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Pennsylvania Kindergarten Standards

Pennsylvania Kindergarten Standards

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Published by Barbara Miller

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Published by: Barbara Miller on Jul 22, 2013
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02/13/2015

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STANDARD STATEMENT

•Identify responsibilities at school
•Participate in activities that support
the life of the classroom and/or
school
•Identify community workers that exist
in most or all communities

EXEMPLARS (EXAMPLES)

The learner will:
•Demonstrate the ability to maintain
personal materials in an orderly manner
•Respect the space and materials of others
in the classroom or school
•Help care for class and school equipment,
tools, materials and environment
•Participate in group decision-making
•Work cooperatively with other children to
achieve an outcome
•Name community agencies and workers
that protect us or keep us healthy, such as
fire fighters and police and hospitals,
doctors and nurses

SUPPORTIVE PRACTICES

The adult will:
•Define the expectations in the classroom
•Model and reinforce how to care for
classroom and personal materials
•Give students classroom jobs and
responsibilities
•Engage children in class meetings and
decision-making
•Provide cooperative learning activities

BIG IDEA: Citizenship involves responsibility to myself and others.
ESSENTIAL QUESTIONS:Can I describe some jobs I must do at school? Can I apply conflict resolution strategies? What do I do as a leader?
How do I show examples of good citizenship at school?

5.2.1 CIVIC RIGHTS,

RESPONSIBILITIES AND DUTIES

CONTINUED...

PENNSYLVANIA STANDARDS FOR KINDERGARTEN

49

SOCIAL STUDIES THINKING: CONNECTING TO COMMUNITIES

STANDARD STATEMENT

•Identify the sources of conflict and
disagreement and different ways
conflict can be resolved

EXEMPLARS (EXAMPLES)

The learner will:
•State the cause of a problem
•Suggest solutions for a problem
•Continue to attempt to solve a problem
until a solution is successful

SUPPORTIVE PRACTICES

The adult will:
•Provide instruction in conflict resolution
strategies
•Provide support at children work together
to resolve a problem
•Use questions to enhance and expand
children’s thinking about problems

5.2.2 SOURCES AND

RESOLUTION

OF CONFLICT

STANDARD STATEMENT

•Identify positions of authority at
school and community

•Describe the roles of students, teachers
and administrators

EXEMPLARS (EXAMPLES)

The learner will:
•Identify the principal, teachers, guidance
counselor as people in authority at school
•Identify police officers and firemen as
people in authority in the community
•Model these people in play

SUPPORTIVE PRACTICES

The adult will:
•Talk about the roles of the principal,
guidance counselor, and school nurse, and
what they do at school
•Invite police officers and firemen to visit
to explain their work and how they keep
us safe
•Observe play situations to correct
misinterpretations of roles
•Visit the principal’s office
•Read books about the people who work at
the school or in the community

5.3.1 BRANCHES OF

GOVERNMENT

STANDARD STATEMENT

•Participate in leadership
opportunities in the classroom

EXEMPLARS (EXAMPLES)

The learner will:
•Accept job responsibilities
•Offer to assist the teacher or another
student

SUPPORTIVE PRACTICES

The adult will:
•Provide children with job responsibilities
within the classroom
•Ask for assistance from children

5.2.3 POLITICAL

LEADERSHIP AND

PUBLIC SERVICE

STANDARD STATEMENT

•Describe how to be a responsible
member of a class or other group to
which one belongs

EXEMPLARS (EXAMPLES)

The learner will:
•Share examples of good citizenship and
responsibility at school
•Recite a bully free pledge

SUPPORTIVE PRACTICES

The adult will:
•Recognize children who demonstrate traits
of good citizenship and character
•Encourage children to participate in
cooperative games and play
•Use “what if” situations to help children
consider appropriate behaviors and responses
•Support a bully free class and school

5.2.4 COMPETENT

AND RESPONSIBLE

CITIZENS

STANDARD 5.2: RIGHTS AND RESPONSIBILITIES OF CITIZENSHIP

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