As you prepare for the year ahead by finding guided reading book lists for every level and setting up your classroom, here are six smart steps for planning to set reading goals with students. Psychological Bulletin 101: 192212. Children will choose five grade-level words they don't yet know, set a goal, … 1993. Foorman, B., D. Novy, D. Francis, & D. Liberman. Find out what parents and teachers can do to support kindergarten literacy skills. Kindergarten Goal 2 states that: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Bristol, PA: Taylor & Francis. Given minimum assistance, the student will demonstrate reading comprehension by completing two-step written directions, which encompasses reading two sentences and answering “who, what or where” questions in 4/5 recorded opportunities. Shepard, L., & M.L. Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up. Brown, A.L., & J.S. Kagan, S.L., & N. Cohen. Newark, DE: International Reading Association. Engaging children's minds. I think about the impact this could have if more and more young children were familiar making goals. 1995. Not by chance: Creating an early care and education system for America's children. Morrow, L.M., & C. Weinstein. Education Department of Western Australia. Why doesn’t increasing knowledge improve reading achievement? Burns, & P. Griffin. Reading goals for students vary depending on age and academic objectives. 1992. —, National Association for the Education of Young Children (NAEYC), Developmentally Appropriate Practices for Young Children position statement (full-text PDF), Supporting Children with Autism During COVID-19, Mary Amato’s Tips for Keeping a Writer’s Notebook. 1997. Preparing the classroom environment to promote literacy during play. Reading Research Quarterly 32: 1032. Whitmore, K., & Y. Goodman. Kagan, & E. Wurtz, eds. Meet your favorite authors and illustrators in our video interviews. Preventing reading difficulties in young children. Rhyme and alliteration, phoneme detection, and learning to read. Copyright © 2021 WETA Public Broadcasting, Visit WETA's other education websites: Start with a Book  |  Colorín Colorado  |  AdLit  |  LD OnLine, The reasons why some kids struggle with reading, Target the Problem! Reading Research Quarterly 29: 10422. Most kindergarten children learn to recognize whole words by sight. 2d ed. The long-term effects on high school seniors of learning to read in kindergarten. The meaning makers. Wagner, R., & J. Torgesen. …Enrolled in the program. Barron, R.W. Portsmouth, NH: Heinemann. In other words, your children should eventually be able to use the pictures to help tell the story as if they were reading it. New York: Harper & Row. The method of repeated readings. Stanovich, K.E. Washington, DC: NAEYC. Neuman, S.B., & K. Roskos. Literacy knowledge in practice: Contexts of participation for young writers and readers. 1997. Henderson, E.H., & J.W. Reading Research Quarterly 23: 26384. What is your favorite part about Education.com? If we set high, yet realistic, goals for them in reading, and provide targeted instruction throughout the day that supports their language development, then according to research, most ELLs will catch up with their native English speaking peers in about 4-7 years. Stanovich, K.E., & R.F. ed. Nov 13, 2019 - Explore Katlyn Gourley's board "Kindergarten goals", followed by 126 people on Pinterest. Stauffer, R. 1970. What will your child learn about math and numbers in kindergarten?What will they be expected to know at the end of the kindergarten year? In Children achieving: Best practices in early literacy, eds. I can listen to a word and say a word that rhymes. Journal of Educational Psychology 83: 45155. The American School Board Journal 179 (5): 3133. 1997. Preschoolers as authors. In Children achieving: Best practices in early literacy, eds. NAEYC position statement: Technology and young children--Ages three through eight. Shepard, L., & M.L. 1991. So what are my reading goals for kindergarten? Beginners need some decoding skill to read words by analogy. van IJzendoorn, & K. Crnic. Questions about reading, writing, dyslexia and more, Author Interviews Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension. 1986. Downing, 55180. The condition of education. 1986. 2, eds. Cambridge, MA: Harvard University Press. Journal of Learning Disabilities 15: 61923. Education Department of Western Australia. 1975. It contains some important products for a Kindergarten c Early Childhood Research Quarterly 6: 32346. Escalating academic demand in kindergarten: Some nonsolutions. Katz, L., & C. Chard. Life in preschool: Volume one of an observational study of early childhood programs for disadvantaged four-year-olds. Teale, W. 1984. Journal of Education for Students Placed At-Risk 4: 31948. Phi Delta Kappan 76: 20613. 1973. In Handbook on reading research, vol. Bryant, P.E., M. MacLean, L. Bradley, & J. Crossland. Kindergarten Reading Pacing Calendar ** 3rd Benchmark Period ** Phonemic Awareness I can hear the difference between words that rhyme and don’t rhyme. DEC/CEC (Division for Early Childhood of the Council for Exceptional Children). Snow, C. 1991. Rhymes, nursery rhymes, and reading in early childhood. Cambridge, MA: Abt Associates. Research in the Teaching of English 20: 33955. Acadience Reading Technical Adequacy Brief. Boston: Allyn & Bacon. Browse reading goals kindergarten resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources. Literary research that makes a difference: A study of access to literacy. 1995. For commercial use, please contact the author or publisher listed. 1989. Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and a new preschool trial. INDEPENDENT READING LEVEL GOALS BY GRADE END OF KINDERGARTEN GOAL END OF GRADE 1 GOAL END OF GRADE 2 GOAL END OF GRADE 3 GOAL PRE- Nye, B.A., J. Boyd-Zaharias, B.D. Johnston, P. 1997. Pre-school children's knowledge of English phonology. Bond, G., & R. Dykstra. See more ideas about Kindergarten goals, Kindergarten, Kindergarten reading. Children who read early. Reading Research Quarterly 24: 40233. IRA (International Reading Association). Invented versus traditional spelling in first graders' writings: Effects on learning to spell and read. I think posting goals should meet these characteristics to be effective for kindergarten: be visible {not hidden away or inaccessible - should be available for reading the room } be for the students {not for the administrators} include visuals for non-readers {which is pretty much every single student at the beginning of the year } By the end of kindergarten, most children associate letters with sounds, and they can identify and write upper and lower case letters. Web page addresses and e-mail addresses turn into links automatically. Bradley, L., & P.E. Developmental Psychology 30: 67989. Reading Rockets is a national multimedia project that offers a wealth of research-based reading strategies, lessons, and activities designed to help young children learn how to read and read better. Becoming literate. McGill-Franzen, A., & C. Lanford. Neuman, S.B., & K. Roskos. 1988. Young Children 49 (5): 78. Reading Research Quarterly 27: 1326. Dickinson, D., & M. Smith. Griffith, & P. Gough. Vernon-Feagans, L., D. Emanuel, & I. The goal is for the reader to understand what they are reading and develop comprehension skills. Repeated reading. 1986. Portsmouth, NH: Heinemann. S.B. Kindergarteners learn that writing goes from left to right. Early readers will begin to grasp the concept of a story as they listen. 1991. In Handbook of research on the education of young children, ed. American Educational Research Journal 30: 95122. Eller, R., C. Pappas, & E. Brown. Education Department of Western Australia. Evaluate reading progress and apply goal setting strategies and monitor progress toward meeting reading goals; Evaluate books and authors to share reading experiences with others; Language Arts Skills Language Arts Skills K-2. The psychology of reading. Ruddell, & H. Singer, 32358. Worksheet sets are available to Premium members only. In Theoretical models and processes of reading, eds. Adams, M. 1990. Smith. The lasting benefits study: A continuing analysis of the effect of small class size in kindergarten through third grade on student achievement test scores in subsequent grade levels--seventh grade (199293), Technical report. NAEYC. Read, C. 1971. Pearson, 75988. 1980. Book Finder 1996. Explicit versus implicit instruction in phonemic awareness. 1988. Effects of listening to series stories on first graders' comprehension and use of language. 1994a. 1990. 1995. Encouraging voluntary reading: The impact of a literature program on children's use of library centers. Reading Research Quarterly 32 (April-June): 202-10. Early Childhood Research Quarterly 9: 15370. Literacy objects as cultural tools: Effects on children's literacy behaviors in play. They can make predictions and relate the story to their own lives. Chicago: National Reading Conference. One of the easiest ways to assess reading comprehension in kindergarten students is the Informal Reading Inventory, also known as a Qualitative Reading Inventory. Domico, M.A. Cambridge, MA: MIT Press. Newark, DE: International Reading Association. The cooperative research program in first-grade reading instruction. Samuels, S.J. Research on the reading-writing relationship: Interactions, transactions, and outcomes. They understand that we read until the end of the line, then we return to the left to read a new line. See more ideas about academic goals, teaching, teaching reading. What parents, teachers and child care providers need to know. To switch between accounts click on the account below. New York: Psychological Corp. Dyson, A.H. 1988. Then send your curated collection to your children, or put together your own custom lesson plan. Durrell analysis of reading difficulty. Baltimore: Paul Brookes. This means using different voices for characters, reading with excitement if there’s an exclamation point, and to trying to read with the same voice you use when having a conversation with a friend. Reading Research Quarterly 24: 17487. What did I write? 1995. In kindergarten, children develop basic concepts of print and begin to engage in and experiment with reading and writing. H. Goelman, A. Oberg, & F. Smith, 11021. After reading various statements, STUDENT will distinguish fact from opinion, 4/5 times with 90% accuracy. They learn to distinguish punctuation marks, letters from words, and when words start and end. Instead, I want them to know what a wonderful experience reading … 1992. Portsmouth, NH: Heinemann. Journal of Educational Psychology 85: 10411.Bryne, B., & R. Fielding-Barnsley. Reading Research Quarterly 27: 20225. 1979. 1992. Reading Comprehension IEP Goal Skill Builder Non-Fiction SCIENCE TOOLS for autism, reading intervention, and students with special learning needs.This reading comprehension IEP goal skill builder worksheet packet focuses on science tools vocabulary and meaning using pictures, symbols, or … While it's important to help set goals for your kindergarten students to strive toward, kindergarten teachers need to have their own set of goals as well. Shepard, L., S.L. 1995. DEC (Division for Early Childhood) Task Force on Recommended Practices. Washington, DC: U.S. Department of Education. Washington, DC: National Academy Press. S.B. R. Siegler, 336. 1988. In my class, reading is fun. York, ME: Stenhouse. Cresskill, NJ: Hampton. Portsmouth, NH: Heinemann. Howes, C., D.A. Young children's written language knowledge: What environmental and functional print reading reveals. Young children's strategies in learning the "book language" of information books. 1988. Reading Research Quarterly 21: 33046. Early Childhood Research Quarterly 1: 6983. Weaver, 4365. Pappas, C. 1991. If you want to raise a kid having good reading skills and better comprehension of language, then it is important to choose the right kindergarten … Find the best apps for building literacy skills. Cost, quality, and child outcomes in child care centers, public report. The language experience approach to the teaching of reading. Copyright © 2020 Education.com, Inc, a division of IXL Learning • All Rights Reserved. A read aloud that is done well engages students and sparks in them a love of reading. Young children's responses to one-to-one readings in school settings. 1993. Durkin, D. 1966. In kindergarten, children develop basic concepts of print and begin to engage in and experiment with reading and writing. Children go through phases of reading development from preschool through third grade — from exploration of books to independent reading. Paper presented at invitational conference on "The Impact of Wide Reading" at Center for the Study of Reading, Urbana, IL. Journal of Reading Behavior 20: 524. Most kindergarten children can understand basic motivations for characters and events. This FREE pre-k goals printable is great for a quick reference for parents and teachers. Most kindergarten children develop a stronger concept of print. Beginning reading. R. Ruddell, M.R. R. Barr, M. Kamil, P. Mosenthal, & P.D. Along with analyzing the illustrations, kindergartners should be able to: Use left to right and top to bottom motion when reading Read one syllable words (i.e. R. Barr, M. Kamil, P. Mosenthal, & P.D. The effects of story reading programs on literacy and language development of disadvantaged pre-schoolers. Emerging literacy in the early childhood years: Applying a Vygotskian model of learning and development. The rat runs fast. In Theory and practice of early reading, vol. The teaching of reading. New York: Teachers College Press. Developmental and cognitive aspects of learning to spell. Print letters, pretend to read own writing, see self as a writer; Copy names and familiar words including own first name Neuman & K. Roskos. ed. Fulton, & M.P. The challenges of assessing young children appropriately. Reading Research Quarterly 30: 90833. Children usually understand consonant sounds before vowel sounds. Reston, VA: Council for Exceptional Children. Hannon, P. 1995. 1998. Click the "References" link above to hide these references. 2d ed. Riley, J. Berk, L. 1996. 1997. 1995. Layzer, J., B. Goodson, & M. Moss. Upgrade to Premium membership to download thousands of curated worksheet sets. Feitelson, D., B. Kita, & Z. Goldstein. New York: Macmillan. While most reading curricula involve formal instruction, this paper proposes that informal instruction is more developmentally appropriate for four‐and five‐year‐olds. The cat can see a rat. London: Paul Chapman. Learn more about reading goals for end of kindergarten and what reading and writing milestones your child should be hitting by the end of kindergarten. Barnett, W.S. Technology Task Cards For Kindergarten. Tierney, R., & T. Shanahan. Download PDF. Smaller classes really are better. Bryant. I am not worried about reading levels, achieving results on assessments, or forcing kids to think they need to leave kindergarten reading. Phillips, & M. Whitebook. View our examples of reading benchmarks, reading components, vocabulary development, and SMART goals to learn how to set goals that are specific enough to provide you with strategies. Gibson, E., & E. Levin. Portsmouth, NH: Heinemann. At first your children will point to the picture and say one or two things about the page, by the end of this unit the goal is for your child to be "reading" these stories through the pictures. Rev. Harvard Educational Review 41: 134.Richgels, D.J. Sulzby, E. 1985. 1982. About middle ear problems: The effect of otitis media and quality of day care on children's language development. Journal of Research in Childhood Education 6: 510. Reading Research Quarterly 2: 5142. Journal of Experimental Child Psychology 50: 42944. Flunking grades: Research and policies on Retention. Setting goals for oneself can be invaluable both in the learning process and in boosting self-esteem. Effects of an extensive program for stimulating phonological awareness in preschool children. Beers. Petersen. 1997. West. Neuman & K. Roskos. Reading Research Quarterly 23: 89107. ed. In the At Benchmark range, the overall likelihood of achieving subsequent early literacy or reading goals is 70% to 85%. Journal of Educational Psychology 87: 488503. Ehri, L. 1994. The Future of Children 5: 2550. In Examining central issues in literacy research, theory, and practice, eds. Language Arts 71: 26473. NAEYC position statement: Responding to linguistic and cultural diversity--Recommendations for effective early childhood education. Durrell, D.D., & J.H. Bus, A., & M. Van IJzendoorn. Portsmouth, NH: Heinemann. Here is an example of a simple reading passage: I have a cat. Writing and reading. Hillsdale, NJ: Erlbaum. Themed Booklists Children go through phases of reading development from preschool through third grade — from exploration of books to independent reading. Development of the ability to read words: Update. Newark, DE: Author. Catterson. 1977. 1994. (May, 1998) A joint position of the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC). Roberts, B. All of these goals are taken directly from the Arizona Early Learning Standards, and they’re what I use to plan curriculum for my class, Learn and Play to K. 1993. The rat runs on the mat. This worksheet offers young students an opportunity to practice goal setting with reading words. https://www.education.com/slideshow/reading-milestones-kindergarten Nature 301: 41921. Resnick & P.A. Literacy, home and school. Some of these students, especially those with scores near the benchmark, may require monitoring and/or strategic support on specific component skills. Vocabulary acquisition from listening to stories. In Advances in writing research, ed. Excerpted from: Learning to Read and Write: Developmentally Appropriate Practices for Young Children, part 4: Continuum of Children's Development in Early Reading and Writing. Early Childhood Research Quarterly 1: 8597. Position on inclusion. If you decide to create an account with us in the future, you will need to enable cookies before doing so. 1994. 1993. USSR. Collaboration on the gridiron: an interview with Fred Bowen and James Ransome, Enjoy being read to and themselves retell simple narrative stories or informational texts, Use descriptive language to explain and explore, Recognize letters and letter-sound matches, Show familiarity with rhyming and beginning sounds, Understand left-to-right and top-to-bottom orientation and familiar concepts of print, Begin to write letters of the alphabet and some high-frequency words, Encourage children to talk about reading and writing experiences, Provide many opportunities for children to explore and identify sound-symbol relationships in meaningful contexts, Help children to segment spoken words into individual sounds and blend the sounds into whole words (for example, by slowly writing a word and saying its sound), Frequently read interesting and conceptually rich stories to children, Provide daily opportunities for children to write, Create a literacy-rich environment for children to engage independently in reading and writing, Daily read and reread narrative and informational stories to children, Encourage children's attempts at reading and writing, Allow children to participate in activities that involve writing and reading (for example, cooking, making grocery lists), Play games that involve specific directions (such as "Simon Says"), Have conversations with children during mealtimes and throughout the day. Lines and paragraphs break automatically. Morrow, L.M. As part of that foundation, kindergartners will be working on the five pillars of kindergarten reading: understanding the relationship between sounds and words (phonetics), reading fluently, understanding what they read, expanding vocabulary, and building knowledge. ... National norms for the Acadience Reading measures for kindergarten through sixth grade. Neuman, S.B. Approaching reading through invented spelling. Clay, M. 1979. 1995. The early detection of reading difficulties. 1992. Early Childhood Research Quarterly 12: 8198. New York: Academic. Newark, DE: International Reading Association. DeLoache. A picture book reading intervention in day care and home for children from low-income families. Click on an item in the set below to see more info. 1995. Clay, M. 1991. 1994c. Merrill-Palmer Quarterly 33: 25581. Transforming curriculum in language and literacy. Infants and children: Prenatal through middle childhood. Research in the Teaching of English 22: 281309. Cambridge, MA: MIT Press.Graves, D. 1983. Educating African American learners at risk: Finding a better way. Portsmouth, NH: Heinemann. 1994b. Early Childhood Research Quarterly 5: 53754. Dozens of carefully selected booklists, for kids 0-12 years old, Nonfiction for Kids Darling-Hammond, L. 1997. Applebee, A.N. Norwood, NJ: Ablex. First Steps spelling developmental continuum. The Reading Teacher 32: 40308. GYNS AT WRK: A child learns to write and read. Reading the passage over and over will help with comprehension, accuracy and speed. Our reading resources assist parents, teachers, and other educators in helping struggling readers build fluency, vocabulary, and comprehension skills. Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Meaningful differences. In Cognitive processes in spelling, ed. 1986. Newark, DE: International Reading Association. 1990. First Steps reading developmental continuum. 1998. Bryne, B., & R. Fielding-Barnsley. Help your little one achieve these reading milestones. Browse kindergarten reading goals resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources. Rev. An iep goal is not unlike a personal goal. Education Department of Western Australia. Developmental Psychology 26: 42938. Anbar, A. The lexical development of kindergartners: Learning from written context. In Handbook of reading research, vol. In Reaching potentials: Transforming early childhood curriculum and assessment, vol. 1996. McGee, L., & D. Richgels. Incidental learning of word meanings by kindergarten and first grade children thorough repeated read aloud events. Hanson, R., & D. Farrell. Kindergartners as writers and readers. Fulton. 1967. It lists 20 main language & literacy goals and 20 main math goals to focus on in preschool. 1989. Young Children 51 (2): 412. Beginning to read. 1995. NAEYC. Richgels, D.J. Create your own booklists from our library of 5,000 books! First Steps oral language developmental continuum. Washington, DC: National Education Goals Panel. Smith. When do children begin to read: An exploration of four-year-old children's word reading competencies. 1986. Washington, DC: NAEYC. C. Kinzer & D. Leu, 391404. Portsmouth, NH: Heinemann. Journal of Educational Psychology 83: 45669. Journal of Educational Psychology 78: 24355. In Comparative Reading, ed. Strickland, D. 1994. Clay, M. 1975. Watch one-on-one reading support in action with K-3 students, FAQs 1996a. The foundations of literacy. Hillsdale, NJ: Erlbaum. Attachment and book-reading patterns: A study of mothers, fathers, and their toddlers. Reading Research Quarterly 30: 96109. Reading to young children: Its significance for literacy development. Bookmark this to easily find it later. Bus, A., M. Van IJzendoorn, & A. Pellegrini. 1998. McGee, L., R. Lomax, & M. Head. Acquisition of literacy: A longitudinal study of children in first and second grade. 1994d. Research foundations for wide reading. Journal of Reading Behavior 20: 99118. How can we enable all children to achieve? Literacy instruction in half- and whole-day kindergarten. Maclean, M., P. Bryant, & L. Bradley. 1983. 2, eds. Portsmouth, NH: Heinemann. 2, eds. Long-term effects of early childhood programs on cognitive and school outcomes. Young Children 43 (3): 2532. 1996b. Chicago: National Reading Conference. Research has begun to document the acquisition of literacy‐related knowledge and skills prior to formal instruction in learning environments where informal instruction occurs, i.e. Clarke, L. 1988. 1993. Please note: Use the Contact Us link at the bottom of our website for account-specific questions or issues. Doing what matters most: Investing in quality teaching. Matthew Effects in reading: Some consequences of individual differences in the acquisition of literacy. Newark, DE: International Reading Association. 1987. 1978. Knowing literacy: Constructive literacy assessment. Pinpoint the problem a struggling reader is having and discover ways to help. You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). Blood. PRE-K GOALS PRINTABLE. When learning a second language means losing the first. Goals of Acadience Reading K–6. London: Falmer. Mason, J., & S. Sinha. 1994. Elementary School Journal 89: 13546. New York: National Commission on Teaching and America's Future. May 2, 2019 - Explore Y Z's board "Academic Goals" on Pinterest. J. PARENT GUIDE TO READING LEVELS KINDERGARTEN TO GRADE 3 LEVEL F: • Recognizes 50 or more sight words. 1988. U. Frith, 33953. Mason, J. Developmentally appropriate practice in early childhood programs. 1994. Skills, plans and self-regulation. Design information, reliability, and validity data for Acadience Reading. First Steps writing developmental continuum. New York: Longman. Find out what parents and teachers can do to support kindergarten literacy skills. Categorizing sounds and learning to read: A causal connection. Cunningham, A. 1998. Juel, C., P.L. We enable strictly necessary cookies to give you the best possible experience on Education.com. Anderson, R.C. 1989. The theoretical basis for relationships between language and literacy in development. Vukelich, C. 1994. Portsmouth, NH: Heinemann. 1980. Elley, W. 1989. Thresholds of quality: Implications for the social development of children in center-based child care. Bus, A., J. Belsky, M.H. 1995. Beginning first graders' "invented spelling" ability and their performance in functional classroom writing activities. 1979. 1995. 1991. Exposing the edge of the preschool curriculum: Teachers' talk about text and children's literary understandings. Ehri, L.C., & C. Robbins. Neuman, S.B., & K. Roskos. How likely are you to recommend Education.com to your friends and colleagues? Language Arts 20: 53437. Pinpoint the problem a struggling reader is having and how to help, Reading Interventions B. Spodek, 13750. Bryne, B., & R. Fielding-Barnsley. New York: Macmillan. Child Development 63: 44960. In Children's thinking: What develops? L.B. 1990. Wells, G. 1985. Different states and even different schools may have slightly different goals, but this list can provide you with an idea of what you can expect your child's kindergarten … Phonics in the early reading program: A position statement. In Awakening to literacy, eds. Review of Educational Research 49: 22251. Hart, B., & T. Risley. Principles and recommendations for early childhood assessments. Access to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks. Effects of play interventions on young children's reading of environmental print. Karweit, N., & B. Wasik. Cummins, J. Mothers reading to their 3-year-olds: The role of mother-child attachment security in becoming literate. S. Bredekamp & T. Rosegrant. Reading acquisition of preschool children without systematic instruction. In Literacy theory and research: Analyses from multiple paradigms, eds. Woo. Frost, & O.P. Just by building an awareness, through the content I explore, we are finding ways to connect to the goals. 1980. 1996. Norwood, NJ: Ablex. "I No EverethENGe": What skills are essential in early literacy? Watch or listen to our classroom video, author interviews and more. Visual and phonological strategies in reading and spelling. Pearson, 24680. Reading Research Quarterly 30: 9981015. J. Zutell & S. McCormick, 23140. SHELL: Oral language and early literacy skills in kindergarten and first-grade children. In kindergarten, children develop basic concepts of print and begin to engage in and experiment with reading and writing. Review of Educational Research 65: 121. Invented spelling ability and printed word learning in kindergarten. Elkonin, D.B. If learning to read is like building a skyscraper, then kindergarten is the year to construct the most solid foundation possible. 1990. Cost, Quality, and Child Outcomes Study Team. Foundational skill goals include basic concepts of print, such as reading from left to right and turning the page, and basic phonological awareness skills including an understanding of sound symbol correspondence and the ability to use this knowledge to decode basic unknown words. Establishing reading goals at the beginning of the school year can set the tone for the kind of reading work you expect from your students—and what they expect from themselves. Journal of Applied Developmental Psychology 18: 395409. cat) and recognize common and color words (I, the, … Shepard, L. 1994. The cat sat on a mat. Neuman, S.B. M.Farr, 12799. Discourse Processes 14: 20325. 1986. How letter-sound instruction mediates progress in first-grade reading and spelling. 1992. Nye, B.A., J. Boyd-Zaharias, & B.D. Wallenhorst. Tips on finding great books, reading nonfiction and more. Vocabulary I can describe familiar object using details. 1994. Lundberg, I., J. Nashville: Center of Excellence for Research in Basic Skills, Tennessee State University. Moyer, S.B. Juel, C. 1991. By the end of the year many children can recognize and read sight words in books. Comprehension Strategies I can predict using the title, cover, illustrations, and text. DEC recommended practices: Indicators of quality in programs for infants and young children with special needs and their families.