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EE.RF.K.1 Demonstrate emerging understanding of the organization of print

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EE.RF.K.2 Demonstrate emerging understanding of spoken words, syllables, and sounds (phonemes).

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EE.RF.K.3 Demonstrate emerging awareness of print.

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EE.RF.K.4 Engage in purposeful shared reading of familiar text

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EE.R.K.1 With guidance and support, identify details in familiar texts.

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EE.R.K.2 With guidance and support, identify major events (RL) or the topic in a familiar text (RI).

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EE.R.K.3 With guidance and support, identify characters and settings (RL) or important details and events (RI) in familiar texts.

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EE.R.K.4 With guidance and support, indicate when an unknown word is used in a text. (RI&RL)

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EE.R.K.5 With guidance and support, recognize familiar texts (e.g., storybooks, poems, information al texts) and locate the front cover of the book. (RI&RL)

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EE.R.K.6 With guidance and support, distinguish between words and illustrations/graphics in a text. (RI&RL)

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EE.R.K.7 With guidance and support, identify illustrations or objects/tactual information that go with the text

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EE.R.K.8 With guidance and support, identify points the author makes in text

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EE.R.K.9 With guidance and support, match similar parts of two familiar texts, identifying the adventures or experiences of a character.

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EE.W.K.1 With guidance and support, use drawing, dictating, or writing to compose writing for a variety of high-stakes and low stakes purposes

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EE.W.K.2 With guidance and support, use writing, dictation and/or drawing to compose:

a. Opinion pieces in which they state an opinion.

b. Informative/Explanatory text in which they provide some information about a predetermined or self chosen topic.

c. Convey events, real or imagined and narrate a single event or several loosely linked events.

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EE.W.K.3 With guidance and support, use a combination of drawing, dictating and writing to create a text that uses words familiar to the student.

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EE.W.K.4(Begins ingrade 3)

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EE.W.K.5 With guidance and support from adults, add more information to their own drawing, dictation, or writing to strengthen it.

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EE.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce individual or group writing. With guidance and support from adults, produce writing through printing (including letter like marks or forming some printed letters)

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EE.W.K.7 With guidance and support, participate in shared inquiry and writing projects.

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EE.W.K.8 With guidance and support from adults, identify information, objects, or events that relate to personal experiences.

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EE.W.K.9 With guidance and support from adults, recall key details from literary or informational texts.

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EE.SL.K.1 With guidance and support, participate in conversations with others.

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EE.SL.K.2 With guidance and support, demonstrate an emerging understanding of a familiar text read aloud or information presented orally or through other media by answering questions

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EE.SL.K.3 Ask for help when needed.

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EE.SL.K.4 With guidance and support, identify familiar people, places,things, and events.

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EE.SL.K.5 With guidance and support, add or select drawings or other visual or tactile displays that relate to familiar people, places, things, and events.

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EE.L.K.1 Use language to achieve desired outcomes when communicating.

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EE.L.K.2 Demonstrate emerging knowledge of word meanings.

a. With guidance and support, demonstrate understanding of words used in every day routines.

b. Not applicable

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EE.L.K.3 Demonstrate emerging understanding of word relationships.

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EE.L.K.4 With guidance and support, use words acquired through conversations, being read to, and during shared reading activities.

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EE.L.K.5 Demonstrate emerging understanding of letter and word use.

a. With guidance and support, distinguish between letters and other symbols or shapes.

b. With guidance and support, use frequently occurring nouns in communication.

c.With guidance and support, use frequently occurring plural nouns.

d. With guidance and support, identify answers to simple questions (e.g., who, what) from an array of choices.

e. With guidance and support, demonstrate understanding of common prepositions: on, off, in, out.

f. With guidance and support, link two or more words together in communication.

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EE.L.K.6 Not applicable

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An IEP goal for a kindergarten student that would fall under the standard EE.RF.K.3. The goal would be to identify the first letter in their name. Then as they move to 1st grade their new goal would be to recognize upper and lower case letters in that same standard.

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An IEP goal for a kindergarten student that would fall under the EE.SL.K.3 standard. Would be to ask for help when needed.

This would then build for first grade where the student would be able to communicate "I don't know" with the teacher.

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An IEP goal for a kindergarten student that would fall under the standard EE.R.K.4. The goal would be for the student identify when they do not know a word in the text. They will then build for first grade. Where the student will then be able to ask for help to explain the unknown word.