Kindergarten

Reading (Literature)

Reading (Informational Text)

Reading (Foundational Skills)

Writing

Speaking and Listening

Language

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

Phonological Awareness

Phonics and Word Recognition

Fluency

Text Types and Purposes

Production and Distribution of Writing

Research to Build and Present Knowledge

Range of Writing

Comprehension and Collaboration

Presentation of Knowledge and Ideas

Conventions of Standard English.

Knowledge of Language

Vocabulary Acquisition and Use

With guidance and support, identify details in familiar stories.

With guidance and support, identify major events in familiar stories. 

With guidance and support, identify characters and settings in a familiar story. 

With guidance and support, indicate when an unknown word is used in a text.

With guidance and support, recognize familiar texts (e.g., storybooks, poems). 

With guidance and support, distinguish between words and illustrations in a story. 

With guidance and support, identify illustrations or objects/tactual information that go with a familiar story.

(Not applicable to literature)

With guidance and support, identify the adventures or experiences of a character in a familiar story. 

With guidance and support, actively engage in shared reading.

With guidance and support, identify a detail in a familiar text. 

With guidance and support, identify the topic of a familiar text.  

With guidance and support, identify individuals, events, or details in a familiar informational text.

With guidance and support, indicate when an unknown word is used in a text.

With guidance and support, identify the front cover of a book.

With guidance and support, distinguish between words and illustrations in an informational text.

With guidance and support, identify illustrations or objects/tactual information that go with a familiar text.

With guidance and support, identify points the author makes in an informational text.

With guidance and support, match similar parts of two familiar texts on the same topic.

With guidance and support, actively engage in shared reading of informational text.

Demonstrate emerging understanding of the organization of print.

Demonstrate emerging understanding of spoken words, syllables, and sounds (phonemes).

Demonstrate emerging awareness of print.

Engage in purposeful shared reading of familiar text.

With guidance and support, select a familiar book and use drawing, dictating, or writing to state an opinion about it.

With guidance and support, select a familiar topic and use drawing, dictating, or writing to share information about the topic.

With guidance and support, select an event and use drawing, dictating, or writing and share information about it.

(Begins in grade 3)

(Begins in grade 1)

With guidance and support from adults, explore a variety of digital tools to produce individual or group writing.

With guidance and support, participate in shared research and writing objects.  

With guidance and support from adults, identify information, objects, or events that relate to personal experiences.

(Begins in grade 4)

(Begins in grade 3)

Participate in conversations with others.

Demonstrate an emerging understanding of a familiar text read aloud or information presented orally or through other media by answering questions.

Ask for help when needed. 

With guidance and support, identify familiar people, places, things, and events.

With guidance and support, add or select drawings or other visual or tactual displays that relate to familiar people, places, things, and events. 

With guidance and support, communicate thoughts, feelings, and ideas.

Demonstrate emerging understanding of letter and word use.

Not applicable

(Begins in grade 2)

Demonstrate emerging knowledge of word meanings.

Demonstrate emerging understanding of word relationships.

With guidance and support, use words acquired through conversations, being read to, and during shared reading activities.

With guidance and support during shared reading, demonstrate understanding that books are read one page at a time from beginning to end.

Not applicable

Not applicable 

Not applicable

With guidance and support, recognize rhyming words. 

With guidance and support, recognize the number of words in a spoken message.

With guidance and support, identify single-syllable spoken words with the same onset (beginning sound) as a familiar word.

Not applicable

Not applicable

With guidance and support, recognize first letter of own name in print.

Not applicable

With guidance and support, recognize environmental print.  

Not applicable

Communicate directly with supportive adults or peers.  

Participate in multiple-turn communication exchanges with support from adults.

With guidance and support, distinguish between letters and other symbols or shapes.

With guidance and support, use frequently occurring nouns in communication.

With guidance and support, use frequently occurring plural nouns.

With guidance and support, identify answers to simple questions (e.g., who, what) from an array of choices. 

With guidance and support, demonstrate understanding of common prepositions: on, off, in, out.

With guidance and support, link two or more words together in communication.

With guidance and support, demonstrate understanding of words used in every day routines.

Not applicable

With guidance and support, sort common objects into familiar categories.

With guidance and support, demonstrate understanding of frequently occurring opposites.

With guidance and support, use words to communicate in real-life situations.

With guidance and support, demonstrate an understanding of common verbs.