Young children advance through kindergarten

With direction and on their own, experiment with sounds, rhythms, and linguistic constructions (e.g., generate rhymes, including nonsense words; identify syllables through actions, such as clapping, manipulate sounds and words in shared, guided, and independent activities, such as singing songs or chants or participating in finger plays).

For a variety of reasons (such as to exchange ideas, express feelings, or provide opinions) and in a variety of situations, listen and respond to others (e.g., after read-alouds and shared reading or writing activities, while solving a class math problem, in imaginary or exploratory play; at the learning centers, while engaged in games and outdoor play, while making scientific observations of creatures outdoors). Student Talk: At first, the parent at the home center will say, “The baby is wailing,” but later, they will say, “Don’t cry, I’ll change your diaper for you,” and then, they will say, “I’m creating a house. What do you create? You ought to paint yours blue, in my opinion.

Follow one- and two-step instructions in various situations (e.g., in classroom routines; music, drama, and dance activities; outdoor play; learning centers; large group activities)

Student Talk: “I constructed a fort with my brother like the one in the novel.” “I built a sandcastle like this at the beach.” “I participated in dialogues at learning centers.” Use language in a variety of situations to relate new experiences to what they already know.

Use language to express their thoughts, to ponder, and to find solutions to issues. Teacher Prompts: “I wonder how you knew that.

“What were you considering?

“Use specialized vocabulary for a variety of purposes, such as terms for things they are building or tools they are using. Student Talk: At the block center, “We put a roof on our house.” At the water center, “I poured the water in the funnel.” After hearing a book about farming read aloud and then building a farm with blocks, “My silo doesn’t have any grain in it yet.”

Ask questions in many situations and for a range of reasons (e.g., for guidance, assistance, information, clarification, or aid in comprehending something) (e.g., during discussions and conversations with peers and adults before, during, and after read-aloud activities and shared reading; while making observations on a class walk; in small groups at learning centers)

Learn to communicate and react by using gestures, voice tones, and other non-verbal cues (e.g., respond to non-verbal directions from the teacher; vary tone of voice when dramatizing; name feelings that are expressed in facial expressions in photos or illustrations; recognize when someone is upset).

Student Talk: Initially, “We went out for dinner,” “My dad and I went out for dinner,” and finally, “Last night I went out for dinner with my dad since Mom was busy.” Describe personal experiences using language and information suited to the scenario.

Student Talk: Initially, “We cooked the apples,” then, “First we had to peel all of the apples. Orally recreate basic events and simple known tales in the right order. We fried them after cutting them up. When Humpty Dumpty first fell and was unable to get up, we mashed them and ate the apple sauce. Later, Humpty Dumpty was sitting on a wall when he collapsed. He was too broken for the king and his troops to repair, despite their best efforts.