Pilot Draft (7-02-03)

Kindergarten Readiness Indicator Checklist

Child’s Name ______Date______School ______Evaluator______

Each of the skills listed – language comprehension, approaches to learning, cognition, phonological awareness, letter knowledge, print awareness, numeracy, social emotional, and physical development – is an essential component and indicator of a child’s reading ability and readiness for school. FRAMEWORKS Examples – Division of Childcare (5.1) AR Dept of Ed. (LSV 1.23) Head Start ( HS-LD)

Indicators / Not Evident / Emerging
50% Accurate / Evident
Observation
Competent / COMMENTS / EC/ADE/
HS

Framework

Language Comprehension

Expressive/Receptive

1. Uses effective oral communication skills and speaks in complete sentences
It is not unusual for children to use some incorrect grammar when speaking. / 5.1
LSV 1.23
LSV 1.26
HS-LD
2. Understands and follows directions with at least two steps / 5.9
LSV 1.6
HS-LD
3. Uses correct vocabulary related to position, direction, size and comparison
q  like/different
q  top/bottom
q  first/last
q  big/little
q  up/down
Follows a verbal direction, such as “Put the cup on the plate.” / 3.17
LSV 1.6
GS 1.5
HS-LD
HS-M
Indicators / Not Evident / Emerging
50% Accurate / Evident
Observation
Competent / Comments / EC/ADE/
HS

Framework

4. Makes simple predications and comments about a story being read / 3.1
W 1.3
HS-L
Approach To Learning/Cognition
1. Demonstrates visual discrimination skills by matching two like pictures in each of the five sets of pictures / 3.4
HS-AL
2. Classifies (same/different, alike/not alike) objects by physical features
q  shape
q  color
q  size
Finds the one in each set of objects that does not belong / 3.10
M 1.1
PAF 1.1
HS-AL
3. Classifies objects conceptually (things that go together)
Points to things that go in the water
/ 3.11
HS-M,S
HS-AL
4. Recognizes, replicates or repeats patterning sequence
Makes/creates a row of blocks alternating in size (big-small-big-small) by placing another block in the big and small, or color, size or shape patterns when asked what comes next. / 3.12
GS 2.2
HS-M
5. Demonstrates the ability to correctly put in order or sequence up to three (3) picture sequence story cards / 3.14
LSV 1.16
LSV 1.13
HS-M
Indicators / Not Evident / Emerging
50% Accurate / Evident
Observation
Competent / Comments / EC/ADE/
HS

Framework

6. Recites/participates/joins in repeating a familiar song/poem/finger play/nursery rhyme
Must provide a variety of opportunities
/ 5.4
R 1.12
R 1.15
HS-L
7. Retells a simple story after listening to a story with pictures
Traditional story such as 3 Bears/3 Pigs / 3.2
R 1.11
R 1.15
LSV 1.19
R 1.6
HS-L

Phonological Awareness/Print Knowledge

1. Recognizes name in print when shown word cards / 3.5
3.7
R 1.1
HS-L
2. Points and/or recognizes letters in name
States that letter on sign or chart is the same as beginning letter of own name or finds name in a group of three (3) names / 3.7
HS-L
3. Attempts to write letters in own name / 3.6
3.7
W 1.1
W 1.1
R 1.5
HS-L
4. Recognizes environmental words, signs or high frequency words in the child’s environment
“Reads” familiar signs in the environment such as McDonald’s and words must be applicable to child’s environment
/ 3.7
W 1.1
HS-L
Indicators / Not Evident / Emerging
50% Accurate / Evident
Observation
Competent / Comments / EC/ADE/
HS

Framework

5. Demonstrates book awareness
q  left to right
q  top to bottom
q  holding book right side up
q  beginning/ending
q  front/back

Looks at and discusses book from front to back

/ 3.3
R 1.2
HS-L
6. Identifies two words that rhyme/sound the same when given rhyming picture words.
Teacher shows and says names of sets of pictures. Teacher shows a total of four (4) sets of cards with three pictures cards in each set. Two (2) of the three (3) cards will rhyme / 5.4
R 1.3
HS-L
7. Recognizes 10 alphabet letter names, may include those in own name by pointing to requested letter / 3.7
3.9
W 1.1
R 1.3
R 1.5
HS-L
8. Matches 3 letter/sound associations
Must provide a variety of choices / 3.9
R 1.5
HS-L
9. Demonstrates understanding of the difference in a “letter” and a “word” / N1.2
R 1.2
HS-L
10. Uses symbols or drawings to express ideas
/ 3.6
W 2.7
HS-L
Indicators / Not Evident / Emerging
50% Accurate / Evident
Observation
Competent / Comments / EC/ADE/
HS

Framework

Numeracy

1. Demonstrates one-to-one correspondence by counting 5 objects / 3.13
NPO 2.1
HS-M
2. Demonstrates an understanding of number (how many) and numeral relationship by placing correct number of objects to corresponding 0-5 numeral
Places three (3) counting bears on card with 3 written on it (numeral) / 3.15
NPO 1/11
DSP 1.1
HS-M
3. Demonstrates an understanding of addition and subtraction
Child uses manipulatives and adds and subtracts objects as a story is read / 3.16
NPO 1.2
HS-M
4. Arranges numerals in order 1-5 / 3.15
PAF 1.1
HS-M
5. Identifies/points to five (5) colors upon request
provide at least 8 colors to chose from / 3.10
GS 2.2
HS-M
6. Identifies/points to three shapes
q  circle
q  square
q  triangle / 3.10
GS 1.1
GS 1.2
HS-M
Indicators / Not Evident / Emerging
50% Accurate / Evident
Observation
Competent / Comments / EC/ADE/
HS

Framework

7. Counts in sequence 1-10 / NPO 1.1
HS-M
8. Understands concepts of more and less up to five (5) objects
/ NPO 2..2
NPO 1.3
NPO 1.1
HS-M
9. Works simple puzzles (up to four 4 pieces) / GS 1.3
3.17
HS-M

Social Emotional/Physical Development

1. Identifies self as a boy or girl
/ 3.26
HS-SED
2. Provides/states first and last name / LSV 1.8
HS-SED
3. Identifies parent’s first and last name / 3.27
HS-SED
4. Identifies age / LSV 1.8
HS-SED
5. Demonstrates independence in personal care
Toileting, zipping, & buttoning, etc.
/ 1.2
HS-SED
6. Separates from parents by appearing comfortable and secure without parent / 1.11
HS-SED
Indicators / Not Evident / Emerging
50% Accurate / Evident
Observation
Competent / Comments / EC/ADE/
HS

Framework

7. Uses writing/drawing tools and scissors with control and intention

Draw a person, cut on a straight line, connect the dots

/ 4.8
W 2.6
HS-PHD
8. Reproduces/copies a
q  circle
q  square
q  triangle / GS 1.1
HS-PHD

*Legend or Key

Division of Child Care and Early Childhood - Numerals

Arkansas Department of Education – Strand & Numerals

HS-Head Start

q  All Head Start information is from the Domains in the “The Head Start Path to Positive Child Outcomes”

LD-Language Development

L-Literacy

M-Math

S-Science

SED-Social & Emotional Development

AL-Approaches to Learning

PHD-Physical Health & Development