Kindergarten ELA ILS Standards

The student develops oral language through listening, speaking, and discussion.

listen actively and ask questions to understand information and answer questions using multi-word responses;

restate and follow oral directions that involve a short, related sequence of actions;

share information and ideas by speaking audibly and clearly using the conventions of language;

work collaboratively with others by following agreed-upon rules for discussion, including taking turns; and

develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants.

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

plan by generating ideas for writing through class discussions and drawings;

develop drafts in oral, pictorial, or written form by organizing ideas;

revise drafts by adding details in pictures or words;

edit drafts with adult assistance using standard English conventions, including:

complete sentences;

verbs;

singular and plural nouns;

adjectives, including articles;

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

prepositions;

pronouns, including subjective, objective, and possessive cases;

capitalization of the first letter in a sentence and name;

punctuation marks at the end of declarative sentences; and

share writing.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

dictate or compose literary texts, including personal narratives; and

dictate or compose informational texts.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

generate questions for formal and informal inquiry with adult assistance;

develop and follow a research plan with adult assistance;

gather information from a variety of sources with adult assistance;

demonstrate understanding of information gathered with adult assistance; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

demonstrate phonological awareness by:

identifying and producing rhyming words;

recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;

identifying the individual words in a spoken sentence;

identifying syllables in spoken words;

manipulating syllables within a multisyllabic word; and

blending syllables to form multisyllabic words;

segmenting multisyllabic words into syllables;

blending spoken onsets and rimes to form simple words;

blending spoken phonemes to form one-syllable words;

segmenting spoken one-syllable words into individual phonemes;

demonstrate and apply phonetic knowledge by:

identifying and matching the common sounds that letters represent;

using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;

recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap; and

identifying and reading at least 25 high-frequency words from a research-based list;

demonstrate and apply spelling knowledge by:

spelling words with VC, CVC, and CCVC;

spelling words using sound-spelling patterns; and

spelling high-frequency words from a research-based list;

demonstrate print awareness by:

identifying the front cover, back cover, and title page of a book;

holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep;

recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;

recognizing the difference between a letter and a printed word; and

identifying all uppercase and lowercase letters; and

develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.

The student uses newly acquired vocabulary expressively.

use a resource such as a picture dictionary or digital resource to find words;

use illustrations and texts the student is able to read or hear to learn or clarify word meanings; and

identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.

The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts with adult assistance;

generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;

make and confirm predictions using text features and structures with adult assistance;

create mental images to deepen understanding with adult assistance;

make connections to personal experiences, ideas in other texts, and society with adult assistance;

make inferences and use evidence to support understanding with adult assistance;

evaluate details to determine what is most important with adult assistance;

synthesize information to create new understanding with adult assistance; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources;

provide an oral, pictorial, or written response to a text;

use text evidence to support an appropriate response;

retell texts in ways that maintain meaning;

interact with sources in meaningful ways such as illustrating or writing; and

respond using newly acquired vocabulary as appropriate.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

discuss topics and determine the basic theme using text evidence with adult assistance;

identify and describe the main characters;

describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance; and

describe the setting.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;

discuss rhyme and rhythm in nursery rhymes and a variety of poems;

discuss main characters in drama;

recognize characteristics and structures of informational text, including:

the central idea and supporting evidence with adult assistance;

titles and simple graphics to gain information; and

the steps in a sequence with adult assistance;

recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and

recognize characteristics of multimodal and digital texts.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

discuss with adult assistance the author's purpose for writing text;

discuss with adult assistance how the use of text structure contributes to the author's purpose;

discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

discuss with adult assistance how the author uses words that help the reader visualize; and

listen to and experience first- and third-person texts.

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts

Composition: listening, speaking, reading, writing, and thinking using multiple texts

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts

Response skills: listening, speaking, reading, writing, and thinking using multiple texts

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking

Oral language. The student develops oral language through listening, speaking, and discussion

listen actively and ask questions to understand information and answer questions using multi-word responses

restate and follow oral directions that involve a short, related sequence of actions

share information and ideas by speaking audibly and clearly using the conventions of language

work collaboratively with others by following agreed-upon rules for discussion, including taking turns

develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants

Writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions

plan by generating ideas for writing through class discussions and drawings

develop drafts in oral, pictorial, or written form by organizing ideas

revise drafts by adding details in pictures or words

edit drafts with adult assistance using standard English conventions, including:

complete sentences

verbs

singular and plural nouns

adjectives, including articles

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words

prepositions

pronouns, including subjective, objective, and possessive cases

capitalization of the first letter in a sentence and name

punctuation marks at the end of declarative sentences

share writing

Genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful

dictate or compose literary texts, including personal narratives

dictate or compose informational texts

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes

generate questions for formal and informal inquiry with adult assistance;

develop and follow a research plan with adult assistance;

gather information from a variety of sources with adult assistance;

demonstrate understanding of information gathered with adult assistance; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell

demonstrate phonological awareness by:

identifying and producing rhyming words

recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound

identifying the individual words in a spoken sentence

identifying syllables in spoken words

manipulating syllables within a multisyllabic word

blending syllables to form multisyllabic words

segmenting multisyllabic words into syllables

blending spoken onsets and rimes to form simple words

blending spoken phonemes to form one-syllable words

segmenting spoken one-syllable words into individual phonemes

demonstrate and apply phonetic knowledge by:

identifying and matching the common sounds that letters represent

using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words

recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap

identifying and reading at least 25 high-frequency words from a research-based list

demonstrate and apply spelling knowledge by:

spelling words with VC, CVC, and CCVC

spelling words using sound-spelling patterns

spelling high-frequency words from a research-based list

demonstrate print awareness by:

identifying the front cover, back cover, and title page of a book

holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep

recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries

recognizing the difference between a letter and a printed word

identifying all uppercase and lowercase letters

develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.

Vocabulary. The student uses newly acquired vocabulary expressively

use a resource such as a picture dictionary or digital resource to find words

use illustrations and texts the student is able to read or hear to learn or clarify word meanings

identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations

The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts

establish purpose for reading assigned and self-selected texts with adult assistance

generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance

make and confirm predictions using text features and structures with adult assistance

create mental images to deepen understanding with adult assistance

make connections to personal experiences, ideas in other texts, and society with adult assistance

make inferences and use evidence to support understanding with adult assistance

evaluate details to determine what is most important with adult assistance

synthesize information to create new understanding with adult assistance

monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed

describe personal connections to a variety of sources

provide an oral, pictorial, or written response to a text

use text evidence to support an appropriate response

retell texts in ways that maintain meaning

interact with sources in meaningful ways such as illustrating or writing

respond using newly acquired vocabulary as appropriate

Literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts

discuss topics and determine the basic theme using text evidence with adult assistance

identify and describe the main character(s)

describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance

describe the setting

Genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes

discuss rhyme and rhythm in nursery rhymes and a variety of poems

discuss main characters in drama

recognize characteristics and structures of informational text, including:

the central idea and supporting evidence with adult assistance

titles and simple graphics to gain information

the steps in a sequence with adult assistance

recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do

recognize characteristics of multimodal and digital texts

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances

discuss with adult assistance the author's purpose for writing text

discuss with adult assistance how the use of text structure contributes to the author's purpose

discuss with adult assistance the author's use of print and graphic features to achieve specific purposes

discuss with adult assistance how the author uses words that help the reader visualize

listen to and experience first- and third-person texts