ELA-00.LNarrative for the Language Strand:As they move through formal schooling, students must gain control over the many conventions of standard English grammar, usage, and mechanics. They must also learn various ways to convey meaning effectively. Language standards include the rules of standard written and spoken English as well as the use of language as craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases (their relationships and nuances) and acquiring new academic and domain-specific vocabulary.
Kindergarten students learn to recognizeand write upper and lower case letters and when to use capital letters in writing. Students also learn about basic punctuation marks, how to verbally use singular and plural nouns, and verbs in the past, present and future tense. How to help your child with the standards in the Language Strand:
ResourcesCalculation Method for StrandsStrands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards. |
ELA-00.L.01ELA-00.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Sub-Standards:
Introduce:
a. Uppercase and lowercase letters.
b. Use question words (interrogatives). c. Produce complete sentences in shared language activities.
d. Common and proper noun.
e. Use regular plural nouns orally by adding /s/ or /es/. f. Use frequently occurring adjectives.
g. Use articles.
h. Use frequently occurring conjunctions (and, or, but). i. Use prepositions. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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ELA-00.L.01a
Student Learning Targets:Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency (Rubric) Scale
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ELA-00.L.02ELA-00.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Sub-Standards:
Introduce:
a. Recognize and name end punctuation.
b. Use end punctuation for sentences. c. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. d. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions
e. Use conventional spelling for high-frequency and other studied words.
f. Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts).
Display proficiency in:
g. Capitalize the first word in a sentence and the pronoun I.
h. Write a letter or letters for most consonant and short-vowel sounds (phonemes). i. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. |
ELA-00.L.03 |
ELA-00.L.04ELA-00.L.04 With guidance and support from adults, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and contentSub-Standards:
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.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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ELA-00.L.05ELA-00.L.05 With guidance and support from adults, explore word relationships and nuances in word meanings.Sub-Standards:
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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
Websites
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ELA-00.L.06ELA-00.L.06 Use words and phrases acquired through conversations, reading, being read to, and responding to texts.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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ELA-00.RFNarrative for Reading Foundations Strand:The Foundational Skill standards are directed toward fostering students' understanding and working knowledge of: Concepts of Print: Recognizing the features print (ex. how to hold a book, knowing where to start reading....) Phonological Awareness: Understanding how spoken words work (rhyming, hearing the individual sounds in words such as the first sound in the word cat is /c/). Phonics and Word Study: The relationship between letters and sounds in language. Students will learn to recognize high-frequency words (ex. I, and, go, is, the) automatically. Fluency: The ability to read smoothly and expressively, and in kindergarten students will participate in shared reading experiences and hear teachers reading aloud. This helps kindergarteners understand that we read with purpose and understanding. How to help your child at home with the foundational skill strand:
Resources
Calculation Method for StrandsStrands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards. |
ELA-00.RF.01ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print.Sub-Standards:
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize spoken words are represented in written language by specific sequences of letters.
c. Understand words are separated by spaces in print.
d. Recognize and name all uppercase and lowercase letters of the alphabet. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe student can ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Novice 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex Resources |