Kindergarten English Language Arts Common Core Curriculum Standards
Written by Joanne Harriman Saturday, 05 February 2011 22:23
Bold-faced standards are the MDIRSS essential standards and the standards in regular font are supporting standards. Click on the green bold-faced MDIRSS essential standards to see the unpacked version, list of resources, and corresponding performance rubric for that standard.
Important Downloads to Aid in Understanding the Standards and Expected Performance Levels for this Grade:
- Appendix A: Research Supporting Key Elements of the Standards & Glossary of Key Terms
- Appendix B: Text Exemplars and Sample Performance Tasks
- Appendix C: Samples of Student Writing
- Definitions of the Writing Types
- Details and Definitions of Foundational Skills
- Grade-Specific Text Complexity Demands
- Grades K-1 (actual text of stories, poetry, read-aloud stories, read-aloud poetry,informational texts, read-aloud informational texts, and sample performance task ideas for K-1 students).
Kindergarten Reading Standards for Literature (RL)
Key Ideas and Details
1. With prompting and support, ask and answer questions about key details in a text.
3. With prompting and support, identify characters, settings, and major events of a story.
Craft and Structure
4. Ask and answer questions about unknown words in a text.
6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
Integration of Knowledge and Ideas
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 illlustration depicts).
8. N/A for Kindergarten
Range of Reading and Level of Text Complexity
| Texts Illustrating the Complexity, Quality, and Range of Kindergarten Student Reading in Literature |
|
Over in the Meadow by John Langstaff (c1800) A Boy, a Dog, and a Frog by Mercer Mayer (1967) Pancakes for Breakfast by Tomie DePaola (1978) A Story, A Story by Gail E. Haley (1970) Kitten's First Full Moon by Kevin Henkes (2004) |
Kindergarten Reading Standards for Informational Text (RI)
Key Ideas and Details
1. With prompting and support, ask and answer questions about key details in a text.
Craft and Structure
5. Identify the front cover, back cover, and title page of a book.
6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Integration of Knowledge and Ideas
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.
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).
Range of Reading and Level of Text Complexity
| Texts Illustrating the Complexity, Quality, and Range of Student Reading in Informational Texts |
|
My Five Senses by Aliki (1962) Truck by Donald Crew (1980) I Read Signs by Tana Hoban (1987) What Do You Do With a Tail Like This? by Steve Jenkins and Robin Page (2003) Amazing Whales! by Sarah L. Thompson (2005) |
Kindergarten Reading Standards: Foundational Skills (RF)
IMPORTANT! Details and Definitions of Foundational Skills
Print Concepts
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
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.
Phonics and Word Recognition
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.
Fluency
Kindergarten Writing Standards (W)
MDIRSS Grade K Holistic Writing Rubric (click to download)
Text Types and Purposes
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.
Production and Distribution of Writing
4. (Begins in grade 3)
5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
9. (Begins in grade 4)
Range of Reading
10. (Begins in grade 3).
Kindergarten Speaking and Listening Standards (SL)
Comprehension and Collaboration
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.
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.
3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Kindergarten Language Standards (L)
Conventions of Standard English
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.
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 of sound-letter relationships.
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
3. (Begins in grade 2).
Vocabulary Acquisition and Use
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.
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 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.
6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.