📌Language Standards (L): Conventions of Standard English12 standards
L.K.1Demonstrate command of grammar and usage6 sub-parts
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1a
Print many upper- and lowercase letters
Print many upper- and lowercase letters.
L.K.1b
Use frequently occurring nouns and verbs
Use frequently occurring nouns and verbs.
L.K.1c
Form regular plural nouns orally
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
L.K.1d
Understand and use question words
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
L.K.1e
Use most frequently occurring prepositions
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
L.K.1f
Produce and expand complete sentences
Produce and expand complete sentences in shared language activities.
L.K.2Demonstrate command of capitalization, punctuation, spelling4 sub-parts
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2a
Capitalize first word and pronoun I
Capitalize the first word in a sentence and the pronoun I.
L.K.2b
Recognize and name end punctuation
Recognize and name end punctuation.
L.K.2c
Write letters for consonant and short-vowel sounds
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2d
Spell simple words phonetically
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
📌Language Standards (L): Vocabulary Acquisition and Use9 standards
L.K.4Determine meaning of unknown and multiple-meaning words2 sub-parts
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
L.K.4a
Identify new meanings for familiar words
Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
L.K.4b
Use inflections and affixes as clues to meaning
Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
L.K.5Explore word relationships and nuances4 sub-parts
With guidance and support from adults, explore word relationships and nuances in word meanings.
L.K.5a
Sort common objects into categories
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
L.K.5b
Relate verbs and adjectives to their opposites
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
L.K.5c
Identify real-life connections between words
Identify real-life connections between words and their use (e.g., note places at school that are colorful).
L.K.5d
Distinguish shades of meaning among verbs
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
L.K.6
Use words and phrases acquired through conversation
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
📌Reading Standards for Informational Text (RI): Craft and Structure3 standards
RI.K.4
Ask and answer questions about unknown words
With prompting and support, ask and answer questions about unknown words in a text.
RI.K.5
Identify front cover, back cover, title page
Identify the front cover, back cover, and title page of a book.
RI.K.6
Name author and illustrator, define their roles
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
📌Reading Standards for Informational Text (RI): Integration of Knowledge and Ideas3 standards
RI.K.7
Describe relationship between illustrations and 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).
RI.K.8
Identify reasons author gives to support points
With prompting and support, identify the reasons an author gives to support points in a text.
RI.K.9
Identify similarities and differences between texts
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
📌Reading Standards for Informational Text (RI): Key Ideas and Details3 standards
RI.K.1
Ask and answer questions about key details
With prompting and support, ask and answer questions about key details in a text.
RI.K.2
Identify main topic and retell key details
With prompting and support, identify the main topic and retell key details of a text.
RI.K.3
Describe connections between individuals, events, ideas
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
📌Reading Standards for Informational Text (RI): Range of Reading and Level of Text Complexity1 standard
RI.K.10
Engage in group reading activities
Actively engage in group reading activities with purpose and understanding.
📌Reading Standards for Literature (RL): Craft and Structure3 standards
RL.K.4
Ask and answer questions about unknown words
Ask and answer questions about unknown words in a text.
RL.K.5
Recognize common types of texts
Recognize common types of texts (e.g., storybooks, poems).
RL.K.6
Name author and illustrator, define their roles
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
📌Reading Standards for Literature (RL): Integration of Knowledge and Ideas3 standards
RL.K.7
Describe relationship between illustrations and 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).
RL.K.8
Not applicable to literature
(Not applicable to literature)
RL.K.9
Compare and contrast characters' experiences
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
📌Reading Standards for Literature (RL): Key Ideas and Details3 standards
RL.K.1
Ask and answer questions about key details
With prompting and support, ask and answer questions about key details in a text.
RL.K.2
Retell familiar stories including key details
With prompting and support, retell familiar stories, including key details.
RL.K.3
Identify characters, settings, and major events
With prompting and support, identify characters, settings, and major events in a story.
📌Reading Standards for Literature (RL): Range of Reading and Level of Text Complexity1 standard
RL.K.10
Engage in group reading activities
Actively engage in group reading activities with purpose and understanding.
📌Reading Standards: Foundational Skills (RF): Fluency1 standard
RF.K.4
Read emergent-reader texts with purpose
Read emergent-reader texts with purpose and understanding.
📌Reading Standards: Foundational Skills (RF): Phonics and Word Recognition5 standards
RF.K.3Apply grade-level phonics and word analysis4 sub-parts
Know and apply grade-level phonics and word analysis skills in decoding words.
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.3b
Associate long and short vowel sounds
Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3c
Read common high-frequency words by sight
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.3d
Distinguish similarly spelled words by sound
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.2Understand spoken words, syllables, and sounds5 sub-parts
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2a
Recognize and produce rhyming words
Recognize and produce rhyming words.
RF.K.2b
Count, pronounce, blend, segment syllables
Count, pronounce, blend, and segment syllables in spoken words.
RF.K.2c
Blend and segment onsets and rimes
Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2d
Isolate and pronounce phonemes in CVC words
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.2e
Add or substitute sounds to make new words
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.1Understand organization and basic features of print4 sub-parts
Demonstrate understanding of the organization and basic features of print.
RF.K.1a
Follow words left to right, top to bottom
Follow words from left to right, top to bottom, and page by page.
RF.K.1b
Recognize spoken words as letter sequences
Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.1c
Understand words are separated by spaces
Understand that words are separated by spaces in print.
RF.K.1d
Recognize and name all letters of the alphabet
Recognize and name all upper- and lowercase letters of the alphabet.
📌Speaking and Listening Standards (SL): Comprehension and Collaboration5 standards
SL.K.1Participate in collaborative conversations2 sub-parts
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.1a
Follow agreed-upon rules for discussions
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
SL.K.1b
Continue a conversation through multiple exchanges
Continue a conversation through multiple exchanges.
SL.K.2
Confirm understanding of text read aloud
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.
SL.K.3
Ask and answer questions to seek help or clarify
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
📌Speaking and Listening Standards (SL): Presentation of Knowledge and Ideas3 standards
SL.K.4
Describe familiar people, places, things, events
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.5
Add drawings to provide additional detail
Add drawings or other visual displays to descriptions as desired to provide additional detail.
SL.K.6
Speak audibly and express thoughts clearly
Speak audibly and express thoughts, feelings, and ideas clearly.
📌Writing Standards (W): Production and Distribution of Writing2 standards
W.K.5
Respond to peer questions to strengthen writing
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
W.K.6
Explore digital tools to produce writing
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
📌Writing Standards (W): Research to Build and Present Knowledge2 standards
W.K.7
Participate in shared research and writing projects
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
W.K.8
Recall information to answer a question
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
📌Writing Standards (W): Text Types and Purposes3 standards
W.K.1
Compose opinion pieces using drawing and dictating
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 . . .").
W.K.2
Compose informative/explanatory texts
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.
W.K.3
Narrate events using drawing and dictating
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.