Kindergarten

Reading Standards: Literature

Reading Standards: Informational Text

Reading Standards: Foundational Skills

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Print Concepts

With prompting and support, ask and answer questions about key details in a text.

With prompting and support, retell familiarstories, including key details.

With prompting and support, identify characters, settings, and major events in a story.

Ask and answer questions about unknown wordsin a text.

Recognize common types of texts (e.g.,storybooks, poems).

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

With prompting and support, compare and contrast the adventures and experiences of charactersin familiarstories.

Actively engage in group reading activities with purpose and understanding.

With prompting and support, ask and answer questions about key details in a text.

With prompting and support, identify the main topic and retell key details of a text.

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

With prompting and support, ask and answer questions about unknown words in a text.

Identify the front cover, back cover, and title page of a book.

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

With prompting and support, identify the reasons an author givesto support points in a text.

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Actively engage in group reading activities with purpose and understanding.

Demonstrate understanding of the organization and basic features of print. a) Follow words from left to right, top to bottom, and page by page. b) Recognize thatspoken words are represented in written language by specific sequences of letters. c) Understand that words are separated by spaces in print. d) Recognize and name all upper- and lowercase letters of the alphabet.

Demonstrate understanding ofspoken words,syllables, and sounds(phonemes). a) Recognize and produce rhyming words. b) Count, pronounce, blend, and segmentsyllablesin spoken words. c) Blend and segment onsets and rimes ofsingle-syllable spoken words. d) Isolate and pronounce the initial, medial vowel, and finalsounds(phonemes) in three- phoneme (consonant-vowel-consonant, or CVC) words.† (This does not include CVCs ending with /l/, /r/, or /x/.) e) Add orsubstitute individualsounds (phonemes) in simple, one-syllable wordsto make new words.

Know and apply grade-level phonics and word analysisskills in decoding words. a) Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequentsoundsfor each consonant. b) Associate the long and short sounds with the common spellings(graphemes) for the five major vowels. c) Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). d) Distinguish between similarly spelled words by identifying the sounds of the lettersthat differ.

Read emergent-readertexts with purpose and understanding.

Print upper- and lowercase letters.