Kindergarten

ELA: Reading

ELA: Foundational Skills

ELA: Writing

ELA: Language

ELA: Speaking and Listening

CLUSTER 1: KEY IDEAS AND DETAILS

CLUSTER 2: CRAFT AND STRUCTURE

CLUSTER 3: INTEGRATION AND KNOWLEDGE OF IDEAS

CLUSTER 4: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY

CLUSTER 1: PRINT CONCEPTS

CLUSTER 2: FLUENCY

CLUSTER 3: PHONOLOGICAL AWARENESS

CLUSTER 1: TEXT TYPES AND PURPOSES

CLUSTER 2: PRODUCTION AND DISTRIBUTION OF WRITING

CLUSTER 3: PRODUCTION AND DISTRIBUTION OF WRITING

CLUSTER 4: RANGE OF WRITING

CLUSTER 1: CONVENTIONS OF STANDARD ENGLISH

CLUSTER 2: KNOWLEDGE OF LANGUAGE

CLUSTER 3: VOCABULARY ACQUISITION AND USE

CLUSTER 1: COMPREHENSION AND RECEPTIVE LANGUAGE

CLUSTER 2: PRAGMATICS

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

With prompting and support, retell familiar stories, including key details, (beginning, middle, end).

With prompting and support, 6 describe the connection between two individuals, events, ideas, or pieces of information in a text.

Predict the meaning of a new word from its context when listening to a text being read aloud.

Recognize common types of texts (e.g., storybooks, poems) and distinguish fantasy from realism.

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, develop understanding of relationships between illustrations and texts (e.g., Why do you think ___? How can you tell ___? How do you know ___?)

Identify the author’s purpose in a nonfiction text.

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

With prompting and support participate in group reading activities with purpose and understanding.

Demonstrate understanding of the organization and basic features of print.

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

Know and apply grade-level phonics and word analysis skills in decoding words.

With prompting and support, use a combination of drawing, dictating, and writing to state an opinion or preference about the topic or book and supply a reason (e.g., My favorite book is . . .because...).

With prompting and support, use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

With prompting and support, use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, and tell about the events in the order in which they occurred.

With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Participate in shared research and writing projects.

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Write routinely over extended time frames to build stamina.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

With guidance and support from adults, explore word relationships and nuances in word meanings.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Participate in conversations with peers and adults in large and small groups.

With guidance and support,confirm understanding from a read aloud or media presentation by summarizing main facts, answering questions or asking for needed clarification.

Ask and answer questions about what a speaker says in order to seek help, get information or clarify something that is not understood.

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

When speaking, add visual displays to provide additional detail.

With prompting and support, speak audibly in complete sentences expressing thoughts, feelings, and ideas appropriately. (See Kindergarten Language standard 1 for specific expectations.)

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

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

With prompting use new words acquired by listening to literary or informational texts read aloud.

Identify textual and graphic features of a nonfiction text (e.g., title, author, table of contents, illustrations, and index).

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

Use pictures and context to aid 8 comprehension and to draw conclusions or make predictions about story content.

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.

Follow words from left to right, top to bottom, and page by page.

Recognize that spoken words are represented in written language by specific sequences of letters.

Understand that words are separated by spaces in print.

Recognize and name all upper- and lowercase letters of the alphabet.

Recognize and produce rhyming words.

Count, pronounce, blend, and segment syllables in spoken words.

Blend and segment onsets and rimes of single-syllable spoken words.

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in CVC words.

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Produce and write a letter or letters for most consonant sounds.

Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

With prompting and support identify, name and produce the sounds of common digraphs (e.g., th, wh, sh, ch).

Use letter-sound knowledge to write simple messages and words, which accurately represent predominant sounds in sequence.

Print many upper- and lowercase letters using correct formation.

Use frequently occurring nouns and verbs.

Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Use the most frequently occurring prepositions and pronouns (e.g., to, from, in, out, on, off, for, of, by, with, she, he).

Produce and expand complete sentences in shared language activities.

Capitalize the first word in a sentence and the pronoun I.

Recognize, name, and use appropriate end punctuation.

Write a letter or letters for most consonant and short-vowel sounds 19 (phonemes).

Spell simple words phonetically.

Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

With support, understand the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the 20 meaning of an unknown word.

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Continue a conversation by adding own words and thoughts.

With guidance and support, students will ask questions to clear up any confusion about the topics and texts under discussion.