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
Approaches to Learning: By End of Kindergarten
Language and Communication: By End of Kindergarten
Literacy: By End of Kindergarten

SENSES OF IDENTITY AND BELONGING

1
Child recognizes self as a unique individual having own abilities, characteristics, emotions, and interests1
1. a
  Describes self using several different characteristics with increased confidence.1.a
2. b
  Consistently demonstrates knowledge of uniqueness of self, such as talents, interests, preferences, or culture.1.b
3. c
  Demonstrates that smartness, abilities, skills, and talents are developed through effort, hard work, and learning.1.c
2
Child expresses confidence in own skills and positive feelings about self.2
1. a
  Often shows satisfaction or seeks acknowledgment when completing a task or solving a problem.2.a
2. b
  Frequently expresses own ideas or beliefs in group contexts or in interactions with others.2.b
3. c
  Readily uses descriptive words to define self that are acceptable within the child’s culture.2.c
3
Child has a sense of belonging to family, community, and other groups.3
1. a
  Often identifies self as member of different groups, such as family, community, team, organization, culture, faith, or school.3.a
2. b
  Often relates detailed personal stories about being a member of different groups.3.b
3. c
  Often identifies similarities and differences about self across familiar and new environments and settings.3.c

EMOTIONAL FUNCTIONING

4
Child expresses a broad range of emotions and recognizes these emotions in self and others.4
1. a
  Frequently recognizes and labels a variety of emotions across different media.4.a
2. b
  Frequently uses a variety of expressive words or gestures to describe own feelings.4.b
3. c
  Often uses words or gestures to describe the feelings of a trusted adult or other children. 4.c
5
Child expresses care and concern toward others.5
1. a
  Often makes empathetic statements or gestures to adults or other children.5.a
2. b
  Offers support to adults or other children who are distressed, with increased confidence.5.b
6
Child manages emotions with increasing independence.6
1. a
  Expresses feelings in ways that are appropriate to the situation according to their life experience and cultural beliefs, with increasing confidence.6.a
2. b
  Looks for adult assistance when feelings are most intense.6.b
3. c
  Uses a range of coping strategies to manage emotions, such as using words or taking a deep breath, independently or with some adult support. 6.c

RELATIONSHIPS WITH A TRUSTED ADULT

7
Child engages in and maintains positive relationships and interactions with a trusted adult.7
1. a
  Interacts with adults when needed.7.a
2. b
  Often engages in positive interactions with less familiar adults, such as volunteers.7.b
3. c
  Often shows affection and preference for adults who interact with them on a regular basis.7.c
4. d
  Seeks help from adults when needed.7.
8
Child engages in prosocial and cooperative behavior with trusted adult.8
1. a
  Engages in prosocial behaviors with adults when needed. 8.a
2. b
  Follows adult guidelines and expectations for behavior.8.b
3. c
  Asks or waits for adult permission before doing something when they are unsure.8.c

RELATIONSHIPS WITH OTHER CHILDREN

9
Child engages in and maintains positive interactions and relationships with other children.9
1. a
  Consistently engages in and maintains positive interactions with other children.9.a
2. b
  Enters familiar and new social situations with other children when needed, such as suggesting something to do together, joining an existing activity, or sharing a toy.9.b
3. c
  Initiates and responds to conversations and interactions with other children while attending to social cues.9.c
4. d
  Develops and maintains friendships with other children.9.d
10
Child engages in cooperative play with other children.10
1. a
  Often engages in joint activities and projects, such as using coordinated goals, planning, roles, and games with rules, with at least one other child or small groups of peers.10.a
2. b
  Often shows a willingness to include others’ ideas during interactions and play.10.b
3. c
  Often demonstrates enjoyment of play with other children, such as through verbal exchanges, smiles, and laughter.10.c
4. d
  Engages in reflection and conversation about past play experiences with increasing complexity.10.d
11
Child uses basic problem-solving skills to resolve conflicts with other children.11
1. a
  Recognizes and describes basic social problems in books, newspapers, and electronic media, such as game playing, sports, and during interactions with other children, such as “How will you share computer time?”11.a
2. b
  Independently uses strategies for dealing with common conflicts, such as sharing, taking turns, and compromising.11.b
3. c
  Consistently expresses feelings, needs, and opinions in conflict situations.11.c
4. d
  Seeks adult help when needed to resolve conflicts.11.d

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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