Language Arts Standards
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
For more info on the English/Language Arts Standards visit the CCSS Initiative website (here)
For more info on the English/Language Arts Standards visit the CCSS Initiative website (here)
By the end of Kindergarten each student should be able to:
By the end of Kindergarten each student should be able to:
Foundational Skills
- Demonstrate understanding of the organization and basic features of print
- Demonstrate understanding of spoon words, syllables, and sounds (phonemes)
- Know and apply grade-level phonics and word analysis skills in decoding words
- Read emergent-reader texts with purpose and understanding
Informational Text
- With prompting and support, ask and answer questions about key details in a text, identify the main topic and retell key details of a text and 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, identify the front cover, back cover, and title page of a book, and 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), identify the reasons an author gives to support points in a text, and 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
Literature
- With prompting and support, ask and answer questions about key details in a text, retell familiar stories (including key details), dentify characters, settings, and major events in a story
- Ask and answer questions about unknown words in a text
- Recognize common types of texts (e.g., storybooks, poems)
- 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) and compare and contrast the adventures and experiences of characters in familiar stories
- Actively engage in group reading activities with purpose and understanding
Text Types and Purposes
- 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...)
- 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
- 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
Production and Distribution of Writing
- 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
Research to Build Present Knowledge
- 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
Speaking and Listening
- Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups
- 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
Language
- 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