Kindergarten Language Arts

READING

Content

The student will begin learning to read.  Additionally, students will begin understanding the printed word and reading to learn by making personal connections to text.  Students will identify the various plot and text features and characteristics in stories, plays, poems, folktales, fairytales, and other genre.

Develop oral language/sight/decoding skills

⎯show evidence of expanding oral language through vocabulary growth (K-LA-RW/WS[A-B/1-2]I/IT)

⎯speak clearly, properly, and politely (K-LA-RW/WS[A-B/1-2]I/IT)

⎯begin to use rules for conversation (e.g., raise hands, take turns, and focus attention on speaker) (K-LA-RW/WS[A-B/1-2]I/IT)

⎯give simple, two-step oral directions (K-LA-RW/WS[A-B/1-2]I/IT)

⎯participate in group discussions (K-LA-RW/WS[A-B/1-2]I/IT)

⎯participate in creative responses to text (e.g., response, discussion, and dramatization) (K-LA-RW/WS[A-B/1-2]I/IT)

⎯ask and respond to questions from teacher and other group members (K-LA-RW/WS[A-B/1-2]I/IT)

⎯begin to retell familiar stories (K-LA-RW[A-B/1-2]I/IT)

⎯dramatize, retell, and dictate what has been learned (K-LA-RW[A-B/1-2]I/IT)

⎯use familiar texts for recitations (K-LA-RW[A-B/1-2]I/IT)

⎯participate in teacher-led experience stories (K-LA-RW/WS[A-B/1-2]I/IT)

⎯participate in the creation of experience stories (K-LA-RW/WS[A-B/1-2]I/IT)

⎯dictate stories (e.g., to tape recorder, adult, or older student) (K-LA-RW/WS[A-B/1-2]I/IT)

⎯recite familiar poems (e.g., nursery rhymes, jump rope rhymes, etc.) (K-LA-RW/WS[A-B/1-2]I/IT)

⎯understand, follow, and give oral directions (K-LA-RW/WS[A-B/1-2]I/IT)

⎯ask and respond to questions from teacher and other group members (K-LA-RW[A-B/1-2]I/IT)

⎯participate in discussions about text before, during, and after reading connect life experiences to a story or poem (K-LA-RW[A-B/1-2]I/IT)

⎯demonstrate the automatic recognition of high frequency words in a context (ex. Books, poems, nursery rhymes) (K-LA-WS[A-B/1-2]I/IT)

⎯begin to decode unknown words (K-LA-WS[A-B/1-2]I/IT))

⎯recognize appropriate grade level synonyms and antonyms (small / little, up / down) (K-LA-WS[A-B/1-2]I/IT)

Develop listening skills

⎯listen attentively to speaker for specific information (K-LA-RW/WS[A-B/1-2]I/IT)

⎯use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions)

⎯listen and respond to a variety of media (e.g. books, audio tapes, videos)

⎯recognize the difference between formal and informal languages (K-LA-RW/WS[A-B/1-2]I/IT)

⎯follow simple two-step oral directions (K-LA-RW/WS[A-B/1-2]I/IT)

Concepts of print

⎯identify labels, logos, and signs in the environment (e.g., job instructions, room labels, poison and danger signs/labels) (K-LA-RW/WS[A-B/1-2]I/IT)

⎯understand that print has meaning (K-LA-RW[A-B/1-2]I/IT)

⎯“pretend read” from left to right, top to bottom, and front to back as well as hold a book upright and turn pages (K-LA-RW/WS[A-B/1-2]I/IT)

⎯read and explain own writings and drawings (K-LA-WW[A-B/1-2]I/IT)

⎯identify front cover and back cover of a book (K-LA-RW/WS[A-B/1-2]I/IT)

⎯distinguish letters from words (K-LA-WS[A-B/1-2]I/IT)

Phonemic awareness

⎯understand that a phoneme is one distinct sound (K-LA-WS[A-B/1-2]I/IT)

⎯use sound stretching of one-syllable words to identify each phoneme (cat, /c/, /a/, /t/) (K-LA-WS[A-B/1-2]I/IT)

⎯use sound blending of each separately spoken phoneme to make meaningful word (/m/, /0/, /m/ to mom) (K-LA-WS[A-B/1-2]I/IT)

⎯segment one-syllable words into individual sounds and blend the sounds into whole words (K-LA-WS[A-B/1-2]I/IT)

⎯recognize and produce rhyming words (K-LA-WS[A-B/1-2]I/IT)

⎯recognize words that have same beginning and ending sounds (K-LA-WS[A-B/1-2]I/IT)

⎯understand words are made up of one or more syllables (e.g., students clap syllables in words) (K-LA-WS[A-B/1-2]I/IT)

Decoding strategies

⎯recognize and name all upper and lowercase letters of the alphabet (K-LA-WS[A-B/1-2]I/IT)

⎯begin to understand that the sequence of letters in a written word represents the sequence of sounds in a spoken word (K-LA-WS[A-B/1-2]I/IT)

⎯use letter-sound matches to decode simple words (K-LA-WS[A-B/1-2]I/IT)

⎯understand that as letters of words change, so do the sounds (alphabetic principle) (K-LA-WS[A-B/1-2]I/IT)

Develop fluency, expression, accuracy, and confidence

⎯read simple text containing familiar letter-sound correspondences and high frequency words (K-LA-RW/WS[A-B/1-2]I/IT)

⎯recognize that intonation and volume of voice assist with meaning (Go Now! Or Go Now?) (K-LA-RW/WS[A-B/1-2]I/IT)

⎯read as “an emergent reader” a favorite story with meaning and phrasing (K-LA-RW/WS[A-B/1-2]I/IT)

Facilitate reading to learn in a variety of content areas

⎯recognize that printed materials provide information (K-LA-RW/WS[A-B/1-2]I/IT)

⎯use common illustrations to gain meaning from text (K-LA-RW/WS[A-B/1-2]I/IT)

Meaning

The student will begin to understand and apply comprehension strategies through experiences in modeled, shared, guided, interactive, and independent reading experiences.

Pre-reading strategies

⎯recognize a purpose for listening (K-LA-RW[A-B/1-2]I/IT)

⎯relate background knowledge to make meaning from text (K-LA-RW[A-B/1-2]I/IT)

⎯make predictions about a story (K-LA-RW[A-B/1-2]-I/IT)

⎯use illustrations to preview text (K-LA-RW[A-B/1-2]I/IT)

⎯participate in the creation of graphic organizers (e.g., KWL, charts) (K-LA-WW[A-B/1-2]I/IT)

⎯connect life experiences to a story or poem (K-LA-RW[A-B/1-2]I/IT)

Use active comprehension strategies to derive meaning while reading and check for understanding after reading

Derive meaning while reading

⎯ask questions about a text and to clarify meaning from text (K-LA-RW[A-B/1-2]I/IT)

⎯participate in discussions about text (K-LA-RW[A-B/1-2]I/IT)

⎯predict what will happen next as the story is shared (K-LA-RW[A-B/1-2]-I/IT)

⎯create mental pictures of the story (e.g., characters, setting) (K-LA-RW[A-B/1-2]I/IT)

Check for understanding after reading

⎯recall two to three events in order (K-LA-RW[A-B/1-2]I/IT)

⎯retell the story in own words (K-LA-RW[A-B/1-2]I/IT)

⎯draw conclusions based on the evidence in the story (K-LA-RW[A-B/1-2]I/IT)

⎯use pictures to discuss the main idea (K-LA-RW[A-B/1-2]I/IT)

⎯recognize when reading is not making sense, sounding right, and/or looking right (K-LA-RW[A-B/1-2]I/IT)

Read independently for a variety of purposes

⎯read to gain information (e.g., pictures, videos, picture books) (K-LA-RW/WS[A-B/1-2]I/IT)

⎯read for enjoyment (e.g., book on tape, posters, pictures, videos, picture books) (K-LA-RW/WS[A-B/1-2]I/IT)

⎯read to expand vocabulary (e.g., books on tape, photographs, posters) (K-LA-RW/WS[A-B/1-2]I/IT)

Experience various literary and media genres

⎯explore a variety of types and genres of books and literary materials (e.g., picture books, alphabet and number books, poetry, storybooks, rhyming books, fairy tales, and song lyrics) (K-LA-RW/WS[A-B/1-2]I/IT)

⎯view various media types and genres (e.g., posters, pictures, photographs, films, and videos) (K-LA-RW/WS[A-B/1-2]I/IT)

⎯sequence events in a story (e.g., using books, videos, films) (K-LA-RW/WS[A-B/1-2]I/IT)

Develop and maintain a motivation to read

⎯visit libraries and regularly check out materials (K-LA-RW/WS[A-B/1-2]I/IT)

⎯visit libraries to use and view appropriate material (K-LA-RW/WS[A-B/1-2]I/IT)

⎯share storybooks, poems, and environmental print (K-LA-RW/WS[A-B/1-2]I/IT)

⎯identify favorite stories (K-LA-RW/WS[A-B/1-2]I/IT)

⎯read independently for a variety of purposes (e.g., to gain information, for enjoyment, and to expand vocabulary) (K-LA-RW/WS[A-B/1-2]I/IT)

Literary Analysis

⎯begin to comprehend informational/nonfiction text (K-LA-RW[A-B/1-2]I/IT)

⎯begin to discuss similarities and differences in stories (K-LA-RW[A-B/1-2]I/IT)

⎯discuss cause and effect (K-LA-RW[A-B/1-2]I/IT)

⎯discuss inference in text (K-LA-RW[A-B/1-2]I/IT)

⎯use common illustrations to gain meaning from text (K-LA-RW[A-B/1-2]I/IT)

Techniques and Skills

The student will begin to use text features and tools like a  picture dictionary, glossary, table of contents, and index to learn and gather information from non-fiction text materials.

Introduce informational skills to facilitate learning

⎯recognize the family and community as resources for information (K-LA-RW/WS[A-B/1-2]I/IT)

⎯recognize a variety of print sources (e.g., books, newspapers, magazines, and charts) (K-LA-RW/WS[A-B/1-2]I/IT)

⎯recognize sources of information (e.g., books, graphs, and computers) (K-LA-RW/WS[A-B/1-2]I/IT)

⎯use a picture dictionary to determine word meaning (K-LA-WS[A-B/1-2]I/IT)

⎯begin to develop dictionary skills through the use of a picture dictionary (K-L\A-RW/WS[A-B/1-2]I/IT)

⎯recognize that printed materials provide information (K-LA-RW/WS[A-B/1-2]I/IT)

Vocabulary

The student will learn basic vocabulary words in an effort to build background knowledge for academic achievement.

Develop and extend reading vocabulary

⎯build vocabulary by listening to literature and participating in discussions and reading self-selected text (K-LA-WS[A-B/1-2]I/IT)

⎯build vocabulary by experiencing a wide range of types of stories (K-LA-WS[A-B/1-2]I/IT)

⎯participate in shared reading (K-LA-RW[A-B/1-2]I/IT)

⎯build vocabulary by listening to frequent read-alouds (K-LA-WS[A-B/1-2]I/IT)

⎯begin to use and manipulate word families and word walls and word sorts (K-LA-WS[A-B/1-2]I/IT)

⎯use a picture dictionary to determine word meaning (K-LA-WS[A-B/1-2]I/IT)

⎯read some words by sight (e. g., the, has, an, can, run, and color and number words) (K-LA-RW/WS[A-B/1-2]I/IT)

⎯expand oral language through vocabulary instruction and experiences (K-LA-WS[A-B/1-2]I/IT)

⎯understand that the way a word is pronounced can affect it’s meaning (K-LA-WS[A-B/1-2]I/IT)

ELEMENTS OF LANGUAGE

Grammar

The student will use standard English conventions and proper spelling as appropriate to speaking and writing.

Demonstrate knowledge of standard English usage

⎯use correct grammatical constructions in own speech (e.g., “I will” rather than “Me will”) (K-LA-WS/WW[A-B/1-2]I/IT)

⎯use correct verb and verb tense in sentences when speaking (present, past) (K-LA-RW/WS[A-B/1-2]I/IT)

Demonstrate knowledge of standard English mechanics

⎯form legible upper and lower case letters correctly (K-LA-WS/OVTC[A-C/1-4]I-IT)

⎯write from left to right and top to bottom correctly (K-LA-WS/OVTC[A-C/1-4]I-IT)

⎯use appropriate capitalization when writing names correctly (K-LA-WS/OVTC[A-C/1-4]I-IT)

⎯recognize ending punctuation marks from statements and questions correctly (K-LA-WS/OVTC[A-C/1-4]I-IT)

⎯recognize capitalization at the beginning of sentences(K-LA-WS/OVTC[A-C/1-4]I-IT)

⎯trace and reproduce letters and words correctly (K-LA-WS/OVTC[A-C/1-4]I-IT)

Demonstrate knowledge of standard English spelling

⎯attempt to spell simple words using pre- to early-phonetic knowledge, sounds of the alphabet, and knowledge of letter names correctly (K-LA-WS/OVTC[A-C/1-4]I-IT)

⎯spell own first and last name correctly (K-LA-WS/OVTC[A-C/1-4]I-IT)

Demonstrate knowledge of correct sentence structure

⎯use complete and coherent simple sentences when speaking (K-LA-WS/WW[A-B/1-2]I/IT)

⎯use logical words and appropriate word order to complete sentences or to respond to questions (K-LA-WS/WW[A-B/1-2]I/IT)

WRITING

Writing Organization/Process

The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences.

Use a variety of pre-writing strategies

⎯use the writing process (prewriting, drafting, revising, editing, and publishing) (K-LA-WW/WS[A-B/1-2]I/IT)

⎯brainstorm ideas with teacher and peers (K-LA-WW[A-B/1-2]I/IT)

⎯draw pictures to generate ideas (K-LA-WW[A-B/1-2]I/IT)

⎯construct graphic organizers (e.g., webs, charts, and diagrams) in a small or large group to organize information (K-LA-WW[A-B/1-2]I/IT)

⎯use a variety of sources to gather information (K-LA-WW[A-B/1-2]I/IT)

Write for a variety of purposes

⎯write to acquire and exhibit knowledge (e.g., own name-first and last, letters, and numbers) (K-LA-WW[A-B/1-2]I/IT)

⎯write to entertain and inform (e.g., experience  stories, pictures, and shared writing) (K-LA-WW[A-B/1-2]I/IT)

Show evidence of drafting and revision with written work

⎯represent spoken language with illustrations and temporary and /or conventional spelling (K-LA-WW[A-B/1-2]I/IT)

⎯write consonant-vowel-consonant words with teacher assistance (K-LA-WS[A-B/1-2]I/IT)

⎯participate in teacher-led experience stories (K-LA-WW[A-B/1-2]I/IT)

⎯add descriptive words and details (K-LA-WW[A-B/1-2]I/IT)

Include editing before the completion of finished work

⎯pause voluntarily in the midst of writing to interpret what has been written (tracking) (K-LA-WW[A-B/1-2]I/IT)

⎯self correct works in progress (e.g., pictures, shared writing) (K-LA-WW[A-B/1-2]I/IT)

Evaluate own and others’ writing

⎯use a simple rubric to evaluate own writing/pictures and group work (e.g., happy face, stickers) (K-LA-WW[A-B/1-2]I/IT)

⎯discuss and react to writing (K-LA-WW[A-B/1-2]I/IT)

⎯review personal collection to determine progress (K-LA-WW[A-B/1-2]I/IT)

Experience numerous publishing opportunities

⎯compose a variety of written works (e.g., published books, classroom books, and experience stories) (K-LA-WW[A-B/1-2]I/IT)

⎯incorporate illustrations and /or photographs (K-LA-WW[A-B/1-2]I/IT)

⎯make use of technology to publish writing (K-LA-WW[A-B/1-2]I/IT)

⎯share orally completed work (K-LA-WW[A-B/1-2]I)

Write narrative accounts

⎯participate in the creation of experience stories (K-LA-WW[A-B/1-2]I/IT)

⎯express thoughts, feelings and experiences through illustrations, dictation or writing (K-LA-WW[A-B/1-2]I/IT)

Write frequently across content areas

⎯participate in shared writing about math (e.g.,  math journals) (K-LA-WW[A-B/1-2]I/IT)

⎯participate in shared writing about social studies, science, the arts, and various classroom activities (K-LA-WW[A-B/1-2]I/IT)

Write expressively using original ideas, reflections, and observations

⎯write, when given time, place, and materials (K-LA-WW[A-B/1-2]I/IT)

⎯maintain, with teacher assistance, examples of writing and drawings that express opinions and judgments (e.g., portfolio, journals, and student-made books) (K-LA-WW[A-B/1-2]I/IT)

⎯dictate stories (e.g., to tape recorder, adult, or older student) (K-LA-WW[A-B/1-2]I/IT)

Write in response to literature

⎯dictate a new ending to a story (K-LA-RW[A-B/1-2]I/IT)

⎯use repetitive text to reenact or retell stories (K-LA-RW[A-B/1-2]I/IT)

⎯create a drawing, picture, sign, or other graphic symbols to respond to literature (K-LA-WW[A-B/1-2]I/IT)

⎯retell stories using illustrations (K-LA-RW[A-B/1-2]I/IT)

Write in a variety of modes and genres

⎯illustrate and/or write in journals (e.g., temporary/conventional spelling, series of pictures, and recognizable print) (K-LA-WW[A-B/1-2]I/IT)

⎯write friendly notes using temporary/conventional spelling or with teacher assistance (K-LA-WW[A-B/1-2]I/IT)

review personal collection to determine progress