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Oral Communication and Thinking Skills in Kindergarten

The document is a report card for a kindergarten student assessing their oral communication and thinking skills. It rates the student on a scale of 1 to 4 in various areas, including their ability to communicate with others for different purposes, sustain interactions, use language to connect experiences and think critically, ask questions, use specialized vocabulary, and employ social skills during play. It also evaluates their technological problem-solving skills such as posing questions, making predictions, and communicating results while creating and designing.

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523 views1 page

Oral Communication and Thinking Skills in Kindergarten

The document is a report card for a kindergarten student assessing their oral communication and thinking skills. It rates the student on a scale of 1 to 4 in various areas, including their ability to communicate with others for different purposes, sustain interactions, use language to connect experiences and think critically, ask questions, use specialized vocabulary, and employ social skills during play. It also evaluates their technological problem-solving skills such as posing questions, making predictions, and communicating results while creating and designing.

Uploaded by

api-339521306
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Student Name:___________________

Date: ____________________

Oral Communication and Thinking Skills in Kindergarten


1= Not Observed, 2=Occasionally, 3=Often, 4=Usually
1
OE1. communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts
1.4 sustain interactions in different contexts (e.g., with materials, with other children, with adults)
1.5 use language (verbal) in various contexts to connect new experiences with what they already know (e.g.,
contribute ideas during shared or interactive writing; contribute to conversations in learning areas; respond to
educator prompts)
1.6 use language (verbal) to communicate their thinking, to reflect, and to solve problems
Thinking - student identifies initial observations I made a tall tower.
Reflect - student makes a judgement based on initial observations It fell down because it
was too tall
Solving Problems - student creatively changes or adds to initial design to make it better I
made it wider so it wont fall down.
1.7 use specialized vocabulary for a variety of purposes (e.g., terms for things they are building or equipment they
are using)
1.8 ask questions for a variety of purposes (e.g., for direction, for assistance, to innovate on an idea, to obtain
information, for clarification, for help in understanding something, out of curiosity about something, to make
meaning of a new situation) and in different contexts (e.g., during discussions and conversations with peers and
adults; before, during, and after read-aloud and shared reading experiences; while exploring the schoolyard or
local park; in small groups, in learning areas)
OE3. identify and use social skills in play and other contexts
3.1 act and talk with peers by expressing and accepting positive messages (e.g., use an appropriate tone of voice
and gestures; give compliments; give and accept constructive criticism)
3.2 demonstrate the ability to take turns during activity and discussions (e.g., while engaged in play with others; in
discussions with peers and adults)
OE24. use technological problem-solving skills, on their own and with others, in the process of creating and
designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating)
24.2 state problems and pose questions as part of the process of creating and designing
24.3 make predictions and observations as part of the process of creating and designing
24.5 communicate and record results and findings either individually or in groups (e.g., explain and/or show how
they made their structure; record ideas using pictures, words, numbers on labels, or in charts)

The Kindergarten Program, 2016

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