Where can I read the official document?

Oregon’s Early Learning and Kindergarten Guidelines

K–12 Standards

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

EMOTIONAL AND BEHAVIORAL SELF-REGULATION

1
Child manages emotions with increasing independence.1
1. a
  Often expresses emotions in ways that are appropriate to the situation according to their life experience and cultural beliefs.1.a
2. b
  Checks in with an adult when emotions are most intense.1.b
3. c
  With the occasional support of an adult and/or peer, is able to use a range of coping strategies to manage emotions, such as using words or symbols or taking deep breaths.1.c
2
Child follows rules and routines with increasing independence.2
1. a
  Demonstrates awareness of established rules, when asked, and is able to follow these rules with regularity.2.a
2. b
  Follows routines with regularity, such as putting away their backpack when entering the room or sitting on the rug after outside time.2.b
3. c
  Consistently responds to signals when transitioning from one activity to another.2.c
3
Child appropriately handles and takes care of materials.3
1. a
  Consistently handles materials appropriately during activities. 3.a
2. b
  Independently cleans up and puts materials away appropriately, such as placing blocks back on the correct shelf or placing markers in the correct bin. 3.b
4
Child manages actions, words, and behavior with increasing independence. 4
1. a
  Demonstrates control over actions and words in response to a challenging situation with increasing frequency.4.a
2. b
  Consistently manages behavior according to expectations.4.b
3. c
  Waits for their turn with increasing frequency.4.c
4. d
  Consistently refrains from aggressive behavior towards others.4.d
5. e
  Understands the consequences of behavior with increasing frequency.4.e

COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING)

5
Child demonstrates an increasing ability to control impulses.5
1. a
  Frequently able to stop an engaging activity to transition to another less desirable activity.5.a
2. b
  Frequently delays having desires met.5.b
3. c
  Waits to communicate information to a group.5.c
4. d
  Consistently refrains from responding impulsively.5.d
6
Child maintains focus and sustains attention with minimal trusted adult support. 6
1. a
  Maintains focus on activities for extended periods of time.6.a
2. b
  Engages in purposeful play for extended periods of time. 6.b
3. c
  Independently attends to an adult during large- and small group activities.6.c
7
Child persists in tasks.7
1. a
  Takes on challenges through verbal or nonverbal means.7.a
2. b
  Demonstrates understanding that mistakes can provide information to learn from.7.b
3. c
  Often completes tasks that are challenging or less preferred despite frustration, either by persisting independently or by seeking help from a trusted adult or another child. 7.c
4. d
  Often returns focus to an activity or project after having been away from it.7.d
8
Child holds information in mind and manipulates it to perform tasks.8
1. a
  Consistently and accurately recounts recent experiences in the correct order and includes relevant details.8.a
2. b
  Successfully follows detailed, multistep directions, sometimes with few reminders.8.b
3. c
  Consistently remembers actions to go with stories or songs shortly after being taught.8.c
9
Child demonstrates flexibility in thinking and learning. 9
1. a
  Often tries different strategies to complete work or solve problems, including problems with other children. 9.a
2. b
  Engages in cooperative and collaborative tasks, activities, and projects.9.b
3. c
  Consistently applies different rules in contexts that require different behaviors.9.c
4. d
  Usually transitions between activities without getting upset.9.d

INITIATIVE AND CURIOSITY

10
Child demonstrates initiative and independence.10
1. a
  Engages in independent activities.10.a
2. b
  Makes choices and effectively communicates these to adults and other children.10.b
3. c
  Independently identifies and seeks supplies to complete activities or tasks.10.c
4. d
  Plans a variety of play scenarios, including establishing roles for peers.10.d
11
Child shows interest in and curiosity about the world around them.11
1. a
  Expresses the belief that they can develop new skills, interests, and talents.11.a
2. b
  Asks questions and seeks new information.11.b
3. c
  Is willing to participate in new activities or experiences even if they are perceived as challenging.11.c
4. d
  Demonstrates eagerness to learn about and discuss a range of topics, ideas, and activities.11.d

CREATIVITY

12
Child expresses creativity in thinking and communication.12
1. a
  Asks questions related to tasks or activities that indicate thinking about new ways to accomplish the task or activity.12.a
2. b
  Approaches tasks, activities, and play in ways that show creative thinking and problem solving.12.b
3. c
  Uses multiple means of communication to creatively express thoughts, feelings, or ideas.12.c
13
Child uses imagination in play and interactions with others. 13
1. a
  Frequently engages in social and pretend play.13.a
2. b
  Uses imagination with materials to create stories or works of art.13.b
3. c
  Uses a variety of objects or materials to represent something else during play.13.c

Frequently asked questions

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

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