Print Concepts - Standard 1

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.
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b. Recognize that spoken words are represented in written language by specific sequences of letters.
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c. Understand that words are separated by spaces in print; demonstrate one-to-one correspondence between voice and print.
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d. Recognize and name all upper and lowercase letters of the alphabet in isolation and in connected text.
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e. Distinguish between pictures and words.

Phonological Awareness – Standard 2

K.FFL.PA.2

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

a. Recognize and begin to 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 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.

Phonics and Word Recognition – Standard 3

K.FFL.PWR.3

Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.

a. Demonstrate knowledge of one-to-one letter sound correspondence by producing the most frequent sound for each consonant.
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b. Associate the long and short phonemes with common spellings for the five major vowels.
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c. Read common high-frequency words by sight.
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d. Decode regularly spelled CVC words.
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e. Distinguish between similarly spelled words by identifying the letters that differ.

Word Composition – Standard 4

K.FFL.WC.4

Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
‍
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, I) and CV (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.

Fluency – Standard 5

K.FFL.F.5

Read with sufficient accuracy and fluency to support comprehension.

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

Sentence Composition – Standard 6

K.FFL.SC.6

Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including 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 I.

i. Recognize and name end punctuation.

Vocabulary Acquisition – Standard 7

K.FL.VA.7a

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.

Vocabulary Acquisition – Standard 7

K.FL.VA.7b

With guidance and support from adults, explore word relationships and nuances in word meanings.

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.

iv. Distinguish shades of meaning among verbs describing the same general action.

Vocabulary Acquisition – Standard 7

K.FL.VA.7c

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

Key Ideas and Details – Standard 1

K.RL.KID.1

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

Key Ideas and Details – Standard 1

K.RI.KID.1

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

Key Ideas and Details – Standard 2

K.RL.KID.2

With prompting and support, orally retell familiar stories, including key details.

Key Ideas and Details – Standard 2

K.RI.KID.2

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

Key Ideas and Details – Standard 3

K.RL.KID.3

With prompting and support, orally identify characters, setting, and major events in a story.

Key Ideas and Details – Standard 3

K.RI.KID.3

With prompting and support, orally identify the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure – Standard 4

K.RL.CS.4

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

Craft and Structure – Standard 4

K.RI.CS.4

With prompting and support, determine the meaning of words and phrases in a text relevant to a Kindergarten topic or subject area.

Craft and Structure – Standard 5

K.RL.CS.5

Recognize common types of texts.

Craft and Structure – Standard 5

K.RI.CS.5

Know various text features.

Craft and Structure – Standard 6

K.RL.CS.6

With prompting and support, define the role of authors and illustrators in the telling of a story.

Craft and Structure – Standard 6

K.RI.CS.6

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

Integration of Knowledge and Ideas – Standard 7

K.RL.IKI.7

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

Integration of Knowledge and Ideas – Standard 7

K.RI.IKI.7

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

Integration of Knowledge and Ideas – Standard 8

K.RI.IKI.8

With prompting and support, identify the reasons an author provides to support points in a text

Integration of Knowledge and Ideas – Standard 9

K.RL.IKI.9

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

Integration of Knowledge and Ideas – Standard 9

K.RI.IKI.9

With prompting and support, orally identify basic similarities and differences between two texts on the same topic.

Range of Reading and Level of Text Complexity – Standard 10

K.RL.RRTC.10

With prompting and support, read stories and poems of appropriate complexity for Kindergarten.

Range of Reading and Level of Text Complexity – Standard 10

K.RI.RRTC.10

With prompting and support, read informational texts of appropriate complexity for Kindergarten.

Comprehension and Collaboration – Standard 1

K.SL.CC.1

Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics.

Comprehension and Collaboration – Standard 2

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.

Comprehension and Collaboration – Standard 3

K.SL.CC.3

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

Presentation of Knowledge and Ideas – Standard 4

K.SL.PKI.4

Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.

Presentation of Knowledge and Ideas – Standard 5

K.SL.PKI.5

Add drawings or other visual displays of descriptions as desired to provide additional detail.

Presentation of Knowledge and Ideas – Standard 6

K.SL.PKI.6

With guidance and support, express thoughts, feelings, and ideas through speaking.

Text Types and Protocol – Standard 1

K.W.TTP.1

With prompting and support, use a combination of drawing, dictating, and/or writing to compose opinion pieces.

Text Types and Protocol – Standard 2

K.W.TTP.2

With prompting and support, use a combination of drawing, dictating, and/or writing to compose informative/explanatory texts.

Text Types and Protocol – Standard 3

K.W.TTP.3

With prompting and support, use a combination of drawing, dictating, and/or writing to narrate a single event.

Production and Distribution of Writing – Standard 4

K.W.PDW.4

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.)

Production and Distribution of Writing – Standard 5

K.W.PDW.5

With guidance and support from adults, respond to questions and suggestions from others and add details to strengthen writing as needed.

Production and Distribution of Writing – Standard 6

K.W.PDW.6

With guidance and support from adults, and in collaboration with peers, explore a variety of digital tools to produce and share writing.

Research to Build and Present Knowledge – Standard 7

K.W.RBPK.76.1

Participate in shared research and writing projects, such as reading a number of books by a favorite author and expressing opinions about them.

Research to Build and Present Knowledge – 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.

Range of Writing – Standard 10

K.W.RW.10

With guidance and support from adults, engage routinely in writing activities to promote writing fluency and build writing stamina.

Print Concepts - Standard 1

1.FL.PC.1

Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentences, such as first word, capitalization, and ending punctuation.

Phonological Awareness – Standard 2

1.FL.PA.2.

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) in spoken single-syllable words.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition – Standard 3

1.FL.PWR.3

Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.

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

b. Decode regularly spelled one-syllable words.

c. Know the final –e and common vowel team conventions for representing long vowel sounds, including r controlled vowels.

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

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings.

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

h. Read grade-level decodable text with purpose and understanding.

Word Composition – Standard 4

1.FL.WC.4

Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.

a. Use conventional spelling for one-syllable words with common consonant spelling patterns, including consonant digraphs, double letters, and initial and final consonant blends.

b. Use conventional spelling for one-syllable words with common vowel spelling patterns including VCVe, common vowel teams, final -y, and r-controlled vowels.

c. Spell words with inflectional endings.

d. Spell two-syllable words that end in -y or -ly, are compounds, or have two closed syllables.

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

f. Write many common, frequently used words and some irregular words.

g. Print all upper and lowercase letters.

Fluency – Standard 5

1.FL.F.5

Read with sufficient accuracy and fluency to support comprehension.

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

b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding of words; reread as necessary.

Sentence Composition – Standard 6

1.FL.SC.6

Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.

a. Use common, proper, and possessive nouns.

b. Use singular and plural nouns with correct verbs in basic sentences.

c. Use personal, possessive, and indefinite pronouns.

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

e. Use frequently occurring adjectives.

f. Use frequently occurring conjunctions.

g. Use articles and demonstratives.

h. Use frequently occurring prepositions, such as during, beyond, and toward.

i. Produce and expand simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

j. Capitalize names of people and dates.

k. End sentences with correct punctuation.

l. Use commas in dates and to separate single words in a series.

Vocabulary Acquisition – Standard 7

1.FL.VA.7a

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.

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

ii. Use frequently occurring affixes as a clue to the meaning of a word.

iii. Identify frequently occurring root words and their inflectional forms.

Vocabulary Acquisition – Standard 7

1.FL.VA.7b

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

i. Sort words into categories to gain a sense of the concepts the categories represent.

ii. Define words by category and by one or more key attributes.

iii. Identify real-life connections between words and their use.

iv. Distinguish shades of meaning among words by defining or choosing them or by acting out the meanings

Vocabulary Acquisition – Standard 7

1.FL.VA.7c

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.

Key Ideas and Details – Standard 1

1.RL.KID.1

Ask and answer questions about key details in a text.

Key Ideas and Details – Standard 1

1.RI.KID.1

Ask and answer questions about key details in a text.

Key Ideas and Details – Standard 2

1.RL.KID.2

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Key Ideas and Details – Standard 2

1.RI.KID.2

Identify the main topic and retell key details of a text.

Key Ideas and Details – Standard 3

1.RL.KID.3

Using graphic organizers or including written details and illustrations when developmentally appropriate, describe characters, settings, and major events in a story using key details.

Key Ideas and Details – Standard 3

1.RI.KID.3

Using graphic organizers or including written details and illustrations when developmentally appropriate, describe the connections between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure – Standard 4

1.RL.CS.4

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

Craft and Structure – Standard 4

1.RI.CS.4

Determine the meaning of words
and phrases in a text relevant to a grade 1 topic or subject area.

Craft and Structure – Standard 5

1.RL.CS.5

Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types.

Craft and Structure – Standard 5

1.RI.CS.5

Know and use various text features to locate key facts or information in a text.

Craft and Structure – Standard 6

1.RL.CS.6

Identify who is telling the story at various points in a text.

Craft and Structure – Standard 6

1.RI.CS.6

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

Integration of Knowledge and Ideas – Standard 7

1.RL.IKI.7

Either orally or in writing when appropriate, use illustrations and words in a text to describe its characters, setting, or events.

Integration of Knowledge and Ideas – Standard 7

1.RI.IKI.7

Either orally or in writing when appropriate, use the illustrations and words in a text to describe its key ideas.

Integration of Knowledge and Ideas – Standard 8

1.RI.IKI.8

Identify the reasons an author provides to support points in a text.

Integration of Knowledge and Ideas – Standard 9

1.RL.IKI.9

Compare and contrast the adventures and experiences of characters in stories including written details and illustrations
when developmentally appropriate.

Integration of Knowledge and Ideas – Standard 9

1.RI.IKI.9

Identify basic similarities and differences between two texts on the same topic including written details and illustrations when developmentally appropriate.

Range of Reading and Level of Text Complexity – Standard 10

1.RL.RRTC.10

With prompting and support,
read stories and poems of appropriate
complexity for grade 1.

Range of Reading and Level of Text Complexity – Standard 10

1.RI.RRTC.10

With prompting and support, read informational texts of appropriate complexity for grade 1.

Comprehension and Collaboration – Standard 1

1.SL.CC.1

Participate with varied peers and adults in
collaborative conversations in small or large groups about
appropriate 1st grade topics and texts.

Comprehension and Collaboration – Standard 2

1.SL.CC.2

Ask and answer questions about key details in a text
read aloud or information presented orally or through other media.

Comprehension and Collaboration – Standard 3

1.SL.CC.3

Ask and answer questions about what a speaker says
in order to gather additional information or clarify something that is not understood.

Presentation of Knowledge and Ideas – Standard 4

1.SL.PKI.4

Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.

Presentation of Knowledge and Ideas – Standard 5

1.SL.PKI.5

Add drawings or other visual displays to descriptions,
when appropriate, to clarify ideas, thoughts, and feelings.

Presentation of Knowledge and Ideas – Standard 6

1.SL.PKI.6

With prompting and support, speak in complete
sentences when appropriate to task and situation.

Text Types and Protocol – Standard 1

1.W.TTP.1

With prompting and support, write opinion pieces introducing the topic or text, stating an opinion, supplying a reason for the opinion, and providing some sense of closure.

Text Types and Protocol – Standard 2

1.W.TTP.2

With prompting and support, write informative/explanatory texts, naming a topic, supplying some facts about the topic, and providing some sense of closure.

Text Types and Protocol – Standard 3

1.W.TTP.3

With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words to signal event order and provide some sense of closure.

Production and Distribution of Writing – Standard 4

1.W.PDW.4

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.)

Production and Distribution of Writing – Standard 5

1.W.PDW.5

With guidance and support from adults, focus on a topic, respond to questions and suggestions from others, and add details to strengthen writing as needed.

Production and Distribution of Writing – Standard 6

1.W.PDW.6

With guidance and support from adults, and in collaboration with peers, explore a variety of digital tools to produce and publish writing.

Research to Build and Present Knowledge – Standard 7

1.W.RBPK.7

Participate in shared research and writing projects, such as exploring a number of “how to” books on a given topic and using them to write a sequence of instructions.

Research to Build and Present Knowledge – Standard 8

1.W.RBPK.8

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

Range of Writing – Standard 10

1.W.RW.10

With guidance and support from adults, engage routinely in writing activities to promote writing fluency and build writing stamina.