Kindergarten Unit 1 Table of Contents

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2 Kindergarten Unit 1 Table of Contents End of Year Learning Expectations Page 2 Minimum Subject Time Allotment Page 3 Balanced Literacy Overview of Practices Page 4 Early Literacy Section Page 5-10 Reading Foundation Standards for Grade K Page 5 Pearson Reading Street Early Literacy Progression Grade K Page 6-8 Kinder High Frequency Word List - Review Page 9 DIBELS Next Cut Scores Page 10 Reading Comprehension, Writing, and Speaking and Listening Section Page Assessment Blueprint Page 11 Unit 1 Focus Standards: Reading Comprehension, Writing, Speaking and Listening Page Reading Comprehension Overview of Practices Page 14 Writing Instruction (Language, Conventions, Spelling) Overview of Practices Page 15 Speaking and Listening Practices Page 16 Close Reading Resource Page Page 17 Progression of Text Dependent Questions Page 18 Integrated Topics (Social Studies & Science) for Grade K Page 19 ELA Performance Task Overview Page Grade Level Standards Page

3 End of Year Learning Expectations The five anchor standards listed above represent the end of year learning targets for all Kindergarten grade students in the Bakersfield City School District. In order to ensure all first grade students in the Bakersfield City School District reach grade level mastery, teacher teams will design an instructional pathway, ensuring a high level of student learning occurs on a daily basis. Grade K Reading Literature/Informational Text 1 Grade K Reading Literature/Informational Text 10 Grade K Writing 1 Grade K Language 4 Grade K Speaking & Listening 1 With prompting and support, ask and answer questions about key details in a text. Actively engage in group reading activities with purpose and understanding. **See appendix B of Common Core Standards for text exemplars for grade K, 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...). **See appendix C of Common Core Standards for samples of student writing, Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 2

4 Integrated Instructional Unit ELA/ELD, History/ELD, Science/ELD Minimum Subject Time Allotments for Kindergarten Designated English Language Development 150 minutes 30 minutes Morals, Manners, and Citizenship: Required emphasis throughout the day in all subjects Visual and Performing Arts embedded throughout the day as appropriate 3

5 Balanced Literacy Approach Teaching Reading Foundational Skills Targeted instruction in the following skills connected to applied practice within decodable texts: Phonemic Awareness Phonics Blending and segmenting phonemes Word family practice High Frequency Words Teaching Writing Teaching Reading Comprehension Skills Targeted instruction using the following strategies to support comprehension of a wide range of texts: Read aloud (definition and explanation on page 4) Shared reading (definition and explanation on page 4) Guided reading (definition and explanation on page 4) Close reading (definition and explanation on page 4) Teaching Speaking and Listening Targeted instruction in the following skills connected to applied practice within daily writing instruction: Modeled Writing (definition and explanation on page ) Shared Writing (definition and explanation on page ) Guided Writing (definition and explanation on page ) Spelling, Grammar, and Conventions (explanation on page ) *Students should experience one or more of the listed practices on a daily basis. Targeted instruction using the following skills connected to applied practice within decodable texts: Comprehension and collaboration Presentation of knowledge and ideas 4

6 Grade K Reading Foundational Skills Students require daily practice in applying the alphabetic principle with decodable text. K.RF.1 1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet. K.RF.2 K.RF.3 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. 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/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. f. Blend two to three phonemes into recognizable words. CA 3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sounds or many of the most frequent sounds for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (Identify which letters represent the five major vowels [Aa, Ee, Ii, Oo, and Uu] and know the long and short sound of each vowel. More complex long vowel graphemes and spellings are targeted in the grade 1 phonics standards.) CA c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (See district list on page 13) d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. K.RF.4 4. Read emergent-reader texts with purpose and understanding. In kindergarten, children gain an understanding of print concepts, develop phonological awareness, and acquire initial phonics and word recognition skills (RF.K.1 3). In addition, they develop fluency appropriate for this level (RF.K.4). These foundational skills are vital for independence with written language, and instructional programs include a clear systematic focus on their development. Although many children enter kindergarten with an understanding of print concepts, some do not. The amount of attention devoted to this reading substrand of the CA CCSS for ELA/Literacy necessarily depends upon the learner s existing knowledge. By the end of kindergarten, all children should acquire an understanding of the organization and basic features of print (RF.K.1), including (a) printed English is read and written from left to right and from top to bottom and, in the case of books, page by page from front to back (b) spoken words are represented in written language by specific sequences of letters, (c) written words are separated by spaces, and d) the names and shapes of all upper and lower case letters of the alphabet, ( 5

7 Week 1 Essential Question Phonological Awareness Phonics/Word Analysis Kinder Pearson Reading Street Early Literacy Progression Unit 1 How do children get to school? Recognize Rhyming Words, Track Number of Words, Model Oral Blending Letter Recognition: Aa, Bb, Cc, Dd, Ee Comprehension Skill/Strategy Skill: Character Strategy: Recall and Retell Writing Writing sentences using names Decodable Readers I Am and Who Am I? Oral Vocabulary High Frequency Words Week 2 Essential Question Phonological Awareness Phonics/Word Analysis first, second, third, fourth, fifth, sixth am, I, little, the, a, to, have, is, like, my, we How do people help each other? Number of syllables in words, Sound Discrimination Letter Recognition: Ff, Gg, Hh, Ii, Jj, Kk, Ll, Mm, Nn Comprehension Skill/Strategy Skill: Setting Strategy: Recall and Retell Writing Decodable Readers Oral Vocabulary High Frequency Words Writing names in sentences Sad or Happy?, Am I?, repair, leak, shed, steep, puddles, ladder am, I, little, the, a, to, have, is, like, my, we 6

8 Week 3 Essential Question Phonological Awareness Phonics/Word Analysis How do families cooperate? Initial Sounds, Initial Sound Discrimination, Blending Syllables Letter Recognition: Oo, Pp, Qq, Rr, Ss Comprehension Skill/Strategy Skill: Character Strategy: Recall and Retell Writing Decodable Readers Oral Vocabulary High Frequency Words Writing sentences about what we look like Little Animals, Little Me!, The Little Toys platypus, market, lost, around, found, groceries am, I, little, the, a, to, have, is, like, my, we Week 4 Essential Question Phonological Awareness Phonics/Word Analysis How do people in a community cooperate? Discriminate Initial Sounds Letter Recognition: Tt, Uu, Vv, Ww, Xx, Yy, Zz Comprehension Skill/Strategy Skill: Classify and Categorize Strategy: Recall and Retell Writing Decodable Readers Oral Vocabulary High Frequency Words Write sentences telling what we can do. I Am Little, Am I Little? At the Zoo bakery, fire station, park, post office, library, chaperone am, I, little, the, a, to, have, is, like, my, we, for, he,me, she, with, look, see, of, they 7

9 Week 5 Essential Question Phonological Awareness Phonics/Word Analysis What do you like to do with your friends? Phoneme Isolation, Sound Discrimination, Blending /m/ spelled Mm Comprehension Skill/Strategy Skill: Character and Setting Strategy: Recall and Retell Writing Decodable Readers Oral Vocabulary High Frequency Words Week 6 Essential Question Phonological Awareness Phonics/Word Analysis Write picture captions using nouns for people I walk, Little Mouse, Animal Friends drum, horn, guitar, rattle, saxophone, band am, I, little, the, a, to, have, is, like, my, we, for, he,me, she, with, look, see, of, they, you, are, do, that, one, two, three, four, five How do machines help people work together? Distinguish Initial /t/ /t/ spelled Tt Comprehension Skill/Strategy Skill: Classify and Categorize Strategy: Recall and Retell Writing Decodable Readers Oral Vocabulary High Frequency Words Write sentences using nouns for places. I Am Running, Tam!, Let s Go scooping, swooshing, squelching, gobbling, spinning, rumbling am, I, little, the, a, to, have, is, like, my, we, for, he, me, she, with, look, see, of, they, you, are, do, that, one, two, three, four, five 8

10 9 Kinder High Frequency Word List Pearson Pearson i-ready i-ready i-ready am I little the a to have is like my we for he me she with look see of they you are do that one two three four five from here go blue green yellow said what come where in it jump find run play make man men red can and help big box hand day name end way yes now no on up down away ball funny be at was ran ride went saw came say get must ate did eat ear this into out under please there our

11 DIBELS Next Cut Scores 10

12 Kinder Fall Assessment Blueprint K.RL.1 Use key details to answer questions K.RI.1 Use details to answer questions K.L.5a Sort common objects K.W.2 Use a combination of drawing, dictating, and writing to compose texts K.RF.3a Demonstrate knowledge of one to one letter-sound correspondence K.RF.3c Read common high frequency words 3 selected response questions 3 selected response questions 3 selected response questions 1 writing prompt Identify all consonant letter sounds Read first 40 HFW Grade K Unit 1 Assessment Targets **PLC teams should be aware that additional standards may be introduced and taught during this unit of instruction. 11

13 Claim 1: Reading Assessment Target 1 Assessment Target 2 Assessment Target 3 Assessment Target 4 Assessment Target 8 Assessment Target 9 Assessment Target 11 KEY DETAILS: The student will identify text evidence (explicit details and/or implicit information) to support a GIVEN inference or conclusion based on the text. (DOK 1, DOK 2) CENTRAL IDEAS: The student will determine or summarize a theme or main idea of a text. The student will identify and/or sequence key events in a text. WORD MEANINGS: The student will determine the meaning of a word or phrase based on its context in a literary text. The student will determine the intended meaning of academic/tier 2 words and domain-specific/tier 3 words in a literary text. (DOK 1, DOK 2) REASONING & EVIDENCE: The student will form a conclusion about a literary text or texts and identify details within the text or texts that support that conclusion. The student will make an inference about a literary text or texts and identify details within the text or texts that support that inference. (DOK 1, DOK 2) KEY DETAILS: The student will identify text evidence (explicit details and/or implicit information) to support a GIVEN inference or conclusion based on the text. (DOK 1, DOK 2) CENTRAL IDEAS: The student will identify a central idea, key event, or procedure in a text. (DOK 2, DOK 3) REASONING & EVIDENCE: The student will form a conclusion about an informational text or texts and identify details within the text or texts that support that conclusion. The student will make an inference about an informational text or texts and identify details within the text or texts that support that inference. (DOK 3) Standard RL.1 Standard RL.2 Standard RL.4, L.4, L.5c Standard RL.3, RL.6, RL.9 Standard RI.1, RI.7 Standard RI.2 Standard RI.3, RI.6, RI.7, RI.8, RI.9 Claim 2: Writing Assessment Target 1a WRITE BRIEF TEXTS: WRITE BRIEF TEXTS: Write one or more paragraphs demonstrating specific narrative techniques (use of dialogue, description), chronology, appropriate transitional strategies for coherence, or authors craft appropriate to purpose (closure, detailing characters, plot, setting, or an event). (DOK 3) Standard W.3a-d W.3a, W.3b, W.3c, W.3d Assessment Target 4 COMPOSE FULL TEXT: Write full informational/explanatory texts on a topic, attending to purpose and audience; organize ideas by stating a focus (main idea); include structures and appropriate transitional strategies for coherence; include supporting details (from sources when appropriate to the Standard: W.2a, W.2b, W.2c, W.2d,, W.3b, W.4, W.5, W.8 12

14 assignment and an appropriate conclusion. (DOK4). Claim 3: Speaking & Listening Assessment Target 4 LISTEN/INTERPRET: Interpret and use information delivered orally. (DOK 1, 2, 3) Standard: SL.2, SL.3 Claim 4: Research & Inquiry Assessment Target 2 Assessment Target 3 Assessment Target 4 INTERPRET/INTEGRATE INFORMATION: Locate information to support central ideas and key details that are provided; select information from data or print and non-print text sources for a given purpose. (DOK 2, DOK 3) ANALYZE INFORMATION/SOURCES: Distinguish relevant/irrelevant information. (DOK 4, DOK 2) USE EVIDENCE: USE EVIDENCE: Cite evidence to support opinions and ideas.(dok 2, 3) Standard: RI.1, RI.7, RI.9, W.8 Standard: RI.7, RI.9, W.8 Standard: RI.1, RI.6, RI.7, RI.9, W.1b, W.8 13

15 Reading Comprehension Practices Reading aloud is a powerful way to develop young children s language. Effective read alouds are interactive, and teachers stop at strategic points in a text to model their thinking, ponder interesting questions with children, and highlight features of language or plot. Teachers read aloud to students daily from a range of texts, and they engage them in discussions about the content and language of the texts. Reading aloud thus provides access for all children, especially ELs and children who have limited read-aloud experiences in English at home, to complex texts that contain general academic and domain-specific vocabulary, a variety of grammatical structures, and ideas worth discussing (CA ELA/ELD Framework, Shared Reading is an interactive reading experience that occurs when students join in or share the reading of a big book or other enlarged text while guided and supported by a teacher or other experienced reader. Students observe an expert reading the text with fluency and expression. The text must be large enough for all the students to see clearly, so they can share in the reading of the text. It is through Shared Reading that the reading process and reading strategies that readers use are demonstrated. In Shared Reading, children participate in reading, learn critical concepts of how print works, get the feel of learning and begin to perceive themselves as readers (Fountas & Pinnell, 1996). Guided reading is a teaching approach designed to help individual readers build an effective system for processing a variety of increasingly challenging texts over time. Reading well means reading with deep, high quality comprehension and gaining maximum insight or knowledge from each source. Using the systematic observation, the instructional reading level of each student is determined. The teacher forms a temporary group of students that are alike enough in their development of a reading process that it makes sense to teach them together for a period of time. In selecting a text for the group, the teacher uses the level designation; thinks about the strengths, needs, and background knowledge of the group; and analyzes the individual text for opportunities to support students' successful engagement with the meaning, language, and print of the text. The teacher uses the text to help the children expand what they know how to do as readers (Fountas & Pinnell, 1996). 14

16 Writing Instruction Practices Modeled Writing: Under the modeled writing method, the most teacher-directed approach, the teacher writes in front of the students, creating the text, and controlling the pen. Even more importantly, the teacher constantly thinks aloud about writing strategies and skills. This approach allows students to hear the thinking that accompanies the process of writing. Those thoughts may address choosing a topic, organizing your ideas, using a plan to write your rough draft, removing repetitive information, or proofreading to fix grammar or spelling mistakes, to name just a few, Shared Writing: Shared writing also has the teacher control the pen, but invites the teacher and the students to create the ideas for the text together. That is, the students and teacher plan out the writing and then the teacher actually scripts the words. Like in Modeled Writing, it is important that the teacher engage the students by thinking aloud about the processes that are happening as he or she writes. And, of course, the teacher may involve students in other ways as well, such as asking them to spell certain words or to decide when a new paragraph should begin, Guided Writing: In Guided Writing, the teacher works with the whole class or a small group of students who have similar needs and coaches them as they write a composition. Here, the students take on the actual drafting responsibilities as the teacher presents a structured lesson that guides the students through the writing process. The teacher closely supervises the students, an element that makes this model most appropriate for small groups. Guided writing gives each student the opportunity to produce his or her own writing, with a bit of teacher support. This approach is often used to teach a specific writing procedure, strategy, or skill, Spelling, Grammar, and Conventions: The use of language conventions contributes to effective expression. In grade one, children learn many grammatical and usage conventions for writing and speaking (L.1.1a-j) and they learn grade level capitalization, punctuation, and spelling conventions when writing (L.1.2). Conventions are taught explicitly, and children have immediate opportunities to apply their knowledge in meaningful writing and speaking. They also find the application of written conventions in the texts they read. They learn that conventions enable better communication. Spelling is an important component of the ELA/literacy program. Children learn to employ their increasing knowledge of the alphabetic system to record their ideas. As they learn to spell, encoding language contributes to decoding skills. In grade one, many children spell phonetically. They use their growing knowledge of letter-sound and spelling-sound correspondences along with their developing phonemic awareness to map sounds to print. Invented spellings are typical; children record the sounds they hear in words, writing duk for duck and frnd for friend. This is a productive time as children gain insight into the logic of the alphabetic system. Instruction focuses on drawing the connections between decoding and phonological awareness. Children use letter tiles to construct spoken words. They learn common spelling patterns along with high-frequency irregularly spelled words. Grade one teachers witness the impact of their instruction as children progress from prephonetic/emergent spelling to phonetic spelling to largely accurate use of spelling patterns in single-syllable words, ( 15

17 Speaking and Listening Practices Comprehension and Collaboration: A great deal of conversation about texts and content area subject matter occurs in grade one. Children meet with different partners to react to a character s actions in a story, summarize a brief selection from a text, tell what they learned after a content investigation, and identify questions they want to ask. They are given think time to plan what they are going to say and they are encouraged to say more about topics and to explain their comments and ideas. They write in response to texts and content lessons and experiences, independently, with a partner, or through dictation to older children or an adult. In doing so, they have repeated opportunities to use new language, ( Presentation of Knowledge and Ideas: In grade one, children have many opportunities to present their opinions, stories, and knowledge to others. Some presentations require more planning and rehearsal than others. Some presentations are collaborative and some are individual. Teachers ensure that students have adequate back ground knowledge and vocabulary top resent ideas and information effectively. They provide instruction and demonstrate effective presentations themselves, and they debrief with children, as appropriate. Presenting in grade one takes many forms, including: Showing and telling ( see the kindergarten section) Retelling a familiar story Explaining how to perform a task Sharing with others a group experience Reading a wordless picture book Reporting the outcome of a research project Reciting, with expression, poems and rhymes that have been memorized (SL.1.4a) Singing, with expression, songs that have been memorized (SL.4a) It is crucial that all children learn how to engage in discussions and, importantly, that they feel welcome to contribute. Teachers play a critical role in ensuring that both of these happen, ( 16

18 Close Reading Resource Page Definition and Purpose of a Close Read A close read is a process used to enable students to access complex texts. This is done by reading the text several times and asking questions that draw the student back to the text. As part of a part of good reading instruction which includes modeled reading, shared reading, and independent reading at the students grade level, the purpose of a close read is to walk students through a text to show them the skills they need to access and comprehend difficult texts. Choosing the Right Text for a Close Read There are three considerations to take into account when choosing a text passage for a close read: quantitative measures, qualitative aspects, and reader and task. These aspects together determine the depth and complexity of various tasks. Quantitative Resources Lexile Ranges Measuring Lexile Readability Score Qualitative Resources Informational Text Qualitative Measure Rubric Literary Text Qualitative Measure Rubric Reader and Task Resources Reader and Task Questions Planning and Implementation of Close Read A close read should contribute and have a specific purpose within a unit of study. Questions should be developed in a series that lead from a basic understanding of what the text says, to the structure of the text and how that contributes to the meaning, and finally end with inferences and deeper meanings that can be drawn from the text. When conducting a close read, questions should be displayed one at a time, and students should answer in collaborative groups. 17

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20 Grade Level Integrated Topics for Instruction Social Studies Learning and Working Now and Long Ago Learning to Work Together Working Together: Exploring, Creating, and Communicating Reaching Out to Times Past Science Physical Attributes Plants and Animals: Identify Different Types Identify Parts of Plants and Animals Understand Characteristics of Mountains, Rivers, Oceans, Valleys, and Deserts Investigation and Experimentation 19

21 English-Language Arts Performance Task Development Purpose: Performance tasks build on earlier content knowledge, process skills, and work habits and are strategically placed in the unit to enhance learning as the student pulls it all together (Hibbard, 1996). Depth of Knowledge English-Language Arts tasks should Measure complex assessment targets Demonstrate ability to think and reason Use higher order thinking skills Produce fully developed writing Professional Learning Communities will Step 1: Consider the learning targets needed to be mastered throughout the unit. Step 2: Consider the Depth of Knowledge or level of complexity that students will need to perform at. Performance Task Expectations (DOK 1) Recall and Reproduction (DOK 2) Skills and Concepts/Basic Reasoning (DOK 3) Strategic Thinking/Complex Reasoning (DOK 4) Extended Thinking/Reasoning Recall and recognize basic facts and details from text Read words orally in connected text with fluency and accuracy Identify literary elements (characters, setting, sequence) Identify key details in text Select appropriate words when intended meaning/definition is clearly evident Write simple sentences Identify main idea of a text Make basic inferences Give examples and make connections within text Explain cause and effect Compare two characters within a story Apply simple organizational structure in writing Connect ideas using evidence within text Retell stories, identifying central message or lesson Identify who is telling the story at various points in a text Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. 20

22 Examples of Checking for Understanding at the various levels of Depth of Knowledge Students will identify character, setting, sequence or key details of a text. Students will compare the characters Frog and Toad in Frog and Toad Together. Students will retell the story, Frog and Toad Together, identifying the central message or lesson. Task Development English-Language Arts tasks should Measure complex assessment targets Demonstrate ability to think and reason Use higher order thinking skills Produce fully developed writing Professional Learning Communities will Step 1: Consider the targets needed to be mastered throughout the unit. Step 2: Consider the type of text (informational and literary) that offers ample complexity to allow students to revisit for multiple readings, answering text dependent questions. Step 3: Identify appropriate opportunities to measure learning through use of common formative assessments. Step 4: Adjust instruction based on assessment outcomes. 21

23 Kinder Grade Level Standards Reading Literature Standards Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity K.RL.1 K.RL.2 K.RL.3 K.RL.4 K.RL.5 K.RL.6 K.RL.7 K.RL.8 K.RL.9 K.RL.10 With prompting and support, ask and answer questions about key details in a text. With prompting and support, retell familiar stories, including key details. With prompting and support, identify characters, settings, and major events in a story. Ask and answer questions about unknown words in a text. (See grade K Language standards 4 6 for additional expectations.) CA Recognize common types of texts (e.g., storybooks, poems, fantasy, realistic text). CA 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). (Not applicable to literature) With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Actively engage in group reading activities with purpose and understanding. a. Activate prior knowledge related to the information and events in texts. CA b. Use illustrations and context to make predictions about text. CA 22

24 Reading Informational Text Standards Key Ideas and Details K.RI.1 K.RI.2 With prompting and support, ask and answer questions about key details in a text. With prompting and support, identify the main topic and retell key details of a text. Craft and Structure K.RI.3 K.RI.4 K.RI.5 With prompting and support, 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. (See grade K Language standards 4 6 additional expectations.) CA Identify the front cover, back cover, and title page of a book. Integration of Knowledge and Ideas K.RI.6 K.RI.7 K.RI.8 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). With prompting and support, identify the reasons an author gives to support points in a text. Range of Reading and Level of Text Complexity K.RI.9 K.RI.10 With prompting and support, 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. a. Activate prior knowledge related to the information and events in texts. CA b. Use illustrations and context to make predictions about text. CA 23

25 Reading Foundational Skills Standards Print Concepts K.RF.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet. Phonological Awareness K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. 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/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. f. Blend two to three phonemes into recognizable words. CA Phonics and Word Recognition K.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sounds or many of the most frequent sounds for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (Identify which letters represent the five major vowels [Aa, Ee, Ii, Oo, and Uu] and know the long and short sound of each vowel. More complex long vowel graphemes and spellings are targeted in the grade 1 phonics standards.) CA c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency K.RF.4 Read emergent-reader texts with purpose and understanding. 24

26 Writing Standards Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge K.W.1 K.W.2 K.W.3 K.W.4 K.W.5 K.W.6 K.W.7 K.W.8 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. (Begins in grade 2) CA 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. 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. K.W.9 (Begins in grade 4) Range of Writing K.W.10 (Begins in grade 2) CA 25

27 Speaking and Listening Standards Comprehension and Collaboration K.SL.1 K.SL.2 K.SL.3 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. 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. a. Understand and follow one- and two-step oral directions. CA Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas K.SL.4 K.SL.5 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. K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly Language Standards Conventions of Standard English K.L.1 K.L.2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when 26

28 writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Knowledge of Language K.L.3 (Begins in grade 2) Vocabulary Acquisition and Use K.L.4 K.L.5 K.L.6 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. 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. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings Use words and phrases acquired through conversations, reading and being read to, and responding to texts. 27