Welcome to Transitional Kindergarten
Transitional Kindergarten Social and Emotional Standards (C.A.R.E.S.)
- Cooperation: The ability to establish new relationships, to maintain positive relationships and friendships, to avoid social isolation, to resolve conflicts, to accept differences and to be a contributing member of the classroom and community in which one lives, works, learns, and plays
- Assertiveness: The ability to take initiative, to stand up for one’s idea without hurting or negating others, to seek help, to persevere with a challenging task, and to recognize one’s individual self as separate from the environment, circumstances, or conditions one is in
- Responsibility: The ability to motivate oneself to act and follow through on expectations; to define a problem, consider the consequences, and choose a positive solution
- Empathy: The ability to recognize, appreciate, or understand another’s state of mind or emotions, to be receptive to new ideas and perspectives, and to see, appreciate, and value differences and diversity in others
- Self-Control: The ability to recognize and regulate one’s thoughts, emotions, and behaviors in order to be successful in the moment and remain on a successful trajectory
Transitional Kindergarten Mathematics
- Counts by ones to 20 using one-to-one correspondence
- Recognizes and writes numerals from 0-10
- Represent and count a number of objects with a written numeral 0 to 10
- Compare simple sets of objects to tell more/less/equal (using manipulatives)
- Understands simple concepts of addition and subtraction
- Makes a describes simple patterns
- Identifies and describes shapes (circle, square, triangle, rectangle)
- Demonstrates understanding of key concepts in current unit
Transitional Kindergarten Literacy – Speaking and Listening
- Seeks adult help when appropriate
- Expresses thoughts, feelings, and ideas clearly
- Interacts with teachers and peers in meaningful ways
- Listens to and responds to others’ ideas with prompts
- Follows two-step directions
- Describes familiar people, places, things, events
- Uses complete sentences when speaking
Transitional Kindergarten Spanish
- Uses basic salutations and expressions of courtesy
- Uses TPR with movements, visual, aural, and tactile approaches to infer meaning
- Uses basic routine vocabulary, including the alphabet, numbers, colors and parts of the body
- Uses curriculum based vocabulary
- Uses single words and sentences to communicate on familiar topics
- Responds accurately to yes/no questions
- Practices cultural components through music, games and celebrations
Transitional Kindergarten Literacy – Reading and Writing
- Reads and writes own name
- Uses drawings and letters/words to label drawings to communicate ideas
- Alphabet knowledge and recognition
- Beginning sound awareness
- Demonstrates basic print concepts
- Engages in literacy activities with purpose and understanding
Transitional Kindergarten Science
- Begins to make predictions and conclusions
- With teacher support can begin to collect and record data
- Makes observations in discussions and investigations
- Demonstrates a beginning understanding of key concepts in current units
Transitional Kindergarten Visual Art
- Color: Identifies and uses primary and secondary colors
- Creating: Engages in creative work in a self directed and engaging way
- Expressing: Discusses thoughts, feelings and experiences expressed in artwork
- Connecting: Recognizes the process and purpose of making art
- Tools and media: Understands how to use art tools and media for appropriate purpose
Transitional Kindergarten Social Studies
- Respects and abides by classroom and community rules
- Works cooperatively with a teacher for a sustained period
- Demonstrates sense of own body in relation to others
- Performs basic self-help/self-care tasks
- Begins to recognize and communicate physical and emotional needs appropriately
- Develops strategies in self-regulation
- Demonstrates understanding of key concepts in current units
Transitional Kindergarten Music
- Singing: Explores and responds to different ways of using the voice (whispering, talking, calling, singing)
- Pitch: Responds to and demonstrates high/low
- Rhythm & Meter: Responds to and demonstrates long/short and steady beat
- Form and Design: Performs and identifies same/different parts in simple songs
- Playing: Performs simple accompaniments using body percussion, unpitched and barred instruments
- Expressive Qualities: Explores and identifies loud/soft, fast/slow, connected/separated
- Movement: Participates in creative movement activities and performs simple folk dances with enthusiasm
Transitional Kindergarten Body and Movement
- Shows spatial awareness
- Plays cooperatively with classmates - developing games together
- Progresses with individual balances and movements
- Shows locomotor growth (jogging, sprinting, skipping, galloping)
- Follows an obstacle course from beginning to end
- Introduction to equipment
- Sustains continuous movement for increasing periods of time
- Engages in focused freeplay without equipment
Transitional Kindergarten Library & Information Technology
- Knows how, and is able to check out resources from the school library responsibly.
- Distinguishes fact from fiction.
- Understands the general organization of the library.
- Identifies basic facts and ideas in what was read, heard, or seen.
- Uses pictures and context to make predictions about content.
- Reads or is read to from a variety of resources.
- Understands and responds to nonfiction.
