Kindergarten Reading
• We are learning to read closely to determine what the text says explicitly and to make logical inferences from it. We can cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• We are learning to find out the central ideas or themes of a text and analyze their development. We are learning to summarize the key supporting details and ideas of a text.
• We are learning to analyze how and why individuals, events, and ideas develop and interact over the course of a text.
• We are learning to interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
• We are learning to analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (for example, a section, chapter, scene, or stanza) relate to each other and the whole.
• We are learning to assess how point of view or purpose shapes the content and style of a text.
• We are learning to integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
• We are learning to find and evaluate the argument and claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
• We are learning to analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
• We are learning to read and comprehend complex literary and informational texts independently and skilfully.
• We can, with prompting and support, ask and answer questions about key details in a text.
• We can, with prompting and support, retell familiar stories, including key details.
• We can, with prompting and support, identify characters, settings, and major events in a story.
• We are learning to ask and answer questions about unknown words in a text.
• We are learning to recognize common types of texts (for example, storybooks, poems).
• We can, with prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
• We can, with prompting and support, describe the relationship between illustrations and the story in which they appear (for example, what moment in a story an illustration depicts).
• We can, with prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
• We are learning to actively engage in group reading activities with purpose and understanding.
• We can, with prompting and support, ask and answer questions about key details in a text.
• We can, with prompting and support, identify the main topic of a text. We can, with prompting and support, retell key details of a text.
• We can, with prompting and support, describe the connection between two individuals in a text.
• We can, with prompting and support, describe the connection between two events, two ideas, or two pieces of information in a text.
• We can, with prompting and support, ask and answer questions about unknown words in a text.
• We are learning to identify the front cover, back cover, and title page of a book.
• We are learning to name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
• We can with prompting and support, describe the relationship between illustrations and the text in which they appear (for example, what person, place, thing, or idea in the text an illustration depicts).
• We can, with prompting and support, identify the reasons an author gives to support points in a text.
• We can, with prompting and support, identify basic similarities in and differences between two texts on the same topic
(for example, in illustrations, descriptions, or procedures).
• We are learning to actively engage in group reading activities with purpose and understanding.
• We are learning to follow words from left to right, top to bottom, and page by page.
• We are learning to recognize that spoken words are represented in written language by specific sequences of letters.
• We understand that words are separated by spaces in print.
• We are learning to recognize and name all upper- and lowercase letters of the alphabet.
• We are learning to recognize and produce rhyming words.
• We are learning to count, pronounce, blend, and segment syllables in spoken words.
• We are learning to blend and segment onsets and rimes of single-syllable spoken
words.
• We are learning to isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
• We are learning to add or substitute individual sounds (phonemes) in simple,
one-syllable words to make new words.
• We are learning to show our basic knowledge of one-to-one letter-sound correspondences by producing the primary sound for each consonant. We are learning to produce the most frequent sounds for each consonant.
• We are learning to associate the long and short sounds with common spellings (graphemes) for the five major vowels.
• We are learning to read common high-frequency words by sight(for example, the, of, to, you, she, my, is, are, do, does).
• We are learning to distinguish between similarly spelled words by identifying the sounds of the letters that differ.
• We are learning to read emergent-reader texts with purpose and understanding.
Kindergarten Writing
• We are learning to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• We are learning to write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• We are learning to write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
• We are learning to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• We are learning to use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• We are learning to conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
• We are learning to gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
• We are learning to use a combination of drawing, dictating, and writing to compose opinion pieces in which we tell a reader the topic or the name of the book we are writing about and state an opinion about the topic or book.
• We are learning to use a combination of drawing, dictating, and writing to compose informative / explanatory texts in which we name what we are writing about and supply some information about the topic.
• We are learning to use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events. We are learning to tell about the events in the order in which they occurred, and to provide a reaction to what happened.
• We can, with guidance and support, respond to questions and suggestions from peers. We are learning to add details to strengthen our writing as needed.
• We can, with guidance and support, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
• We are learning to take part in shared research and writing projects (for example, explore a number of books by a favorite author and express opinions about them).
• We can, with guidance and support, recall information from experiences or gather information from provided sources to answer a question.
Kindergarten Speaking and Listening
• We are learning to prepare for and take part in effectively in a range of conversations and collaborations with diverse partners. We are learning to build on others’ ideas and express our own ideas clearly and persuasively.
• We are learning to integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
• We are learning to evaluate a speaker’s point of view. We are learning to evaluate a speaker’s reasoning, and use of evidence and rhetoric.
• We are learning to present information, findings, and supporting evidence such that listeners can follow our line of reasoning.
• We are learning to present information such that the organization, development, and style are suitable to task, purpose, and audience.
• We are learning to use digital media and visual displays of data to express information and to make our presentations understandable.
• We are learning to adapt speech to a variety of contexts and communicative tasks, showing command of formal English when indicated or appropriate.
• We are learning to follow agreed-upon rules for discussions (for example, listening to others and taking turns speaking about the topics and texts under discussion).
• We are learning to continue a conversation through multiple exchanges.
• We are learning to confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and asking clarification if something is not understood.
• We are learning to ask and answer questions in order to seek help, get information, or clarify something that is not understood.
• We are learning to describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
• We are learning to add drawings or other visual displays to descriptions as desired to provide additional detail.
• We are learning to speak audibly and to express thoughts, feelings, and ideas clearly.
• We are learning to show our command of the conventions of standard English grammar and usage when writing or speaking.
• We are learning to show our command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
• We are learning to apply our knowledge of language to understand how language works in different contexts and to make effective choices for meaning or style.
• We are learning to apply our knowledge of language to comprehend more fully when reading or listening.
• We are learning to find or clarify the meaning of unknown and multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
• We are learning to show our understanding of word relationships and nuances in word meanings.
• We are learning to acquire and use accurately a range of words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level.
• We are learning to show independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
• We are learning to print many upper- and lowercase letters.
• We are learning to use frequently occurring nouns and verbs.
• We are learning to form regular plural nouns orally by adding /s/ or /es/ (for example, dog, dogs; wish, wishes).
• We are learning to understand and use question words (interrogatives) (for example, who, what, where, when, why, how).
• We are learning to use the most frequently occurring prepositions (for example, to, from, in, out, on, off, for, of, by, with).
• We are learning to produce and expand complete sentences in shared language activities.
• We are learning to capitalize the first word in a sentence and the pronoun I.
• We are learning to recognize and name end punctuation.
• We are learning to write a letter or letters for most consonant and short-vowel sounds (phonemes).
• We are learning to spell simple words phonetically, drawing on our knowledge of sound-letter relationships.
• We are learning to identify new meanings for familiar words and apply them accurately (for example, knowing duck is a bird and learning the verb to duck).
• We are learning to use the most frequently occurring inflections and affixes (for
example, -ed, -s, re-, un-,pre-, -ful, -less) as a clue to the meaning of an unknown word.
• We are learning to sort common objects into categories (for example, shapes, foods) to
gain a sense of the concepts the categories represent.
• We are learning to show our understanding of frequently occurring verbs and adjectives
by relating them to their opposites (antonyms).
• We are learning to identify real-life connections between words and their use (for example, note places at school that are colorful).
• We are learning to distinguish shades of meaning among verbs describing the same general action (for example, walk, march, strut, prance) by acting out the meanings.
• We are learning to use words and phrases acquired through conversations, reading and being read to, and responding to texts.
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