Progression from 3- to 6-Years-Old (End of Kindergarten) The lines between columns are intentionally fuzzy because the age is approximate. This progression is not to be used as an assessment or checklist, or to judge whether a child is ready to transition to Kindergarten. They represent expectations for children, but each child will reach these indicators at their own pace and their own way. These are meant to help you know what to expect; what learning may come first and what learning may come next for most children. @3 old @4 years old @5 years old @6 old (end of Kindergarten) Naming Names typical 2D and describes Names and describes Correctly and shapes (circles, familiar 2D shapes most 2D shapes describes 2D shapes Shapes squares, triangles, (circle, square, triangle, regardless of orientation regardless of orientation rectangles) rectangle). Begins to and size (e.g., familiar or size (e.g. familiar recognize less typical shapes plus rhombuses, shapes plus more such examples (i.e. a long trapezoids, hexagons) as octagons, skinny triangle is still a parallelograms, triangle because it has 3 convex/concave figures) sides) Shape Notices shapes have Begins to describe Describes shapes by Compares shapes, Attributes sides and corners shapes by number of specifying number of describing similarities, sides and corners and sides and corners and by differences, and parts sides of same or different indicating whether sides using language such as length are of same or different number of sides and length corners, and sides of same or different length Read and Identifies numerals as Reads numerals 1-5 Reads numerals 1-10, Reads and writes write being different than begins to write some, numerals 0-20 numerals letters and identifies such as 1, 3, 7 (K.CC.A.3) some, such as 3
Progression from 3- to 6-Years-Old (End of Kindergarten) The lines between columns are intentionally fuzzy because the age is approximate. This progression is not to be used as an assessment or checklist, or to judge whether a child is ready to transition to Kindergarten. They represent expectations for children, but each child will reach these indicators at their own pace and their own way. These are meant to help you know what to expect; what learning may come first and what learning may come next for most children. @3 old @4 years old @5 years old @6 old (end of Kindergarten) Naming Shapes Names typical 2D shapes (circles, squares, triangles, rectangles) and describes familiar 2D shapes (circle, square, triangle, rectangle). Begins to recognize less typical examples (i.e. a long skinny triangle is still a triangle because it has 3 sides) Names and describes most 2D shapes regardless of orientation and size (e.g., familiar shapes plus rhombuses, trapezoids, hexagons) Correctly and describes 2D shapes regardless of orientation or size (e.g. familiar shapes plus more such as octagons, parallelograms, convex/concave figures) Shape Attributes Notices shapes have sides and corners Begins to describe shapes by number of sides and corners and sides of same or different length Describes shapes by specifying number of sides and corners and by indicating whether sides are of same or different length Compares shapes, describing similarities, differences, and parts using language such as number of sides and corners, and sides of same or different length Read and write numerals Identifies numerals as being different than letters and identifies some, such as 3 Reads numerals 1-5 Reads numerals 1-10, begins to write some, such as 1, 3, 7 Reads and writes numerals 0-20 (K.CC.A.3)
ShapeCardGames_about_3_20_17.docx