Reading Foundational Skills

RF.K.1

Print Concepts:

Demonstrate understanding of the organization and basic features of print to aid in comprehension.
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a. Follow words from left to right, top to bottom and page by page.
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b. Recognize that spoken words are represented in written language by specific sequences of letters.
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c. Recognize that words are separated by spaces in print.
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d. Recognize and name all upper- and lowercase letters of the alphabet.

Reading Foundational Skills

RF.K.2

Phonological Awareness:

Demonstrate understanding of spoken words, syllables and sounds (phonemes).

a. Recognize and orally 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 words.

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Reading Foundational Skills

RF.K.3

Phonics and Word Recognition:

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 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.

d. Orally distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Reading Foundational Skills

RF.K.4

Fluency:

Read fluently (accuracy, speed, and prosody) on grade-level to support comprehension.

a. Read emergent-reader texts with purpose and understanding.

Reading Standards for Literature

RL.K.1

Key Ideas and Details:

With prompting and support, ask and answer explicit questions about key ideas and details, and make logical inferences to construct meaning from the text.

Reading Standards for Literature

RL.K.2

Key Ideas and Details:

With prompting and support, orally recognize key details from a summary to demonstrate understanding of the lesson learned in the story.

Reading Standards for Literature

RL.K.3

Key Ideas and Details:

With prompting and support, identify characters, settings and major events in a story in order to make meaning of the story development.

Reading Standards for Literature

RL.K.4

Craft and Structure:

With prompting and support, identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Reading Standards for Literature

RL.K.5

Craft and Structure:

Recognize common structures of poems, stories and dramas.

Reading Standards for Literature

RL.K.6

Craft and Structure:

With prompting and support, identify the author and illustrator of a story and explain how each tells the story.

Reading Standards for Literature

RL.K.7

Integration of Knowledge and Ideas:

With prompting and support, describe the relationship between illustrations and the story in which they appear.

Reading Standards for Literature

RL.K.9

Integration of Knowledge and Ideas:

With prompting and support, compare and contrast the adventures and experiences of characters in stories.

Reading Standards for Literature

RL.K.10

Range of Reading and Level of Text Complexity:

With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary texts.

Reading Standards for Informational Text

RI.K.1

Key Ideas and Details:

With prompting and support, ask and answer explicit questions about key concepts and details, and make logical inferences to construct meaning from the text.

Reading Standards for Informational Text

RI.K.2

Key Ideas and Details:

With prompting and support, orally recognize key details from a summary to demonstrate understanding of the central idea of a text.

Reading Standards for Informational Text

RI.K.3

Key Ideas and Details:

With prompting and support, identify the individuals, events, ideas, or pieces of information presented over the course of a text.

Reading Standards for Informational Text

RI.K.4

Craft and Structure:

With prompting and support, ask and answer questions about unknown words in a text.

Reading Standards for Informational Text

RI.K.5

Craft and Structure:

Identify the front cover, back cover and title page of a book.

Reading Standards for Informational Text

RI.K.6

Craft and Structure:

With prompting and support, identify the author and illustrator of a text, and define the role of each in presenting the ideas or information in a text.

Reading Standards for Informational Text

RI.K.7

Integration of Knowledge and Ideas:

With prompting and support, describe the relationship between visuals and the text.

Reading Standards for Informational Text

RI.K.8

Integration of Knowledge and Ideas:

With prompting and support, identify the claim and the reasons an author gives to support claims in a text.

Reading Standards for Informational Text

RI.K.9

Integration of Knowledge and Ideas:

With prompting and support, identify information from two or more texts on similar themes or topics.

Reading Standards for Informational Text

RI.K.10

Range of Reading and Level of Text Complexity:

With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex informational texts.

Handwriting

HW.K.1

Print all upper and lowercase letters and numerals.

Language

L.K.1

Conventions of Standard English:

When writing or speaking, demonstrate appropriate use of:

a. common nouns and verbs.

b. regular plural nouns by orally adding /s/ or /es/.

c. interrogative sentences using who, what, where, when, why and how.

d. sentences using common prepositions.

e. complete sentences.

Language

L.K.2

Conventions of Standard English:

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.

d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Language

L.K.4

Vocabulary Acquisition and Use:

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

a. Identify homophones.

b. Identify common affixes and how they change the meaning of a word.

c. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Language

L.K.5

Associate long and short sounds of the five major vowels with their common spellings

Reading Foundational Skills

RF.1.1

Print Concepts:

Demonstrate understanding of the organization and basic features of print to aid in comprehension.

a. Recognize the distinguishing features of a sentence including first word, capitalization, spacing and ending punctuation.

Reading Foundational Skills

RF.1.2

Phonological Awareness:

Demonstrate understanding of spoken words, syllables and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c. Construct and deconstruct spoken single-syllable words into initial, medial vowel and final sounds (phonemes).

Reading Foundational Skills

RF.1.3

Phonics and Word Recognition:

Know and apply grade-level phonics and word analysis skills in decoding words.

a. Know the spelling-sound correspondences for common consonant digraphs.

b. Decode regularly spelled one-syllable words.

c. Know final –e and common vowel team conventions for representing long vowel sounds.

d. Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. With adult support, decode two-syllable words by breaking the words into syllables.

f. Read words with inflectional endings.

g. Recognize and read grade-appropriate irregularly spelled words.

Reading Foundational Skills

RF.1.4

Fluency:

Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.

a. Read grade-level text with purpose and understanding.

b. Orally read grade-level text fluently on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Standards for Literature

RL.1.1

Key Ideas and Details:

With prompting and support, ask and answer explicit questions about key ideas and details, and make and support logical inferences to construct meaning from the text.

Reading Standards for Literature

RL.1.2

Key Ideas and Details:

With prompting and support, recognize key details from a summary to demonstrate understanding of the author’s message, lesson learned and/or moral.

Reading Standards for Literature

RL.1.3

Key Ideas and Details:

Describe characters, settings and major events in a story, using key details in order to make meaning of the story development.

Reading Standards for Literature

RL.1.4

Craft and Structure:

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses in order to construct meaning.

Reading Standards for Literature

RL.1.5

Craft and Structure:

Recognize major differences between the structures of poems, stories and dramas, including but not limited to linear, nonlinear and circular structures.

Reading Standards for Literature

RL.1.6

Craft and Structure:

With prompting and support, identify who is telling the story at various points in a text.

Reading Standards for Literature

RL.1.7

Integration of Knowledge and Ideas:

Use a story’s illustrations and details to describe its characters, setting and events.

Reading Standards for Literature

RL.1.9

Integration of Knowledge and Ideas:

Compare and contrast the adventures and experiences of characters in stories.

Reading Standards for Literature

RL.1.10

Range of Reading and Level of Text Complexity:

With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary texts.

Reading Standards for Literature

RL.1.10

Monitor and assess learning to guide inquiry.

Reading Standards for Informational Text

RI.1.1

Key Ideas and Details:

With prompting and support, ask and answer explicit questions about key concepts and details, and make and support logical inferences to construct meaning from the text.

Reading Standards for Informational Text

RI.1.2

Key Ideas and Details:

With prompting and support, recognize key details from a summary to demonstrate understanding of the central idea of a text.

Reading Standards for Informational Text

RI.1.3

Key Ideas and Details:

With prompting and support, identify the connection between individuals, events, ideas or pieces of information over the course of a text.

Reading Standards for Informational Text

RI.1.4

Craft and Structure:

Ask and answer questions to help determine or clarify the meaning of words and phrases in a grade-level text.

Reading Standards for Informational Text

RI.1.5

Craft and Structure:

Know and use various text features, including but not limited to headings, tables of contents, glossaries, captions, bold print, subheadings, indexes, electronic menus and icons to locate key facts or information in a text.

Reading Standards for Informational Text

RI.1.6

Craft and Structure:

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Reading Standards for Informational Text

RI.1.7

Integration of Knowledge and Ideas:

Use the visuals and details in a text to describe its key ideas.

Reading Standards for Informational Text

RI.1.8

Integration of Knowledge and Ideas:

Identify the claim and the reasons an author gives to support the claim in a text.

Reading Standards for Informational Text

RI.1.9

Integration of Knowledge and Ideas:

Identify information from two or more texts on similar themes or topics.

Reading Standards for Informational Text

RI.1.10

Range of Reading and Level of Text Complexity:

With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex informational texts.

Language

L.1.1

Conventions of Standard English:

When writing or speaking, demonstrate appropriate use of:

a. common, proper and possessive nouns in a sentence.

b. singular and plural nouns with matching verbs in basic sentences.

c. personal, possessive and indefinite pronouns in a sentence.

d. verbs to convey a sense of past, present and future in a sentence.

e. frequently occurring adjectives in a sentence.

f. frequently occurring conjunctions in a sentence.

g. frequently occurring prepositions in a sentence.

h. declarative, interrogative, imperative and exclamatory sentences in response to prompts.

Language

L.1.2

Conventions of Standard English:

When writing:

a. Capitalize proper nouns, including but not limited to dates and names of people.

b. Demonstrate appropriate use of end punctuation.

c. With prompting and support, produce and write commas in dates and to separate single words in a series.

d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Language

L.1.4

Vocabulary Acquisition and Use:

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Identify common affixes and how they change the meaning of a word.

c. With guidance and support, identify frequently occurring root words and their inflectional forms.

d. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.

Language

L.1.5

Vocabulary Acquisition and Use:

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

a. Sort words into categories to classify relationships and to gain a sense of the concepts the categories represent.

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

c. Demonstrate understanding of words by relating them to their synonyms and antonyms.

d. Define or act out the shades of meaning among verbs (e.g., look, peek, glance) and adjectives differing in intensity (e.g., large, gigantic).