Kindergarten

Reading Standards for Literature 

Reading Standards for Informational Text 

Reading Standards: Foundational Skills

Writing Standards

Writing Standards: Foundational Skills

Speaking and Listening Standards

Language Standards

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

Sound-letter basics and Handwriting

Spelling

Comprehension and Collaboration

Presentation of Knowledge and Ideas

Conventions of Standard English

Knowledge of Language

Vocabulary Acquisition and Use

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

With prompting and support, retell familiar stories, including key details.

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

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

Recognize common types of texts (e.g., storybooks, poems); identify the front cover, back cover, and title of a book.

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). 

(Not applicable to literature)

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

With prompting and support, 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.

Recognize common types of informational text; identify the front cover, back cover, and title page of a book.

With prompting and support, 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 gives to 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).

With prompting and support, 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 that spoken words are represented in written language by specific sequences of letters. c. Identify that a sentence is made up of a group of words. d. Recognize the difference between a letter and a printed word. e. Understand that words are separated by spaces in print. f. Recognize and name all upper and lowercase letters of the alphabet.

Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Identify and produce sounds (phonemes) in a spoken word. b. Recognize and produce rhyming words. c. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Blend spoken phonemes to form one-syllable words (e.g., /m/ /a/ /n/). d. Isolate and pronounce the initial, medial vowel (long and short vowels), and final sounds (phonemes) in three-phoneme words. (*This does not include CVCs (Consonant-Vowel-Consonant) ending with /l/, /r/, or /x/.) e. Add, substitute, and delete individual phonemes in simple, one-syllable words to make new words.

Know and apply phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondence by producing the primary or most frequent sound(s) for each consonant and the five major vowels. b. Decode regularly spelled closed-syllable words. c. Read 50 common high-frequency words by sight from a research-based word list. d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Read emergent-reader texts with purpose and understanding.

With guidance and support from adults, use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

With guidance and support from adults, 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 guidance and support from adults, use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above).  

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. 

With guidance and support from adults, participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). 

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

(Begins in grade 4)

(Begins in grade 3) 

Demonstrate and apply handwriting skills. a. Match upper and lower case manuscript letters. b. Write upper and lower manuscript letters, with reference to a model. c. Write left to right using appropriate spacing between words.

Demonstrate and apply sound-letter concepts when writing. a. Orally segment the phonemes in any single-syllable, spoken word. b. Demonstrate and understand that each syllable is organized around a vowel sound.

Know and apply phonics and word analysis skills when encoding words. a. Represent phonemes in simple words, using letter-sound relationships. b. Write or select an initial or final consonant when a medial vowel is provided. c. Spell VC (Vowel-Consonant) (e.g., at, in) and CVC (Consonant-Vowel-Consonant) (e.g., pet, mud) words with short vowel sounds. d. Accurately write grade-level appropriate words, as found in a research-based word list. (*See guidelines under Word Lists in the ELA Glossary.) e. Attempt phonetic spelling of unknown words.

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others, taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Ask and answer questions 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. 

Add drawings or other visual displays to descriptions as desired to provide additional detail. 

Speak audibly and express thoughts, feelings, and ideas clearly. 

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Use frequently occurring nouns and verbs. b. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). c. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). d. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). e. Produce and expand complete sentences in shared language activities.

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation.

(Begins in grade 2) 

(Begins in grade 1) 

With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their antonyms. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

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

With prompting and support answer questions about key details in a story

With prompting and support, retell a favorite story, including key details.

With prompting and support sequence a set of events in a familiar story.

With prompting and support identify the beginning, middle, and ending of a familiar story.

Retell a familiar story (e.g., What was the story about?).

With prompting and support identify characters in a story.

With prompting and support identify major events (e.g., problem or solution) in a story.

With prompting and support show how characters interacted in a story.

With prompting and support identify a setting in a story.

Ask questions about unknown words in a text

Answer questions about unknown words in a text.

 Answer questions about reading such as “Why do we read? What do we read?”

Recognize common types of text.

With prompting and support identify the author of a familiar story (e.g., Show me the author, Show me who wrote the book).

With prompting and support define the role of the author.

With prompting and support, identify the illustrator.

With prompting and support define the role of the illustrator.

With prompting and support, identify illustrations to aid comprehension.

With prompting and support identify the relationship between an illustration and the story.

No CCC developed for this standard.

With prompting and support, compare and contrast (i.e., find something the same and something different) between familiar stories.

Answer questions about reading such as “Why do we read? What do we read?” 

Choose narrative or informational text to read and reread, listen to, or view for leisure purposes.

Engage in group reading of stories or poems by sharing something learned or something enjoyed.

Engage in group reading of stories or poems by sharing something learned or something enjoyed.

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

Discuss key details and main topic of a preferred text.

With prompting and support identify the main topic. 

With prompting and support, retell/identify key details in a text.

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

Ask questions about unknown words in a text.

Answer questions about unknown words in a text.

Distinguish front of book from back of book.

Identify the title of an informational text or the title page.

Distinguish front of book from back of book. 

Identify the title of a story or poem or the title page.

Identify the author’s purpose in an informational text.

Identify a labeled photo or diagram or graphic from within an informational text.

With prompting and support, interpret the information provided in photos or diagrams or graphics 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 facts an author gives to support points in a text.

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., imaginary or real bear; photo versus illustration of something not real).

Choose narrative or informational text to read and reread, listen to, or view for leisure purposes. 

Choose text to read and reread, listen to, or view for informational purposes (e.g., to answer questions; understand the world around them).

Engage in group reading of informational text by sharing something learned or something enjoyed

Engage in group reading of informational text by sharing something learned or something enjoyed.

During shared reading activities, point to text: from top to bottom of page, left to right, or to match a spoken "orally read" word to written word in an informational text.

During shared reading activities, point to text: from top to bottom of page, left to right, or to match a spoken "orally read" word to the written word.

During shared reading activities, indicate need to turn the page for continued reading.

During shared reading activities, indicate need to turn the page for continued reading of a story/text.

Distinguish individual letters from words; distinguish letters from punctuation marks; and distinguish words from sentences.

Distinguish individual letters from words; distinguish letters from punctuation marks; and distinguish words from sentences.

Identify familiar written words when spoken (e.g., Show me the word "Tony").

Recognize that words are separated by spaces in print.

Recognize that words are separated by spaces in print.

 Identify or name uppercase letters of the alphabet.

Identify or name lowercase letters of the alphabet.

Identify familiar written words when spoken

Recognize rhyming words.

Produce rhyming words.

Count syllables in spoken words.

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

Blend and segment syllables in spoken words.

Isolate initial sounds in consonant-vowel-consonant (CVC) words (not including blends).

Isolate final sounds in consonant-vowel-consonant (CVC) words (not including blends).

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

Recognize the sound(s) for each letter.

Produce the sound(s) for each letter.

Identify words with long and short vowel sounds for the five major vowel sounds. 

Read common Kindergarten high frequency words by sight.

Identify the sound that differs between two similarly spelled words.

Participate in reading emergent-reader texts.

Draw, dictate, or write an idea about a topic.

State an opinion or preference about the topic.

Write, draw, or dictate an opinion statement about a topic or book of interest.

With prompting and support, create a permanent product (e.g., select/generate responses to form paragraph/essay) that contains a main topic and details about an informational topic.

Use a combination of drawing, dictating, and writing in response to a topic, text, or stimulus (e.g., event, photo, etc.).

Organize information on a topic that includes two pieces of relevant content.

Use a combination of drawing, dictating, and writing when generating story ideas in response to a topic, text, or stimulus (e.g., event, photo, text, daily writing log).

Write, dictate, or draw about an event.

Describe a single event or a series of events using drawings or simple sentences. 

No CCC developed for this standard. 

With guidance and support, use feedback on a topic (e.g., additional text, drawings, visual displays, labels) to strengthen informational writing.

With guidance and support, use feedback to (e.g., elaborate on story elements) to strengthen narrative writing.

With guidance and support, use feedback (e.g., drawings, visual displays, labels) to strengthen persuasive writing.

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

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

With guidance and support from adults, recall information from experiences to answer a question.

Identify various sources that can be used to (e.g., highlight, quote or paraphrase from source) gather information or to answer questions (e.g., how do we find out).

Use provided illustrations or visual displays to gain information on a topic.

With guidance and support from adults, gather information from provided sources (e.g., highlight, quote, or paraphrase from source) to answer a question.

With guidance and support from adults, recall information from experiences to answer a question.

With guidance and support from adults, recall information from experiences to answer a question.

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

No CCC developed for this standard.

No CCC developed for this standard.

Print many upper- and lowercase letters.

No CCC developed for this standard.

No CCC developed for this standard.

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

With prompting and support, confirm understanding of a text read aloud or information presented orally or through other media by requesting clarification if something is not understood.

Confirm understanding of a text read aloud or information presented orally or through other media by answering questions about key details.

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

Describe familiar people, places, things, and events orally or in writing.

With prompting and support, provide additional details to the description or drawings of familiar people, places, things, and events.

Present, orally or in writing, factual information of familiar people, places, things, and events.

 Describe familiar people, places, things, and events orally or in writing.

With prompting and support, provide additional details to the description or drawings of familiar people, places, things, and events.

Describe a single event or a series of events using drawings or simple sentences.

Describe familiar people, places, things, and events orally or in writing.

Use drawings or visual displays to add detail to written products or oral discussions.

Share information from a selected permanent product or a favorite text.

 Engage in small or large group discussions by sharing one's own writing.

Print many upper- and lowercase letters.

Use high frequency nouns in dictating or writing.

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

Complete sentences in a shared language activity.

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

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

No CCC developed for this standard.

No CCC developed for this standard.

 Identify new meanings for familiar words.

Identify an affix or inflectional ending for a frequently occurring word.

Identify the meaning of common inflections and affixes.

 Use meanings of common inflections and affixes as a clue to the meaning of an unknown word.

With guidance and support, sort objects into categories (e.g., shapes, food) to gain a sense of the concepts the categories represent.

With guidance and support, match the opposites for frequently used verbs and adjectives.

With guidance and support, use newly acquired words in real-life context.

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

With guidance and support, use newly acquired words in real-life context.