Reading Beginning Reading Skills Print Awareness Students understand

Reading / Beginning Reading Skills / Print Awareness. Students understand how English is written and printed. [K. 1] October 2014 Kindergarten ELAR

recognize that spoken words can be represented by print for communication. [K. 1 A] October 2014 Kindergarten ELAR

identify upper- and lower-case letters. [K. 1 B] October 2014 Kindergarten ELAR

demonstrate the one-to-one correspondence between a spoken word and a printed word in text. [K. 1 C] October 2014 Kindergarten ELAR

recognize the difference between a letter and a printed word. [K. 1 D] October 2014 Kindergarten ELAR

recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e. g. , through kinesthetic or tactile actions such as clapping and jumping). [K. 1 E] October 2014 Kindergarten ELAR

hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right. [K. 1 F] October 2014 Kindergarten ELAR

identify different parts of a book (e. g. , front and back covers, title page). [K. 1 G] October 2014 Kindergarten ELAR

Reading / Beginning Reading Skills / Phonological Awareness. Students display phonological awareness. [K. 2] October 2014 Kindergarten ELAR

identify a sentence made up of a group of words. [K. 2 A] October 2014 Kindergarten ELAR

identify syllables in spoken words. [K. 2 B] October 2014 Kindergarten ELAR

orally generate rhymes in response to spoken words (e. g. , "What rhymes with hat? "). [K. 2 C] October 2014 Kindergarten ELAR

distinguish orally presented rhyming pairs of words from non-rhyming pairs. [K. 2 D] October 2014 Kindergarten ELAR

recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e. g. , "baby bounces the ball"). [K. 2 E] October 2014 Kindergarten ELAR

blend spoken onsets and rimes to form simple words (e. g. , onset / c / and rime / at / make cat). [K. 2 F] October 2014 Kindergarten ELAR

blend spoken phonemes to form one-syllable words (e. g. , / m /. . . / a /. . . / n / says man). [K. 2 G] October 2014 Kindergarten ELAR

isolate the initial sound in onesyllable spoken words. [K. 2 H] October 2014 Kindergarten ELAR

segment spoken one-syllable words into two to three phonemes (e. g. , dog: / d /. . . / o /. . . / g / ). [K. 2 I] October 2014 Kindergarten ELAR

Reading / Beginning Reading Skills / Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. [K. 3] October 2014 Kindergarten ELAR

identify the common sounds that letters represent. [K. 3 A] October 2014 Kindergarten ELAR

use knowledge of letter-sound relationships to decode regular words in text and independent of content (e. g. , VC, CCVC, and CVCC words). [K. 3 B] October 2014 Kindergarten ELAR

recognize that new words are created when letters are changed, added, or deleted. [K. 3 C] October 2014 Kindergarten ELAR

identify and read at least 25 high-frequency words from a commonly used list. [K. 3 D] October 2014 Kindergarten ELAR

Reading / Beginning Reading / Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. [K. 4] October 2014 Kindergarten ELAR

predict what might happen next in text based on the cover, title, and illustrations. [K. 4 A] October 2014 Kindergarten ELAR

ask and respond to questions about texts read aloud. [K. 4 B] October 2014 Kindergarten ELAR

Reading / Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. [K. 5] October 2014 Kindergarten ELAR

identify and use words that name actions, directions, positions, sequences, and locations. [K. 5 A] October 2014 Kindergarten ELAR

recognize that compound words are made up of shorter words. [K. 5 B] October 2014 Kindergarten ELAR

identify and sort pictures of objects into conceptual categories (e. g. , colors, shapes, textures). [K. 5 C] October 2014 Kindergarten ELAR

use a picture dictionary to find words. [K. 5 D] October 2014 Kindergarten ELAR

Reading / Comprehension of Literary Text / Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. [K. 6] October 2014 Kindergarten ELAR

identify elements of a story including setting, character, and key events. [K. 6 A] October 2014 Kindergarten ELAR

discuss the big idea (theme) of a well-known folk tale or fable and connect it to personal experience. [K. 6 B] October 2014 Kindergarten ELAR

recognize sensory details. [K. 6 C] October 2014 Kindergarten ELAR

recognize recurring phrases and characters in traditional fairy tales, lullabies, and folk tales from various cultures. [K. 6 D] October 2014 Kindergarten ELAR

Reading / Comprehension of Literary Text / Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. [K. 8] October 2014 Kindergarten ELAR

retell a main event from a story read aloud. [K. 8 A] October 2014 Kindergarten ELAR

describe characters in a story and the reasons for their actions. [K. 8 B] October 2014 Kindergarten ELAR

Reading / Comprehension of Informational Text / Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their [K. 9] October 2014 Kindergarten ELAR

identify the topic of an informational text heard. [K. 9 A] October 2014 Kindergarten ELAR

Reading / Comprehension of Informational Text / Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. [K. 10] October 2014 Kindergarten ELAR

identify the topic and details in expository text heard or read, referring to the words and / or illustrations. [K. 10 A] October 2014 Kindergarten ELAR

retell important facts in a text, heard or read. [K. 10 B] October 2014 Kindergarten ELAR

discuss the ways authors group information in text. [K. 10 C] October 2014 Kindergarten ELAR

use titles and illustrations to make predictions about text. [K. 10 D] October 2014 Kindergarten ELAR

Reading / Comprehension of Informational Text / Procedural Texts. Students understand how to glean and use information in procedural texts and documents. [K. 11] October 2014 Kindergarten ELAR

follow pictorial directions (e. g. , recipes, science experiments). [K. 11 A] October 2014 Kindergarten ELAR

identify the meaning of specific signs (e. g. , traffic signs, warning signs). [K. 11 B] October 2014 Kindergarten ELAR

Reading / Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. [K. 12] October 2014 Kindergarten ELAR

identify different forms of media (e. g. , advertisements, newspapers, radio programs). [K. 12 A] October 2014 Kindergarten ELAR

identify techniques used in media (e. g. , sound, movement). [K. 12 B] October 2014 Kindergarten ELAR

Writing / Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. [K. 14] October 2014 Kindergarten ELAR

dictate or write sentences to tell a story and put the sentences in chronological sequence. [K. 14 A] October 2014 Kindergarten ELAR

write short poems. [K. 14 B] October 2014 Kindergarten ELAR

Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. [K. 15] October 2014 Kindergarten ELAR

Dictate or write information for lists, captions, or invitations. [K. 15 A] October 2014 Kindergarten ELAR

Oral and Written Conventions / Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. [K. 16] October 2014 Kindergarten ELAR

understand use the following parts of speech in the context of reading, writing, and speaking (with adult assistance)[K. 16 A] October 2014 Kindergarten ELAR

understand use the following parts of speech in the context of reading, writing, and speaking (with adult assistance) past and future tenses when speaking. [K. 16 Ai] October 2014 Kindergarten ELAR

understand use the following parts of speech in the context of reading, writing, and speaking (with adult assistance) nouns (singular / plural). [K. 16 Aii] October 2014 Kindergarten ELAR

understand use the following parts of speech in the context of reading, writing, and speaking (with adult assistance) descriptive words. [K. 16 Aiii] October 2014 Kindergarten ELAR

understand use the following parts of speech in the context of reading, writing, and speaking (with adult assistance) prepositions and simple prepositional phrases appropriately when speaking or writing (e. g. , in, on, under, over). [K. 16 Aiv] October 2014 Kindergarten ELAR

understand use the following parts of speech in the context of reading, writing, and speaking (with adult assistance) pronouns (e. g. , I, me). [K. 16 Av] October 2014 Kindergarten ELAR

speak in complete sentences to communicate. [K. 16 B] October 2014 Kindergarten ELAR

use complete simple sentences. [K. 16 C] October 2014 Kindergarten ELAR

Oral and Written Conventions / Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. [K. 17] October 2014 Kindergarten ELAR

form upper- and lower-case letters legibly using the basic conventions of print (left-toright and top-to-bottom progression). [K. 17 A] October 2014 Kindergarten ELAR

capitalize the first letter in a sentence. [K. 17 B] October 2014 Kindergarten ELAR

use punctuation at the end of a sentence. [K. 17 C] October 2014 Kindergarten ELAR

Oral and Written Conventions / Spelling. Students spell correctly. [K. 18] October 2014 Kindergarten ELAR

use phonological knowledge to match sounds to letters. [K. 18 A] October 2014 Kindergarten ELAR

use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e. g. , "cut"). [K. 18 B] October 2014 Kindergarten ELAR

write one's own name. [K. 18 C] October 2014 Kindergarten ELAR

Research / Research Plan. Students ask open-ended research questions and develop a plan for answering them. [K. 19] October 2014 Kindergarten ELAR

ask questions about topics of class-wide interest. [K. 19 A] October 2014 Kindergarten ELAR

decide what sources or people in the classroom, school, library, or home can answer these questions. [K. 19 B] October 2014 Kindergarten ELAR

Research / Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. [K. 20] October 2014 Kindergarten ELAR

gather evidence from provided text sources. [K. 20 A] October 2014 Kindergarten ELAR

use pictures in conjunction with writing when documenting research. [K. 20 B] October 2014 Kindergarten ELAR