Kindergarten

READING: LITERATURE

READING: INFORMATIONAL TEXT

Reading Foundational Skills

WRITING

SPEAKING AND LISTENING

LANGUAGE

CCR Anchor Standard RL.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCR Anchor Standard RL.2 –Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCR Anchor Standard RL.3 –Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RL.4: Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

CCR Anchor Standard RL.5 – Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCR Anchor Standard RL.6 Assess how point of view, perspective, or purpose shapes the content and style of a text.

CCR Anchor Standard RL.7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 

CCR Anchor Standard RL.8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCRAnchorStandardRL.9 – Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

CCR Anchor Standard RL.10: Read and comprehend complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

CCR Anchor Standard RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 

CCR Anchor Standard RI.2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCR Anchor Standard RI.3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCR Anchor Standard RI.4: Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. 

CCR Anchor Standard RI.5 – Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCR Anchor Standard RI.6: Assess how point of view, perspective, or purpose shapes the content and style of a text.

CCR Anchor Standard RI.7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 

CCR Anchor Standard RI.8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCR Anchor Standard RI.9 – Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 

CR Anchor Standard RI.10: Read and comprehend complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text. 

PRINT CONCEPTS

HANDWRITING

CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCR Anchor Standard W.2 – Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCR Anchor Standard W.3 – Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CR Anchor Standard W.4: Use digital tools and resources to produce and publish writing and to interact and collaborate with others.

CCR Anchor Standard W.5 (from Proposed Standards – was W.7 in 2010 Standards) – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 

CCR Anchor Standard W.6 (from Proposed Standards – was W.8 in 2010 Standards) – Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCR Anchor Standard SL.1 – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCR Anchor Standard SL.2 – Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCR Anchor Standard SL.3 – Determine whether information presented in diverse media (book, newspaper, video, television, internet) is credible and identify discrepancies. 

CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCR Anchor Standard SL.6 – Determine whether information presented in diverse media (book, newspaper, video, television, internet) is credible and identify discrepancies.

CCR Anchor Standard L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum.

CCR Anchor Standard L.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum.

CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.

CCR Anchor Standard L.4 – Determine and clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 

CCR Anchor Standard L.5 – Demonstrate understanding of figurative language and nuances in word meanings.

CCR Anchor Standard L.6 – Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an unknown term important to comprehension or expression. 

With guidance and support, identify details in familiar stories.

With guidance and support, identify key details in familiar stories.

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

With guidance and support, identify feeling words within a familiar story.

With guidance and support, recognize familiar texts. 

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 experiences of a character in a familiar story.

Actively engage in group reading activities.

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

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

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

With guidance and support, answer what questions about words in a familiar text. 

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

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

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

Begins in grade 1.

With guidance and support, identify something that is the same about two familiar texts on the same topic." 

Actively engage in group reading of informational text. 

Demonstrate emerging understanding of the organization of print.

With guidance and support, selects or produces letters when asked to write

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 it.

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

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

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

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

Participate in communication with others.

Demonstrate an emerging understanding of a familiar text read aloud or information presented orally or through other media by identifying objects, images, or other representations of the text. 

With guidance and support ask for help when needed. 

Communicate with adult communication partners. 

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

Integrated into SL.4 

Demonstrate emerging understanding of letter and word use within the K-1 grammar continuum when writing or communicating.

Begins in Grade 1

Begins in grade 2 

With guidance and support demonstrate knowledge of word meanings used in every day routines. 

With guidance and support, 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 print is read left-to-right and top-to-bottom.

With guidance and support during shared reading, demonstrate understanding of the orientation of books and other forms of print.

With guidance and support during shared reading, demonstrate understanding of the one-to-one correspondence between written and spoken words.

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, familiar, spoken words with the same onset (beginning sound). 

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

With guidance and support, recognize environmental print.

Communicate directly with supportive adults or peers.

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

Sort common objects into familiar categories.

Demonstrate understanding of frequently occurring opposites.