Unpacking the Standards
Kindergarten
Standard: SLK.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
- The purpose of rules and having a conversation
- Rules and procedures for collaborative conversations (when to talk, no interrupting, eye contact, listening skills)
- Add on to what partner said, multiple times (3 or more exchanges)
- Practice rules/procedures with non-academic content for short periods then slowly build in more time
- Once the process is mastered, add in academic content / - Anchor Chart for rules, questions and responses
- Sentence stems
Standard: SLK.2
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Essential Skills/Concepts / Teaching Notes/Strategies / Resources- What is a question
- Why/when/how do we ask questions and respond
- Key details
- Know when you need clarification (monitor and clarify)
- Listen/watch with intent (text, oral presentations, media)
- Answer questions to show that you understand / - Gestures for monitor and clarify, questions
Standard: SLK.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Essential Skills/Concepts / Teaching Notes/Strategies / Resources- Listen attentively
- Have a basic understanding of what is being said
- Ask questions
- Answer questions / Possible Teacher Questions:
- What can you say if you don’t understand?
- Did you understand what he/she was telling you?
- What was the most important part that you heard?
Possible Student Questions:
- Excuse me, can you tell me that again?
Standard: SLK.4
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Essential Skills/Concepts / Teaching Notes/Strategies / Resources- Understand what people, places, things and events are
- Use descriptive words
- Use position words
- Use sensory words
- Adding details (orally) / Possible Teacher Questions:
- What does a person, such as doctor or teacher do?
- Tell your neighbor what a ______looks like?
- What else can you tell about______?
- Is there anymore that you can say about______?
- Graphic organizers to help student describe orally
- Oral presentations
- Multiple opportunities to practice
Standard: SLK.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.
Essential Skills/Concepts / Teaching Notes/Strategies / Resources- Personal drawings
- Create collages from magazine pictures, drawings or clip art to make posters to support what they are saying / Possible Teacher Questions/Prompts
- Does your drawing help add more details?
- Can you tell us more about your picture?
- I want you to draw a picture that will help us understand what you are saying
- Direct instruction on creating drawings (Ed Emberley), why we choose certain colors to match factual representations / Art supplies
Ed Emberley Drawing Books
Standard: SLK.6
Speak audibly and express thoughts, feelings, and ideas clearly.
Essential Skills/Concepts / Teaching Notes/Strategies / Resources- Talk to an audience
- Speak loudly
- Plan what they will say
- Use words to describe personal feelings
- Stay on topic when speaking / - Oral presentations
- Tie to opinion (I like/dislike)
Possible Teacher stems:
- Talk to you partner about how you felt when…
- Think about what you will share today…
- Don’t forget to tell if this made you feel happy or sad, mad or scared etc…