Kindergarten

Reading Foundations

Reading Comprehension

Writing

Communication and Collaboration 

Print Concepts

Phonological Awareness

Decoding

Demonstrate understanding that print moves from left to right across the page and from top to bottom. 

Recognize that written words are made up of sequences of letters. 

Identify and name all uppercase (capital) and lowercase letters of the alphabet. (E)

Identify and produce rhyming words. 

Orally pronounce, blend, and segment words into syllables. (E)

Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. (E)

Use letter-sound knowledge to decode the sound of each consonant. (E)

Use letter-sound knowledge to decode words, including open and closed syllables, consonant digraphs, and blends. (E) 

Orally read decodable texts with appropriate accuracy and automaticity. 

With support, ask and answer questions about main topics and key details in a text heard or read. (E)

With support, retell familiar stories, poems, and nursery rhymes, including key details. (E)

Identify important elements within a text (e.g., characters, settings, or events). (E)

With support, make predictions about what will happen in a text.

With support, retell the main idea and key details of a text.

Identify text features of a nonfiction text (e.g., title, author, illustrations), and describe the relationship between those features and the text in which they appear. (E)

Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites) through oral discussions. (E)

Write most uppercase (capital) and lowercase letters of the alphabet, correctly shaping and spacing the letters of the words. 

Write by moving from left to right across the page and top to bottom. 

Use words and pictures to develop a main idea and provide information about a topic. (E)

Use words, pictures, and dictation to narrate a single event or simple story, arranging ideas in order. (E)

With support, apply the writing process to: a. Plan by generating ideas for writing through oral discussions and drawings; b. Develop drafts in pictorial or written form by organizing ideas; c. Revise writing by adding details in pictures or words; and d. Use available technology to produce and publish writing.

With support, build understanding of a topic using various sources. a. Identify relevant pictures, charts, grade-appropriate texts, personal experiences, or people as sources of information on a topic. 

Demonstrate command of English grammar and usage when writing or speaking, focusing on: a. Nouns/Pronouns – Using sentences that include singular and/or plural nouns (e.g., dog/dogs, cat/cats). b. Verbs – Using sentences that include verbs. c. Usage – Recognizing that there are different kinds of sentences (e.g., sentences that tell something, sentences that ask something). 

Demonstrate command of capitalization, punctuation, and spelling, focusing on: a. Capitalization – Capitalizing the first word in a sentence and the pronoun I. b. Punctuation – Recognizing and naming end punctuation. c. Encoding – Spelling simple words phonetically, drawing on phonemic awareness.

Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. (E) 

Ask questions to seek help, obtain information, or clarify something that is not understood. 

Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (E)

Audibly recite poems, rhymes, and songs, and use complete sentences to describe familiar people, places, things, and events. With support, provide additional details on these topics. 

Follow simple two or three-step oral directions. 

Identify the front and back of a book.

Demonstrate understanding that print moves from left to right across the page and/or from top to bottom.

Distinguish between words and illustrations in a text. 

Recognize that written words are made up of individual letters. 

Identify or name uppercase (capital) letters of the alphabet. (E) 

Identify or name lowercase letters of the alphabet. (E)

Identify two one-syllable words that rhyme (e.g., cat/bat, fed/bed, dog/log). 

 Identify and/or produce a rhyming word for a presented word. 

Blend and segment words into syllables. (E)

Identify and produce beginning, middle, and final sounds in three-phoneme (CVC) words. (E)

Use letter-sound knowledge to identify the sound of individual initial and final consonants not including blends. (E)

Use letter-sound knowledge to decode words. (E)

Read short, decodable texts (i.e., one to three sentences) including common or CVC words (e.g., man) and single syllable open words (e.g., he) with appropriate accuracy and automaticity. 

With support, ask and answer questions about main topics in a text heard or read. (E)

With support, retell shared and familiar stories, poems, or nursery rhymes, recalling at least two key details. (E)

Identify two or more important elements within a text (e.g., characters, settings, or events). (E) 

With support, identify, given two options, a prediction about what might happen next in a story. 

With support, answer questions about a main idea and key details in a short text.

Identify two or more nonfiction text features (e.g., title, author, illustrations). (E)

Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites). (E)

Write some uppercase (capital) and lowercase letters of the alphabet correctly shaping the letters.

Write by moving from left to right across the page and top to bottom. 

Use words and/or pictures to explain a main idea or provide information about a topic. (E) 

Use words, pictures, and/or dictation to sequence two or more events in a story. (E) 

With support, apply the writing process to: a. Plan by generating ideas when prompted or asked a question about a topic or personal experience for writing through oral discussions and/or drawings. b. Develop drafts in pictorial and/or written form by organizing ideas using a graphic organizer. c. Use varied forms of provided feedback (e.g., questions related to sequence or details, added words and/or pictures) to revise writing by adding events and/or details using pictures or words; and d. Use available and familiar technology to produce and publish writing. 

With support, build understanding of a topic using various sources. a. Identify relevant pictures, charts, texts, personal experiences, or people as sources of information on a topic. 

Correctly apply English grammar and usage when writing or speaking, focusing on: a. Nouns - Using sentences that include singular and/or plural nouns (e.g., dog/dogs, cat/cats). b. Verbs - Using sentences that include verbs. c. Usage – Recognizing that there are different kinds of sentences (e.g., sentences that tell something, sentences that ask something).

Apply capitalization, punctuation, and spelling conventions focusing on: a. Capitalization – Capitalize the first word in a sentence and the pronoun I. b. Punctuation – Identify end punctuation (e.g., period, question mark, and/or exclamation point). c. Encoding – Spelling simple consonant-vowel-consonant (CVC) words phonetically, drawing on phonemic awareness.

Participate in collaborative conversations (e.g., turn taking) about instructional-level topics and texts with peers and adults in small or larger groups. (E) 

Ask questions to seek help, obtain information, or clarify something that is not understood.

Answer a question about a key detail in a text read aloud or information shared orally or through other media (e.g., video or audio). (E) 

With support, share simple poems, rhymes, or songs.

Describe familiar people, places, things, or events.

With support (e.g., questioning), provide additional details on the topic. 

Follow simple, single-step, oral directions. (E)