Utah KEEP (Kindergarten Entry and Exit Profile)

  • In August, each kindergarten student in Utah will be given the state KEEP Entry test.  This test will be assess students on their mastery of preschool skills (pre-k standards/numbers are listed below).  The KEEP will help the teacher and school know things your child does well, and also help identify which skills he/she still needs help mastering.  Here are some of the tested skills that appear on the KEEP.  Practicing these skills over the summer will help prepare your student for success in Kindergarten:

    • Oral Language (SL 4): Read to your child daily.  Talk about the stories.  Talk to your child often about what is happening around them.  Enjoy summer adventures and discuss experiences with your child.  
    • Letter Naming (RF 1.d): Kindergarten students should be able to name each capital and lowercase letter quickly and correctly.  We introduce the letters and sounds so quickly, that it is to your child’s advantage to have a good background on recognizing many of them before school starts.  Start practicing naming letters in the child’s name, and build on learning a few each day.  Keep letter naming practice short and fun.  See our Letter Skills page for more ideas on helping your child learn the alphabet letters.
    • Writing Letters (L 1.a): Help students develop a good pencil grip.  They should practice writing their name with only the first letter capitalized (and the rest lowercase).  See our handwriting page for information about the style of handwriting we use as well as the correct pencil grip.
    • First Sounds (RF 2.d): When given a word, students will say the first sound in the word (not the letter name).  Saying the first sound in a word is the first phonological skill we work on.  Simply ask your child, “What is the first sound in ______?”  While driving in the car you might say, “I see a store what is the first sound in the word “store”?  They should respond, “/ssssss/” or “There is a cow! What’s the first sound in cow?”, etc.  See our phonological awareness page for more ideas. 
    • Letter Sounds (RF 3.a): In Kindergarten, the sounds are learned along with the capital and lowercase letter.  We also start blending as soon as three sounds are learned.  For students unfamiliar with letter names, this is a lot to master each week!  Your help is appreciated.  Once your student is comfortable with letter names, you can help them in learning the letter sounds.  A letter sound guide can be found on our letter skills page.  Keep in mind that some sounds should be held 2-3 seconds, and some sounds are quick.  This is indicated on the sound guide as well.  Please visit our Letter Skills page for resources and fun links for online games and mobile app suggestions:  http://www.cachedistrictliteracy.org
    • Directionality (RF 1.a):  When reading picture books with your child, point out the parts of the book and track under the words with your finger as you read.  Talk to them about books, words, and letters.  
    • Concept of Letter/Word (RF 1.c):  Help your child understand the purpose of letters and that they make words when they are grouped together.  See if they can count all the words on a page in a picture book.  Have them go on letter hunts around the house or in a book (ex.  Let’s how many letter “m”s we can find on this page).  
    • Rote Counting (CC 1):  Have your child practice counting aloud.  When they have mastered counting to 10, work up to 15 and then 20.  Most kids get tricked around 13 & 14.  Take it slow and make it a fun challenge!  Car rides are a great time to practice counting aloud.
    • Numeral Recognition (RF 1.e):  Practice naming numbers out of order.  Mix up number cards and have child re-order them and then touch and name them.  Show them a number and have them count out that many objects (cereal, crackers, toy cars, etc.).
    • One-to-One Correspondence, Cardinality, and Quantity to Numeral: (CC 4a, 4b, 3):  Practice counting things!  At meal times, have children help set the table and count out what is needed.  Give them a small snack (cheerios, goldfish, etc) and have them count out a specific amount.  When counting objects, have the child touch and count.  Some children may count faster than they touch; slow them down to ensure accuracy.  One number should be said for each object touched/ pointed to.  Use counting with the number cards (ex.  You counted out 9 crackers!  Which card shows that number?).  Also, showing them a number card and asking them to count out that many will help develop these skills as well.
    • Quantity Discrimination (CC 6):  Make sure your child understands the terms more, less and equal.  Make two sets of objects and have them tell you which set has more and which set has less.  
    • Shape Creation (G 5): Help your child become familiar with the basic shapes.  Have them practice naming them and drawing them.  Point out the pointy corners and curvy parts to help them draw more accurately.
    • Social-Emotional Skills (SE and SS 2): Summer is a great time to encourage your child how to be a hard worker and stick to tasks.  Help them understand how to listen and follow directions.  Praise effort more than product (ex. “You worked a long time on coloring that picture.  I can tell you took your time to do your best”).  Help your child practice being a good friend to others.

    At the end of kindergarten, students will be given the KEEP Exit test.  Although it has the same name, it is a different assessment than the KEEP Entry.  The KEEP Entry assesses mastery of preschool standards, whereas the KEEP Exit assesses mastery of the kindergarten standards.

    For more information about the KEEP Entry and Exit tests, please visit the state website: USBE Assessment and Accountability/Kindergarten