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					     Kindergarten
Language Arts Standards
    Curriculum Map
Reading Standards for Literature

K.RL.1 With prompting and support, ask and answer questions about key details in a text.

K.RL.2 With prompting and support, retell familiar stories, including key details.

K.RL.3 With prompting and support, identify characters, settings, and major events in a story.

K.RL.4 Ask and answer questions about unknown words in text.

K.RL. 5 Recognize common types of text. (e.g., storybooks, poems).

K.RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g.,
what moment in the story an illustration depicts).

K.RL.8 Not applicable to literature
K.RL.9 With prompting and support, compare and contrast the adventures and experience of characters in familiar stories.

K.RL.10 Actively engage in group reading activities with purpose and understanding.
Reading Standards for Informational Text

K.IT.1 With prompting and support, ask and answer questions about key details in a text.

K.IT.2 With prompting and support, identify the main topic and retell key details of a text.

K.IT.3 With prompting and support, describe the connections between two individuals, events, ideas, or pieces of information
in a text.

K.IT.4 With prompting and support, ask and answer questions about unknown words in text.
K.IT.5 Identify the front cover, back, cover, and title page of a book.

K.IT.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
K.IT.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).

K.IT.8 With prompting and support, identify the reasons an author gives to support points in a text.

K.IT.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).

K.IT.10 Actively engage in group reading activities with purpose and understanding.
Reading Standards: Foundational Skills

K.FS.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.FS.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
   a) Recognize and produce rhyming words.
   b) Count, pronounce, blend, segment syllables in spoken words.
   c) Blend and segment onsets and rimes of single-syllables in 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.

K.FS.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 primary or many of the most
      frequent sound 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.

K.FS.4 Read emergent-reader texts with purpose and understanding.
Reading Standard: Writing

K.W.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….).

K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory text in which they name what
they are writing about and supply some information about the topic.

K.W.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.

K.W.4 Not Applicable to Writing

K.W.5 With guidance and support from adults, respond to questions and suggestions from peers, and add details to strengthen
writing as needed.

K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in
collaboration with peers.
K.W.7 Participate in shared research and writing projects (e.g. explore a number of books by a favorite author and express
opinions about them).

K.W.8 With guidance and support from adults, recall information from experiences or gather from provided sources to answer
a question.

K.W.9 Not Applicable to Writing

K.W.10 Not Applicable to Writing
Reading Standard: Language

K.L.1   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, when, where, why, and how)
   e)   Use the most frequently occurring prepositions (e.g., to, from, in, out, off, of, for, of, by, with).
   f)   Produce and expand complete sentences in shared language activities.

K.L.2   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 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 for sound-letter relationship.

K.L.3 Begins in Grade 2

K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and
content.
   a) Identify new meaning for familiar words and apply them accurately (e.g., knowing duck is a bird and learning 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.

K.L.5 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 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 shapes of meaning among verbs describing the same general action (e.g,, note places at school that are
      colorful).
K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to text.
Speaking and Listening

K.SL.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 discussion (e.g., listening to others and taking turns speaking about the topics and texts
       under discussion).
   b) Continue a conversation through multiple exchanges.


K.SL.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.

K.SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

K.SL.4 Describe familiar people, places, things and events, and with prompting and support, provide additional details.

K.SL.5 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.
Timeline        Standard                                                          Resources   Assessments
1st Six Weeks   K.RL.1

August 4-       I can ask and answer questions about the story with help.
September 13
                K.RL.3

                I can tell the characters in the story with help.

                K.RL.6

                I can tell what the author does with help.

                I can tell what an illustrator does with help

                K.IT.4

                I can recognize that a question requires an answer with help.

                K.FS.1

                I can recognize and name all uppercase letters of the alphabet.

                I can recognize and name all lowercase letters of the alphabet.

                K.FS.3

                I can recognize high-frequency sight words.

                I can recognize words that are similarly spelled.

                I can read high-frequency sight words.
K.L.1

I can recognize many of the letters of the alphabet.

K.L.5

I can identify common objects with help.

K.SL.1

I can listen while others are speaking.
Timeline    Standard                                                    Resources   Assessments
 nd
2 Six Weeks K.RL.3

September     I can define character with help.
14- October
25            I can define setting with help.

              K.RL.6

              I can tell who the author of story is with help.

              I can tell who the illustrator of a story is with help.

              K.RL.7

              I can identify illustrations.

              K.RL.9

              I can recognize characters in familiar stories.

              K.IT.5

              I can identify front cover, back cover, and title page.

              K.IT.6

              I can name the author.
              I can name the illustrator.

              K.IT.7

              I can identify illustrations.
              I can identify text
K.FS.1

I can recognize that words on a page progress from left to
right and top to bottom.
I can name all uppercase letters of the alphabet.

I can name all lowercase letter s of the alphabet.

K.FS.2

I can recognize initial sounds.

I can isolate and pronounce CVC words to recognize the initial
sound.

I can count syllables in spoken words.

K.FS.3

I can use phonics and skills to decode words.

I can recognize one-to-one letter correspondence for each
consonant.

I can say the sound that corresponds to the consonant.

K.W.5

I can recognize how to respond to questions and suggestions
from peers.

K.L.1
I can recognize that letters can be both upper and lowercase.

K.L.5

I can sort common objects into categories with help.

K.SL.1

I can recognize that others are listening.

K.SL.5

I can add drawings or visual displays to provide details to
descriptions.

K.SL.6

I can identify different voice volumes used for different
situations.
Timeline        Standards                                                          Resources   Assessments
3rd Six Weeks   K.RL.2
October 26-
December 9      I can identify key details of a story with help.

                K.RL.3

                I can tell the setting in the story with help.

                I can tell what happened in the story with help.

                K.RL.4

                I can recognize that a question requires an answer.

                K.RL.7

                I can describe a moment in a story using the illustrations with
                help.

                K.IT.1

                I can ask questions about key details in informational text with
                help.

                K.IT.2

                I can identify the main topic of a text with help.

                I can identify key details of a text with help.

                K.IT.3

                I can identify key details about an individual discussed in an
informational text with help.

I can identify details about events or ideas in a text with help.

K.IT.4

I can ask a question about unknown words in a text with help.

K.IT.6

I can define what an author does.

I can define what an illustrator does.

K.IT.7

I can define describe.

K.IT.10

I can understand activities that reflect purpose and
understanding of text.

K.FS.1

I can recognize that spoken words are represented in written
language by specific sequences of letters.

I can recognize that words are separated by spaces in print.

I can follow words from left to right, top to bottom, and page
by page.
K.FS.2

I can recognize ending sounds.

I can pronounce syllables in spoken words.

I can isolate and pronounce CVC words to recognize the initial
sound.

I can add individual sounds in simple one syllable words to make
new words.

K.FS.3

I can identify the sounds of the letters that are different.

K.FS.4

I can recognize that there are different purposes for reading
emergent-reader texts.

K.W.2

I can identify an informative/explanatory text.

K.W.3

I can define an event.

I can choose a single event to discuss.

I can sequence relevant events.
K.W.5

I can respond to questions and suggestions from peers.

K.W.8

I can gather information from more than one source to answer
a question.

K.L.1

I can distinguish between upper- and lowercase letters.

I can use question words in speaking.
I can use frequently occurring prepositions in speaking (to,
from, in, out, on, of, for, of, by, with)

I can speak in complete sentences.

K.L.2

I can match the sound and the letter for most consonant and
short-vowel sounds.

I can recognize the letters.

K.L.5

I can identify categories with help.

K.L.6

I can use words and phrases accurately acquired through:
       Conversations
      Reading
      Being read to
      Responding to
      text

K.SL.2

I can ask for clarification if something is not understood.

K.SL.4

I can identify familiar people, places, things, events, or details
with help.
Timeline     Standard                                                             Resources   Assessments
 th
4 Six Weeks K.RL.1
December 10-
January 31   I can identify key details in a text with help.

                K.RL.4

                I can ask a question about unknown words in text.

                K.RL.5

                I can recognize different types of texts such as storybooks
                and poems.

                K.RL.7

                I can describe how the illustrations and story are related with
                help.

                K.RL.9

                I can compare adventures and experiences with help.

                K.RL.10

                I can apply activities that reflect purpose and understanding
                of text.

                K.IT.1

                I can identify key details in informational text with help.

                I can answer questions about key ideas in formational text
                with help.
K.IT.2

I can retell key details of a text.

K.IT.3

I can identify a relationship in an informational piece with help.

K.IT.7

I can describe people that illustrations depict with help.

I can describe places that illustrations depict with help.

I can describe things that illustrations depict with help.

I can describe ideas that illustrations depict with help.

K.IT.9

I can identify basic similarities in illustrations in two texts on
the same topic.

I can identify basic similarities in descriptions in two texts on
the same topic.

I can identify basic similarities in procedures in two texts on
the same topic.

K.IT.10

I can apply activities that reflect purpose and understanding
of text.

K.FS.1

I can recognize that sentences are made up of words.

K.FS.2

I can recognize short vowel sounds.

I can blend syllables in spoken words.

I can blend onsets and rimes of single-syllable spoken words.

I can isolate and pronounce CVC words to recognize the final
sound.

I can substitute individual sounds in simple one syllable words
to make new words.

K.FS.3

I can distinguish the differing sounds of consonants.

I can distinguish long and short vowel sounds that have
common spellings.

I can determine the pattern of the word.

K.FS.4

I can determine the purpose for reading emergent-reader
texts.
K.W.1

I can identify the title of a book or topic to write about.

K.W.2

I can select a topic for an informative/explanatory writing.

K.W.3

I can react to the event.

K.W.7

I can identify sources and tools for shared research.

K.W.8

I can identify experience and sources.

I can gather information from more than one source to answer
a question.

I can answer a question using information from a provided
source with help.

K.L.1

I can recognize nouns.

I can form regular plural nouns orally using /s/ and /es/.

I can expand complete sentences.
K.L.2

I can use sound-letter awareness to spell simple words
phonetically.

K.L.5

I can identify opposites with help.

K.L.6

I can obtain words and phrases acquired through:
    Conversations
    Reading
    Being read to
    Responding to text

K.SL.1

I can identify ideas from kindergarten topics and texts.

K.SL.2

I can identify key ideas from text read aloud or presented
orally through media formats.

K.SL.3

I can recognize that asking questions is an appropriate
strategy to further understanding.

K.SL.4

I can determine relevant details that describe people, places,
                things, events, or details with help.




Timeline        Standards                                                        Resources   Assessments
5th Six Weeks   K.RL.2
February 1-
March 9         I can retell a familiar story including key details with help.

                K.RL.3

                I can define major events (plot) with help.

                K.RL.4

                I can identify unknown words in text.

                I can use resources/strategies to answer questions about
unknown words in text.

K.RL.9

I can determine similarities and differences of adventures and
experiences in familiar stories with help.

I can contrast adventures and experiences with help.

K.RL.10

I can apply activities that reflect purpose and understanding
of text.




K.IT.3

I can discuss how two
     Individuals
     Events
     Ideas
     Pieces of information
   in a text connect with help.

K.IT.4

I can identify unknown words in text with help.

K.IT.7

I can describe the relationships between illustrations and text
with help.
K.IT.8

I can identify reasons the author gives to support points in the
text with help.

K.IT.9

I can identify differences in illustrations in two texts on the
same topic.

I can identify differences in descriptions in two texts on the
same topic.

I can identify differences in procedures in two texts on the
same topic.

K.FS.2

I can recognize rhyming words.

I can segment syllables in spoken words.

I can isolate and pronounce CVC words to recognize the initial
sound.

K.FS.3

I can identify the five vowels with common spellings: short
vowels, long vowels.

I can apply grade level phonics and word analysis skills in
decoding words
I can read words that have a similar word pattern and identify
the sounds and letters that are different.

K.FS.4

I can read emergent-reader texts with purpose.

I can read emergent-reader texts with understanding.

K.W.1

I can recognize what an opinion is.

I can formulate an opinion about a book or topic.

I can write an opinion piece about a topic or book that:
          o Demonstrates a combination of drawing, dictating,
             and writing
          o Includes the topic or title of a book

States an opinion or preference about the topic or book.

K.W.2

I can combine drawing, dictation, and writing to compose
informational/explanatory text to supply additional
information about the topic.

I can compose informative/explanatory text in which I can:
         o Name the topic about which they are writing.

Supply some information about the topic.
K.W.3

I can distinguish between relevant and irrelevant details.

I can draw, dictate, and/or write a narrative piece which
contains relevant details, a logical sequence of events, and a
reaction.

K.W.5

I can recognize how to add details to strengthen writing as
needed with help.

I can add details to strengthen writing as needed.




K.W.6

I can use basic computer skills (e.g. turn on computer, log on,
use common software, basic word processing tools) with help.

I can choose digital tools for producing and publishing writing
with help.

I can use technology to produce and publish writing individually
and with peers with help.

K.W.7

I can determine and apply appropriate sources and tools to
conduct shared research.
I can participate in shared research and writing projects.

K.L.1

I can recognize verbs.

K.L.2

I can write a letter or letter combination for most consonant
and short vowel sounds (phonemes).

K.L.5

I can identify verbs with help.

I can distinguish ways to act out verbs with help.

K.SL.2

I can ask and answer questions about key details read aloud or
presented orally through media formats.

I can answer questions about key details from information
presented orally.

K.SL.5

I can tell what visual displays are.

K.SL.6

I can speak using appropriate voice volume for situations.
Timeline         Standards                                              Resources   Assessments
6th Six Weeks    K.FS.2
March 10-April
30               I can produce rhyming words.

                 K.L.1

                 I can recognize that nouns can be singular and
                 plural.

                 I can tell the meaning of questions words
                 (interrogatives).

                 I can recognize common prepositions.

                 I can recognize and produce a complete sentence.

                 I can use regular plural nouns.
                 I can expand sentences.

                 K.L.2

                 I can apply correct capitalization, punctuation, and
                 spelling when writing.
I can capitalize the first word in a sentence and the
pronoun I.
I can recognize and name end punctuation.

K.L.4

I can recognize that some words and phrases have
multiple meanings.

I can identify frequently occurring inflections and
affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less).

I can identify new meanings for familiar words.
I can apply the appropriate meaning for the word
within the context.

I can apply knowledge of frequently occurring
inflections and affixes to determine the meaning of
a word.

I can determine the meaning of unknown and
multiple –meaning words and phrases based on
kindergarten reading and content.

K.L.5

I can identify adjectives with help.

I can identify real life connections with help.

I can distinguish shapes of meaning among verbs
describing the same action.
I can relate verbs and adjectives to their opposites
with help.

I can identify real life connections between words
and their use with help.

I can act out meanings of verbs with help.

K.L.5

I can distinguish if a word or phrase should be used
when responding.

K.SL.1

I can identify agreed-upon rules for discussion.

I can recognize how others move conversations
along.

I can decide which comments and questions are
appropriate to the topic of discussion.

I can observe if agreed-upon discussion rules are
being followed.

I can participate in conversations about
kindergarten topics and texts.

I can follow agreed-upon rules for discussion.

I can listen and respond to continue conversations
with peers and adults.
K.SL.2

I can ask for clarification of key details that are
not understood from text read aloud or information
presented through media.
I can ask questions about key details from
information presented orally.

K.SL.3

I can identify questions.
I can identify answers.
I can identify situations where help is needed,
information is needed, or clarification is necessary.
I can formulate appropriate questions to seek help,
information, or clarification.
I can ask questions to seek help, get information, or
clarify something that is not understood.
I can answer questions in order to seek help, get
information, or clarify something that is not
understood.

K.SL.4

I can orally perform a clear presentation that
describes a person, a place, a thing, or an event with
help.

I can include relevant details with help.

K.SL.5
I can identify details.

K.SL.6

I can speak to communicate thoughts, feelings, and
ideas clearly.

				
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