Where can I read the official document?

Oregon’s Early Learning and Kindergarten Guidelines

Not Yet in Kindergarten
Social-Emotional Development: By Entry to Kindergarten
Approaches to Learning: By End of Kindergarten
Language and Communication: By End of Kindergarten
Literacy: By End of Kindergarten
Social-Emotional Development: By End of Kindergarten

1
Child manages emotions with increasing independence. P-ATL1
1. a
  Begins to manage less intense emotions, such as mild frustration, independently. P-ATL1.a
2. b
  May require a trusted adult’s support to manage more intense emotions.P-ATL1.b
2
Child follows rules and routines with increasing independence.P-ATL2
1. a
  When supported by a trusted adult, follows simple established rules and routines (with occasional reminders), such as hanging up their coat or sitting at the table. P-ATL2.a
3
Child appropriately handles and takes care of materials.P-ATL3
1. a
  With trusted adult support, handles materials, such as putting them where they belong.P-ATL3.a
4
Child manages actions, words, and behavior with increasing independence. P-ATL4
1. a
  Manages own actions, words, and behavior with frequent support from a trusted adult, such as reminders to use gentle touches and friendly words.P-ATL4.a

5
Child demonstrates an increasing ability to control impulses.P-ATL5
1. a
  When directly supported by a trusted adult, frequently engages in impulsive behaviors, but inhibits them.P-ATL5.a
6
Child maintains focus and sustains attention with minimal trusted adult support. P-ATL6
1. a
  With trusted adult support, focuses attention on tasks and experiences for short periods of time, despite interruptions or distractions.P-ATL6.a
7
Child persists in tasks.P-ATL7
1. a
  With or without trusted adult support, persists on preferred tasks when presented with small challenges, such as continuing to try to build a tall tower with blocks even when some pieces fall.P-ATL7.a
8
Child holds information in mind and manipulates it to perform tasks.P-ATL8
1. a
  With the support of a trusted adult or peer, holds small amounts of information in mind, such as two-step directions, to successfully complete simple tasks. P-ATL8.a
9
Child demonstrates flexibility in thinking and learning.P-ATL9
1. a
  Demonstrates flexibility, or the ability to switch gears, in thinking and behavior when prompted by a trusted adult, such as trying a new way to climb a structure when the first attempt does not work.P-ATL9.a

10
Child demonstrates initiative and independence. P-ATL10
1. a
  Regularly shows initiative, particularly in interactions with trusted adult.P-ATL10.a
2. b
  Without adult prompting, works independently for a brief length of time.P-ATL10.b
11
Child shows interest in and curiosity about the world around them.P-ATL11
1. a
  With trusted adult support, seeks out new information and explores new play and tasks.P-ATL11.a

12
Child expresses creativity in thinking and communication.P-ATL12
1. a
  Responds to adults’ prompts to express creative ideas in words and/or actions.P-ATL12.a
13
Child uses imagination in play and interactions with others. P-ATL13
1. a
  Uses imagination in play and other creative worksP-ATL13.a
2. b
  Begins to communicate creative ideas to other children and trusted adults.P-ATL13.b

What grade levels do these standards cover?: PRE-K
Where can I read the official document?: Oregon’s Early Learning and Kindergarten Guidelines

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Early Learning Kindergarten Guidelines

Oregon