Kindergarten ELA Standards Changes Important Changes to Note: The standards are coded with the grade level, title of the strand, the category within the strand, and the number within the strand. In a few cases, a letter might also be used to delineate subsections. o Example: K.RL.KID.2 K is the grade level. Reading Literature (RL) is the strand. Key Ideas and Details (KID) is the category. 2 is the number of the standard within the strand. There are 8 standards with no changes at all. They are highlighted in yellow. In the document below, changes to wording are highlighted in blue. Most changes are accompanied by a clarification/rationale and/or notes.
Kindergarten Reading Literature Standards Changes Coding Original Standard New Standard 2017-2018 Clarifications K.RL.KID.1 With prompting and support, ask and answer questions about key details in a text. With prompting and support, ask and answer questions about key details in a text. (No change) K.RL.KID.2 With prompting and support, retell familiar stories, including key details. With prompting and support, orally retell familiar stories, including key details. The revised standard clarifies that students can now orally (not just show through written expression) retell familiar stories. K.RL.KID.3 With prompting and support, identify characters, settings, and major events in a story. With prompting and support, orally identify characters, setting, and major events in a story. The revised standard clarifies that students can now orally (not just show through written expression) identify characters, setting, and major events in a story. K.RL.CS.4 Ask and answer questions about unknown words in a text. With prompting and support, ask and answer questions about unknown words in a text. The revised standard now allows with prompting and support to occur when asking and answering questions about unknown words found in a text. 2
K.RL.CS.5 Recognize common types of texts (e.g., storybooks, poems). Recognize common types of texts. Only change: The e.g. examples have been removed to not limit the standard. K.RL.CS.6 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, define the role of authors and illustrators in the telling of a story. The revised standard no longer requires naming the author and illustrator. Instead, the standard requires that the role of the authors and illustrators be defined. K.RL.IKI.7 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). With prompting and support, orally describe the relationship between illustrations and the story in which they appear. The verb orally has been added to the revised standard. The e.g. examples have been removed to not limit the standard. Standard #8 is not applicable to literature. K.RL.IKI.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. With prompting and support, orally compare and contrast the adventures and experiences of characters in familiar stories. The verb orally has been added to the revised standard. 3
K.RL.RRTC.10 Actively engage in group reading activities with purpose and understanding. With prompting and support, read stories and poems of appropriate complexity for Kindergarten. This entire standard has changed: Addition of with prompting and support ; Read stories and poems; Text should include appropriate complexity for Kindergarten. Kindergarten Reading Informational Standards Changes Coding Original Standard New Standard 2017-2018 Clarifications K.RI.KID.1 With prompting and support, ask and answer questions about key details in a text. With prompting and support, ask and answer questions about key details in a text. (No change) K.RI.KID.2 With prompting and support, identify the main topic and retell key details of a text. With prompting and support, orally identify the main topic and retell key details of a text. The revised standard clarifies that students can now orally (not just show through written expression) identify the main topic and retell key details. K.RI.KID.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. With prompting and support, orally identify the connection between two individuals, events, ideas, or pieces of information in a text. The revised standard clarifies that students can now orally (not just show through written expression) identify the connection between the individuals, events, ideas, or pieces of information in a text. 4
K.RI.CS.4 With prompting and support, ask and answer questions about unknown words in a text. With prompting and support, determine the meaning of words and phrases in a text relevant to a Kindergarten topic or subject area. This revised standard now requires the determination of word and phrase meaning. Furthermore, there is a specific text reference to a Kindergarten topic or subject area. K.RI.CS.5 Identify the front cover, back cover, and title page of a book. Know various text features. This revised standard is now more broad with no specific text features mentioned. K.RI.CS.6 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, define the role of an author and illustrator in presenting the ideas or information in a text. With prompting and support is an addition to the revised standard. The revised standard no longer requires naming the author and illustrator. Instead, the standard requires that the role of the authors and illustrators be defined. K.RI.IKI.7 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, orally describe the relationship between illustrations and the text in which they appear. The verb orally has been added to the revised standard. The e.g. examples have been removed to not limit the standard. 5
K.RI.IKI.8 With prompting and support, identify the reasons an author gives to support points in a text. With prompting and support, identify the reasons an author provides to support points in a text. Slight word change: from gives to provides. K.RI.IKI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). With prompting and support, orally identify basic similarities and differences between two texts on the same topic. The verb orally has been added to the revised standard. The e.g. examples have been removed to not limit the standard. K.RI.RRTC.10 Actively engage in group reading activities with purpose and understanding. With prompting and support, read informational texts of appropriate complexity for Kindergarten. This entire standard has changed: Addition of with prompting and support ; Read informational texts; Texts should include appropriate complexity for Kindergarten. 6
Kindergarten Writing Standards Changes Coding Original Standard New Standard 2017-2018 Clarifications K.W.TTP.1 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 ). With prompting and support, use a combination of drawing, dictating, and/or writing to compose opinion pieces. With prompting and support is now included. The conjunction or has been added to this standard: drawing, dictating, and/or writing. The standard has been revised showing a broad rather than a narrow focus. K.W.TTP.2 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. With prompting and support, use a combination of drawing, dictating, and/or writing to compose informative/explanatory texts. With prompting and support is now included. The conjunction or has been added to this standard: drawing, dictating, and/or writing. The standard has been revised showing a broad rather than a narrow focus. K.W.TTP.3 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. With prompting and support, use a combination of drawing, dictating, and/or writing to narrate a single event. With prompting and support is now included. The conjunction or has been added to this standard: drawing, dictating, and/or writing. The standard has been revised showing a broad rather than a narrow focus. 7
K.W.PDW.4 (Begins in grade 3) With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) There is now a Kindergarten version of this standard, W.PDW.4. *The former standard used to start in 3 rd grade. K.W.PDW.5 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, respond to questions and suggestions from others and add details to strengthen writing as needed. Only change peers broadly changed to others. K.W.PDW.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, and in collaboration with peers, explore a variety of digital tools to produce and share writing. Word change: publish to share ; Additionally, there was a minor re-arrangement of wording. K.W.RBPK.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Participate in shared research and writing products, such as reading a number of books by a favorite author and expressing opinions about them. The former e.g. examples are now included in the general wording of the revised standard. 8
K.W.RBPK.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (No change) K.W.RBPK.9 (Begins in grade 4) (Begins in grade 3) While there is not a Kindergarten version of this standard W.RBPK.9 it now begins in 3 rd grade instead of 4 th grade. K.W.RW.10 (Begins in grade 3) With guidance and support from adults, engage routinely in writing activities to promote writing fluency and build writing stamina. There is now a Kindergarten version of this standard, W.RW.10. *The former standard used to start in 3 rd grade. Kindergarten Speaking and Listening Standards Changes Coding Original Standard New Standard 2017-2018 Clarifications K.SL.CC.1 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 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics. The word varied is an addition to the revised standard, as well as the word appropriate ; Also, some of the wording in the standard has been slightly rearranged. 9
and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. K.SL.CC.2 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. Confirm understanding of a text readaloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (No change) K.SL.CC.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (No change) K.SL.PKI.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. (No change) K.SL.PKI.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. Add drawings or other visual displays of descriptions as desired to provide additional detail. (No change) 10
K.SL.PKI.6 Speak audibly and express thoughts, feelings, and ideas clearly. With guidance and support, express thoughts, feelings, and ideas through speaking. With prompting and support is now included. There is an addition to the end of the revised standard thoughts, feelings, and ideas should be expressed through speaking. Kindergarten Foundational Literacy (Reading Foundations) Standards Changes Coding Original Standard New Standard 2017-2018 Clarifications K.FL.PC.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. 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. Understanding that words are separated by spaces in print; demonstrate one-toone correspondence between voice and print. d. Recognize and name all upper and lowercase letters There is an addition to this revised standard, subpart c demonstrate one-to-one correspondence between voice and print. Furthermore, there is now specific reference to recognizing and naming all alphabet letters in isolation and in connected text. Lastly, there is an additional subpart to this revised standard subpart e Distinguish between pictures and words. 11
of the alphabet in isolation and in connected text. e. Distinguish between pictures and words. K.FL.PA.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. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and begin to produce rhyming sounds. 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 two- and three-phoneme (VC or CVC) words, excluding CVC words ending with /l/, /r/, or /x/. e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. There is specific reference in the revised standard to begin to produce rhyming sounds. Furthermore, there is now mention of isolating and pronouncing sounds in two-phoneme words (VC). K.FL.PWR.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. Specific mention of applying phonics and word analysis skills when decoding isolated words and in connected text. In subpart a, the reference to primary sound has been removed. 12
primary sound 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. 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. a. Demonstrate knowledge of one-to-one letter sound correspondence by producing the most frequent sound for each consonant. b. Associate the long and short phonemes with common spellings for the five major vowels. c. Read common highfrequency words by sight. d. Decode regularly spelled CVC words. e. Distinguish between similarly spelled words by identifying the letters that differ. In subpart b, the word phonemes is replacing sounds. Also, the word in parentheses graphemes is removed. In subpart c, the e.g. examples have been removed to not limit the standard to the teaching of just those frequency words mentioned. There is a new subpart d Decode regularly spelled CVC words. In subpart e, the reference to identifying the sounds has been left off. Instead, the wording is now: by identifying the letters that differ. K.FL.WC.4 (used to be RF.K.4) Read emergent-reader texts with purpose and understanding. Know and apply grade-level phonics and word analysis skills when encoding words; write legibly. This revised standard is completely new. a. Write uppercase and lowercase manuscript letters from memory. b. Write a letter/letters for most consonant and short vowel sounds (phonemes). c. Represent phonemes first to last in simple words using letters (graphemes) such as rop for rope. d. Spell VC (at, in) and CVC (pet, mud) words with short vowels; spell V (a, l) and CV 13
(be, go) words with long vowels. e. Identify the letters used to represent vowel phonemes and those used to represent consonants; know that every syllable has a vowel. f. Write some common, frequently used words (am, and, like, the). g. Print many upper and lowercase letters. K.FL.F.5 Read emergent-reader texts with purpose and understanding. Read with sufficient accuracy and fluency to support comprehension. a. Read emergent-reader texts with purpose and understanding. This standard used to be RF.K.4 ; Addition: Read with sufficient accuracy and fluency to support comprehension. The revised standard subpart a used to be the general wording of the standard (with no subpart) Kindergarten Foundational Literacy (Language) Standards Changes Coding Original Standard New Standard 2017-2018 Clarifications K.FL.SC.6 (used to be L.K.1 & L.K.2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including These former standards K.L.1 (a-f) and K.L.2 (a-d) are now combined as K.FL.SC.6. Important to note: 14
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 writing. a. Capitalize the first word in a sentence and the pronoun l. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words or phonetically, drawing on knowledge of soundletter relationships. capitalization and punctuation, when writing with adult support. a. With modeling or verbal prompts, orally produce complete sentences. b. Follow one-to-one correspondence between voice and print when writing a sentence. c. Use frequently occurring nouns and verbs when speaking and in shared language activities. d. Form regular plural nouns when speaking and in shared language activities. e. Understand and use question words (interrogatives) when speaking and in shared language activities. f. Use the most frequently occurring prepositions when speaking and in shared language activities. g. Produce and expand complete sentences in shared language activities. h. Capitalize the first word in a sentence and the pronoun l. i. Recognize and name end punctuation. - There are 2 new subparts to the revised standard, subpart a With modeling or verbal prompts, orally produce complete sentences. and subpart b Follow one-to-one correspondence between voice and print when writing a sentence. - There is no longer a specific requirement to Print many upper- and lowercase letters. (former subpart a ) - In the revised standard, subpart c is the former subpart b. There is an addition to this standard when speaking and in shared language activities. - In regards to subpart d, regular plural nouns can be formed when speaking and in shared language activities. Also, adding /s/ or /es/ has been removed. - In subparts e and f, when speaking and in shared language activities have been added, and the e.g. examples have been removed. - The new subpart g is worded the same as the former subpart f (in the former standard L.K.1). - The new subpart h is worded the same as the former subpart a (in the former standard L.K.2). 15
- The new subpart i is worded the same as the former subpart b (in the former standard L.K.2). - Subparts c and d of the former L.K.2 are not included in the revised standard. K.FL.VA.7a (used to be L.K.4) Determine of 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. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Kindergarten conversations, reading, and content. i. Identify new meanings for familiar words and apply them accurately. ii. Use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word. Elaboration: Kindergarten conversations, reading, and content ; The e.g. examples have been removed to not limit the standard. K.FL.VA.7b (used to be L.K.5) With guidance and support from adults, explore word relationships and nuances in word meanings. With guidance and support from adults, explore word relationships and nuances in word meanings. Only the e.g. examples have been removed to not limit the standard. 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., i. Sort common objects into categories to gain a sense of the concepts the categories represent. ii. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites. iii. Make real-life connections between words and their use. 16
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. iv. Distinguish shades of meaning among verbs describing the same general action. K.FL.VA.7c (used to be L.K.6) Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (No change) 17