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Browse Georgia State Standards
Grade: Kindergarten
Standards: Students
1. Listens to stories for enjoyment.
2. Begins to read linguistically and developmentally appropriate materials.
3. Begins to demonstrate an understanding of the written language.
4. Gives personal information based on templates or models in the target language.
5. Begins to demonstrate comprehension of some extended oral discourse.
6. Demonstrates an understanding of main elements of a story or passage.
7. Uses the target language for a variety of spoken activities.
8. Shares information of their choice with audiences outside the classroom.
9. Begins to ask for information and makes requests of teachers and other language speakers.
10. Provides information and responds to requests from teachers and other language speakers
11. Begins to communicate orally using sentences
12. Follows complex oral instructions and gives simple commands
13. Demonstrates an understanding of a variety of speech sources (teacher, peers, native speakers, other target language speakers, tapes, CD-ROMs, and videos).
14. Identifies examples or influences of the target language and cultures in their own community.
15. Identifies, compares and contrasts diverse cultural practices and products, including language, emphasizing similarities as well as differences.
16. Begins to identify selected works of art, music and literature of the target cultures.
17. Uses culturally appropriate language and behavior in both formal and informal target language situations (greeting, leave-taking, eating customs, travel, school, etc.).
18. Uses the target language in appropriate content-related areas including, but not limited to, mathematics, social studies, science, literature and fine arts.
19. Uses a limited number of words, high frequency utterances and phrases on a variety of familiar topics.
20. Participates actively in classroom experiences with music, sports, games, songs, dances, or musical instruments from the target cultures and extends these experiences into their personal lives.
21. Begins to use the target language to obtain information to satisfy personal needs and interests.
22. Uses words and high frequency utterances to attempt communication.
23. Draws from a basic vocabulary that permits exchanges of a personal nature and on simple topics.
24. Demonstrates understanding of natural classroom speech at a normal rate of speed with nonverbal support.