1: Uses listening and observation strategies and skills to focus attention and interpret information. |
1.1.1 Understands how to adapt attentive behavior to accommodate the listening situation.
• With teacher prompt, adapts listening behavior to attend to a task (e.g., teacher instruction, one-on-one discussion with teacher, listening to a story).
• Attends to the task in group activities (e.g., sitting in a chair or on the floor appropriate to the activity, eyes are focused on speaker, hands are quiet, child does not interrupt).
• Responds to verbal and non-verbal cues associated with the situation (e.g., classroom routine and/or teacher/peer interaction). 1.1.2 Applies listening and observation skills to interpret information.
• Follows two-step oral directions for routines.
• Answers a variety of questions: who, what, when, where, why, whose, yes/no.
• Identifies and describes pictures, signs, sounds, symbols (e.g., rest- room, in and out doors, exit, stop signs and other important symbols specific to the school environment). | Component 1.2: Interprets, analyzes, synthesizes, or evaluates information from a variety of sources. |
1.2.1 Understands how to use strategies to infer and make personal connections to auditory and visual information.
• Makes simple inferences (e.g., why the child in the story takes his umbrella to school; why we do not run indoors).
• Listens for, identifies and explains personal connections to events (e.g., events in a personal story told by peer, a video).
• Identifies and expresses one’s own feelings related to an event with teacher support (e.g., feeling scared when the auditorium lights went out and the music was loud during the performance).
Communications EALR 2: The student uses communication strategies and skills to interact/work effectively with others.
| Component 2.1: Uses language to interact effectively and responsibly. |
2.1.1 Understands that language is adjusted to the needs of the audience, situation and setting.
• Selects language that is courteous (e.g., please, thank-you, excuse me). | Component 2.2: Uses interpersonal skills and strategies to work collaboratively, solve problems and perform a task. |
2.2.1 Understands how to show respect for others’ input.
• Expresses support and acceptance by allowing others to speak without interrupting.
2.2.2 Understands how to contribute responsibly in a one-to-one conversation or group setting.
• Shares own ideas.
• Demonstrates conversation skills (e.g., greeting people, taking turns). | Component 2.3: Use skills and strategies to constructively communicate interculturally. |
2.3.1 Knows that each person is unique.
• Describes individual similarities and differences in a non-judgmental or stereotypical manner (e.g., “My hair is straight and Lauren’s hair is curly.” I am quiet; Lee likes to talk.”). 2.3.2 Understands that there are different languages.
• Identifies different languages and learns greetings or phrases (e.g., from cultures in the classroom, community, country, including sign language).
Communications EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.
| Component 3.1: Uses knowledge of topic/theme, audience, and purpose in planning presentations. |
3.1.1 Understands how to plan for effective oral communication and presentation.
• Tells or shows that there is an awareness that an audience exists outside of one’s self (e.g., faces the audience and speaks loudly enough that voice can be heard from the back of the room).
• Chooses content, that matches topic (e.g., given a topic like favorite things, the child chooses to talk about their favorite personal item, food, person, place, story, or pet). | Component 3.2: Uses media and other resources to support presentations. |
3.2.1 Understands how to use media and resources in oral presentations.
• Uses visual aids with teacher guidance (e.g., illustrations, photos and other items). | Component 3.3: Uses effective delivery. |
3.3.1 Applies skills for delivery of effective oral communication and presentations.
• Faces audience while speaking, with teacher guidance.
• Shows recognition of different volumes for voice (e.g., yelling, inside/outside voices, whisper).
• Speaks in complete 5-6 word sentences to describe people, places, things, locations and actions.
• Speaks clearly and distinctly.
• Produces correct speech patterns.
• Speaks in an extemporaneous style of delivery.
Communications EALR 4: The student analyzes and evaluates the effectiveness of communication.
| Component 4.1: Assesses effectiveness of one’s own and others’ communication. |
Not Applicable at Kindergarten Level | Component 4.2: Sets goals for improvement. |
Not Applicable at Kindergarten Level Return to top of page
SOCIAL STUDIES Most five-year olds can begin to combine simple ideas into more complex relations. They have an interest in their community and the world outside their own. The social studies should provide a rich environment of printed materials to stimulate the development of literacy skills in meaningful contexts and include a variety of experiences to develop students' cognitive, physical, emotional, and social capacities. History Social Studies EALR H1: The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in the United States, world, and Washington State history. | Component H1.1: Understand and analyze historical time and chronology. |
Benchmarks
• Group personal, local, state, and national events in terms of past, present, and future, and place in proper sequence on a timeline.
• Identify and analyze relationships between historical events. | Component H1.2: Understand events, trends, individuals, and movements shaping the United States, world, and Washington State history. |
Not Applicable at Kindergarten Level | Component H1.3: Examine the influence of culture on the United States, world, and Washington State history. |
Not Applicable at Kindergarten Level
Social Studies EALR H2: The student understands the origin and impact of ideas and technological developments on history.
| Component H2.1: Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change, and conflict. |
Benchmarks
• Explain how an idea has affected the way people live. | Component H2.2: Understand how ideas and technological developments influence people, culture, and environment. |
Benchmarks
• Describe instances in which new technology has led to changes in values, beliefs, and attitudes.
Geography Social Studies EALR G1: The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth’s surface. | Component G1.1: Use and construct maps, charts, and other resources to gather and interpret geographic information. |
Not Applicable at Kindergarten Level | Component G1.2: Recognize spatial patterns on Earth’s surface and understand the processes that create these patterns. |
Not Applicable at Kindergarten Level
Social Studies EALR G2: The student understands the complex physical and human characteristics of places and regions.
| Component G2.1: Describe the natural characteristics of places and regions and explain the causes of their characteristics. |
Not Applicable at Kindergarten Level | Component G2.2: Describe the patterns humans make on places and regions. |
Not Applicable at Kindergarten Level | Component G2.3: Identify the characteristics that define the Pacific Northwest and the Pacific Rim as regions. |
Not Applicable at Kindergarten Level
Social Studies EALR G3: The student observes and analyzes the interaction between people, the environment, and culture.
| Component G3.1: Identify and examine people’s interaction with and impact on the environment. |
Benchmarks
• Identify choices individuals have in how they interact with the environment (Human/ Environment Interaction, Region) | Component G3.2: Analyze how the environment and environmental changes affect people. |
Benchmarks
• Describe how differing environments both provide varying opportunities and set limits for human activity (Human/Environment Interaction, Region, Place)
• Describe how people adapt to their environment to meet basic human needs and concerns (Human/ Environment Interaction, Region) | Component G3.3: Examine cultural characteristics, transmission, diffusion and interaction. |
Not Applicable at Kindergarten Level
Civics
Social Studies EALR C1: The student understands and can explain the core values and democratic principles of the United States as set forth in foundational documents, including the Declaration of Independence and the Constitution. | Component C1.1: Understand and interpret the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents. |
Not Applicable at Kindergarten Level | Component C1.2: Examine key ideals of United States democracy such as individual human dignity, liberty, justice, equality, and the rule of law. |
Not Applicable at Kindergarten Level | Component C1.3: Examine representative government and citizen participation. |
Not Applicable at Kindergarten Level
Social Studies EALR C2: The student analyzes the purposes and organization of government and laws.
| Component C2.1: Understand and explain the organization of government at the federal, state, and local level including the executive, legislative, and judicial branches. |
Not Applicable at Kindergarten Level | Component C2.2: Understand the function and effect of law. |
Benchmarks
• Explain the purpose of rules and laws | Component C2.3: Compare and contrast democracies with other forms of government. |
Not Applicable at Kindergarten Level
Social Studies EALR C3: The student understands the purposes and organization of international relationships and how United States foreign policy is made. | Component C3.1: Understand how the world is organized politically and how nations interact. |
Not Applicable at Kindergarten Level | Component C3.2: Recognize factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations. |
Benchmarks
• Provide examples of conflict, cooperation, and interdependence among individuals, groups, and nations
Social Studies EALR C4: The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.
| Component C4.1: Understand individual rights and their accompanying responsibilities including problem-solving and decision-making at the local, state, national, and international level. |
Benchmarks
• Identify individual rights and the responsibilities they imply and the importance of respecting the rights of others | Component C4.2: Identify and demonstrate rights of United States citizenship related to school, local, state, national, and international issues. |
Not Applicable at Kindergarten Level | Component C4.3: Explain how various stakeholders influence public policy. |
Not Applicable at Kindergarten Level
Economics Social Studies EALR E1: Students understand the impact of scarcity on their personal lives and on the households, businesses, governments, and societies in which they are participants. | Component E1.1: Understand that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice. |
Benchmarks
• Identify and analyze the opportunity cost of a personal choice; identify and analyze the opportunity cost of a choice within a community context | Component E1.2: Understand that the availability and use of resources influences the production of goods and services in the economy. |
Not Applicable at Kindergarten Level
Social Studies EALR E2: Students understand the essential characteristics of past and present economic systems.
| Component E2.1: Recognize that both buyers and sellers participate in voluntary trade because both expect to gain from the exchange. |
Not Applicable at Kindergarten Level | Component E2.2: Explain how different economic systems produce, distribute, and exchange goods and services. |
Benchmarks
• Recognize that economies distribute and exchange goods and services in different ways depending on laws, values, and customs
• Give an example of how laws and/or beliefs influence what is bought and sold. | Component E2.3: Understand that prices in competitive markets create incentives that influence the choices of buyers and sellers. |
Benchmarks
• Understand that a higher price for a good or service provides an incentive for buyers to purchase less of a good or service and for producers to make or sell | Component E2.4: Understand that investment in people, tools, and technology affects employment levels and standards of living. |
Not Applicable at Kindergarten Level
Social Studies EALR E3: Students understand the role of government and institutions in past and present economic systems.
| Component E3.1: Analyze the role of government as participant in an economy through taxation, spending, and policy setting. |
Not Applicable at Kindergarten Level | Component E3.2: Understand the role of money, banking, and financial institutions and how individuals and businesses use them. |
Not Applicable at Kindergarten Level Return to top of page
THE ARTS Arts EALR 1: The student understands and applies arts knowledge and skills. | Benchmark Component 1.1: Understand arts concepts and vocabulary. |
Dance
1.1.1 Elements: space; time; energy/force
• Demonstrates fast and slow movement (time)
• Demonstrates movement using a variety of sizes and directions (space)
• Demonstrates walk, gallop, hop, jump, crawl, and roll (locomotor movements) 1.1.2 Principles of Organization: repetition; form/design; theme
• Translates simple ideas and stories into movement Music
1.1.1 Elements: Pitch; Rhythm; Expression (dynamics, style, tempo, phrasing); Timbre
• Demonstrates the differences between singing and speaking voices (timbre)
• Recognizes that different sources make different sounds (timbre) 1.1.2 Principles of Organization: notation; form; melody; harmony
• Understands that musical notation moves from left to right (notation)
• Recognizes same/ different patterns in music (form Theatre
1.1.1 Elements: character; setting; dialogue; conflict
• Identifies main character(s)
• Identifies general setting
• Identifies general action in a scene/play/story 1.1.2 Principles of Organization: plot; design; theme
• Identifies main events in a scene/ play/story
• Identifies simple costumes and props in scene/ play/story Visual Arts
1.1.1 Elements: line; shape/form; texture; color; space; value
• Understands and demonstrates types of lines (e.g., straight, curved)
• Uses line to create shapes
• Recognizes, names, and creates geometric shapes
• Identifies actual textures (e.g., rough/smooth)
• Names primary and secondary colors 1.1.2 Principles of Organization: balance; emphasis/dominance; proportion; movement/ rhythm; repetition/ pattern; variety; harmony; unity
• Uses repetition of one element to create pattern | Benchmark Component 1.2: Develop arts skills and techniques. |
Dance
• Moves safely through space, individually and in a group
• Responds to stop, go, freeze signals
• Demonstrates circles and lines in a group
• Moves spontaneously to a variety of sounds/music Music
• Speaks chants
• Sings songs
• Moves to the beat
• Demonstrates steady beat Theatre
• Imitates and uses vocal sounds
• Imitates and uses movement
• Identifies the 5 basic senses Visual Arts
• Uses art tools and materials safely and appropriately | Benchmark Component 1.3: Understand and apply arts styles from various artist, cultures, and times. |
Dance, Music, Theatre, Visual Arts
• Describes a specific artwork | Benchmark Component 1.4: Apply audience skills in a variety of arts settings and performances. |
Dance, Music, Theatre, Visual Arts
• Demonstrates self control
Arts EALR 2: The student demonstrates thinking skills using artistic processes.
Benchmark Component 2.1: Apply a creative process in the arts:
Conceptualize the context or purpose
Gather information from diverse sources
Develop ideas and techniques
Organize arts elements, forms, and/or principles into a creative work
Reflect for the purpose of elaboration and self-evaluation
Refine work based on feedback
Present work to others |
Dance, Music, Theatre, Visual Arts
• Applies arts concepts, vocabulary, skills and techniques through a creative process Benchmark Component 2.2: Apply a performance process in the arts:
Identify audience and purpose
Select artistic work (repertoire) to perform
Analyze structure and background of work
Interpret by developing a personal interpretation of the work
Rehearse, adjust, and refine through evaluation and problem solving
Present work for others
Reflect and evaluate |
Dance, Music, Theatre, Visual Arts
• Applies arts concepts, vocabulary, skills an techniques through a performance process Benchmark Component 2.3 Apply a responding process to an arts presentation.
Engage actively and purposefully
Describe what is seen and/or heard
Analyze how the elements are arranged and organized
Interpret based on descriptive properties
Evaluate using supportive evidence and criteria |
Dance, Music, Theatre, Visual Arts
• Applies arts concepts, vocabulary, skills and techniques through a responding process
Arts EALR 3: The student communicates through the arts.
| Benchmark Component 3.1: Use the arts to express and present ideas and feelings. |
Dance, Music, Theatre, Visual Arts
• Recognizes that feelings can be expressed through the arts | Benchmark Component 3.2: Use the arts to communicate for a specific purpose. |
Dance, Music, Theatre, Visual Arts
• Uses the arts to communicate for a specific purpose (e.g., commemorate) | Benchmark Component 3.3: Develop personal aesthetic criteria to communicate artistic choices. |
Dance, Music, Theatre, Visual Arts
• Uses personal favorites in artwork
Arts EALR 4: The student makes connections within and across the arts to other disciplines, life, cultures, and work.
| Benchmark Component 4.1: Demonstrate and analyze the connections among the arts disciplines. |
Dance, Music, Theatre, Visual Arts
• Recognizes arts concepts in multiple art disciplines (i.e., pattern) | Benchmark Component 4.2: Demonstrate and analyze the connections among the arts and other content areas. |
Dance, Music, Theatre, Visual Arts
• Recognizes that art concepts occur in other content areas | Benchmark Component 4.3: Understand how the arts impact lifelong choices. |
Dance, Music, Theatre, Visual Arts
• Identifies examples of arts in the classroom/ school | Benchmark Component 4.4: Understand that the arts shape and reflect culture and history. |
Dance, Music, Theatre, Visual Arts
• Describes a specific artwork in the classroom/ school | Benchmark Component 4.5: Demonstrate the knowledge of arts careers and the knowledge of arts skills in the world of work. |
Dance, Music, Theatre, Visual Arts
• Follows directions when prompted on assigned tasks Return to top of page
HEALTH & FITNESS Note: EALR subcomponents are listed; draft GLEs (11/2003) are shown following in italics. Health & Fitness EALR 1.0: The student acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness, and nutrition. | Component 1.1: Develop fundamental and complex movement skills, as developmentally appropriate. |
Benchmark Indicator 1.1.1 Demonstrate physical skills (locomotor, non-locomotor, and manipulative) that contribute to movement proficiency. Demonstrates mature form in locomotor patterns and selected manipulative and non-locomotor skills.
• Demonstrates mature pattern: Walk, Run, Gallop, Hop, and Jump
• Demonstrates mature form: Start/Stop, Bend, Twist, and Stretch
• Moves to simple rhythm patterns (dance, march, jump rope)
• Demonstrates critical Elements in a variety of Manipulative Skills: Throwing, Catching, Kicking, Rolling, and Bouncing
• Demonstrates spatial awareness | Component 1.2: Safely participates in a variety of developmentally appropriate physical activities. |
Benchmark Indicator 1.2.1 Follows rules and safety procedures while participating in a variety of physical activities. Understands and applies safety rules and procedures in a variety of physical activities.
• Identify and demonstrate rules and safety procedures in grade appropriate activities | Component 1.3: Understands the concepts of health-related physical fitness and develop and monitor progress on personal fitness goals. |
Benchmark Indicator 1.3.1 Develop a fitness vocabulary and awareness of fitness concepts while participating regularly in a variety of physical activities for fitness and play. Understands the basic vocabulary and concepts of physical fitness.
• Identifies or describes the basic concepts of physical fitness: Exercise, Healthy, Workout | Component 1.4: Understand the relationship of nutrition and food nutrients to physical performance and body composition. |
Benchmark Indicator 1.4.1 Identify the nutrients provided by a variety of foods and describe how bodily function and physical performance are affected by food consumption. Understands the connection between nutrition and physical well-being.
• Identify the foods that help promote a healthy body
Health & Fitness EALR 2.0: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognize patterns of growth and development, reduce health risks and live safely. | Component 2.1: Recognize patterns of growth and development. |
Benchmark Indicator 2.1.1.a Describe the structure and function of human body systems. Benchmark Indicator 2.1.1.b Describe the influence of nutrition on health and development. Understand the basic structure and function of human body systems.
• Identify where the Heart is located and it’s function
• Recognizes that muscles move and help in movement
• Recognizes that bones support the body and help in movement | Component 2.2: Understanding the concept of control and prevention of disease. |
Benchmark Indicator 2.2.1 Identify and demonstrate skills that prevent and reduce the risk of contracting and transmitting communicable diseases. Understand how to prevent or reduce the risk of contracting a Communicable Disease.
• Demonstrate basic hygiene techniques to reduce illness (i.e., washing your hands, covering your mouth when you cough, not sharing combs. Prevention of tooth decay) | Component 2.3: Acquire skills to live safely and reduce health risks. |
Benchmark Indicator 2.3.1.a. Explain one’s right to personal and physical safety. Understand one’s right to personal and physical safety.
• Recognize the guidelines for personal and physical safety (i.e., appropriate/inappropriate physical contact, personal space) Benchmark Indicator 2.3.1.b. Identify abuse and risky situations and demonstrate safe behaviors to prevent injury to self and others at home, school, and in the community. Understand what are abusive or risky situations and how to avoid them.
• Recognize what are risky situations and how they can be avoided while at school (i.e., teasing, bullying) Benchmark Indicator 2.3.1.c. Identify sources to ask for help in an emergency or crisis. Knows appropriate sources of help in emergency and non-emergency situations.
• Show or tell how to call 911 in an emergency situation
• Identify different people that you could ask for help in an emergency situation Benchmark Indicator 2.3.1.d. Identify physical, emotional, and legal consequences of using nicotine, alcohol, and other drugs, and apply skills to resist any harmful use of substances. Understands the physical and legal consequences of using nicotine, alcohol, and other drugs, and apply skills to resist any harmful use of substances.
• Recognize that certain substances are bad for your health (i.e., tobacco, alcohol, medication)
• Identify different ways to avoid dangerous substances that could be harmful
Health & Fitness EALR 3.0 – The student analyzes and evaluates the impact of real-life influences on health. | Component 3.1: Understand how environmental factors affect one’s health. |
Benchmark Indicator 3.1.1 – Identify environmental factors that affect health. Understand how different environmental factors affect health.
• Recognize that air and water pollution is harmful to a healthy body | Component 3.2: Gather and analyze health information. |
Benchmark Indicator 3.2.1.a. Determine reliable sources of health information. Understand reliable sources of health information.
• Recognize that there are both reliable and unreliable sources of health information
• Identify three reliable sources of health information (i.e., doctor, nurse) Benchmark Indicator 3.2.1.b. Identify messages about safe and unsafe behaviors. Understand how media provides information related to safe or unsafe behaviors that impact overall health.
• Recognize how different advertisements give truthful and untruthful information about products (i.e., kid’s cereal) Benchmark Indicator 3.2.1.c. Demonstrate the ability to practice health enhancing behaviors and reduce risks. Understand health enhancing behaviors and risk reduction.
• Recognize different ways that you can to be safe (i.e., wearing your helmet, car seats, seatbelts, cross walk)
• Identify different healthy habits that you have that keep you healthy (i.e., brushing your teeth, getting enough sleep)
• Describe fire drill rules/earthquake drills | Component 3.3: Use social skills to promote health and safety in a variety of situations. |
Benchmark Indicator 3.3.1.a. Express emotions constructively and form safe and respectful relationships. Express emotions appropriately to form safe and respectful relationships.
• Recognize that we have different emotions and ways in which they can be expressed appropriately
• Explain how “I” want to be treated with respect by others Benchmark Indicator 3.3.1.b. Recognize social skills to keep out of trouble and resist pressure from others. Recognize social skills to keep out of trouble and resist pressure from others.
• Choices: decision making; avoidance; peer pressure | Component 3.4: Understand how emotions influence decision making. |
Benchmark Indicator 3.4.1 Recognize a variety of emotions and how they affect self and others and develop strategies about how to act in emotional situations. Recognize a variety of emotions and how they affect self and others and develop strategies about how to act in emotional situations.
• Show various types of emotions (e.g. puppet sticks, collage, facial expressions) and tell how it affects self and others
Health & Fitness EALR 4.0: The student effectively analyzes health and safety information to develop health and fitness plans based on life goals.
| Component 4.1: Analyze health and safety information. |
Benchmark Indicator 4.1.1 Identify how fitness and healthy living are important for life goals. Understand the relationship between home activities and health and fitness.
• Identify and describe how home activities can influence health and fitness | Component 4.2: Develop a health and fitness plan and a monitoring system. |
Benchmark Indicator 4.2.1 Set daily goals for improving health and fitness practices. Understands the relationship between fitness testing and goal setting.
• Participates in fitness testing Return to top of page
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