Saturday, October 16, 2021, 9:40 PM
Site: Learnbps
Course: BPSS (ELA) English Language Arts Standards (S-ELA)
Glossary: K Grade English
E

ELA-00.L

BPSS-ELA logoStrand (L)

Language

Narrative 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. 

English grammar conventions, knowledge of language, and vocabulary extend across reading, writing, speaking, and listening and, in fact, are inseparable from these contexts. As students grow in their understanding of patterns of English grammar, they can use this knowledge to make more purposeful and effective choices in their writing and speaking and more accurate and rich interpretations in their speaking and listening. 

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:

  • Help your child understand the relationship between letters (upper and lowercase) and sounds by helping them print the alphabet letters.
  • Help your child recognize words that start with a capital, and notice the how the begining word of a sentence begins with a capital when reading favorite books.
  • Use words like in, out, under, around, on top of, for, by, with........
  • Help your child understand that adding -s or -es makes a word plural, and that adding beginnings and endings like -ed and -ing changes the word.
  • Encourage your child to sort words into categories like foods, birds, colors
  • Show your child opposites like hot/cold, big/small, smile/frown
  • Help your child find and use words that have similar meanings like cold/frosty/icy/frigid
  • Encourage your child to use new words that he/she hears, adding to his/her vocabulary

Resources

Calculation Method for Strands

Strands 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.01

ELA Language Strand Logo Kindergarten (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-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

  • I can

Reasoning Targets

  • I can identify the differences between upper and lowercase letters.

Skills (Performance) Targets

  • I can print the letters in my name.
  • I can print upper and lowercase letters correctly.
  • I can use common nouns and verbs correctly when writing and speaking.
  • I can make the correct plural noun when writing or speaking.
  • I can use question words correctly when writing or speaking.
  • I can use common prepositions correctly when writing or speaking.
  • I can share my ideas and respond to questions using complete sentences.
  • I can use letters to write words.

Proficiency Scale

The 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

Resources

Vocabulary

  • Uppercase Letter
  • Lowercase Letter
  • Noun
  • Verb
  • Plural
  • Question Word
  • Preposition
  • Complete Sentence

Websites

ELA-00.L.01a

 

ELA-00 Targeted Standards
(L) Strand: Language
Cluster: Conventions of Standard English.

ELA-00.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

     a. Print many upper- and lowercase letters. 

Student Learning Targets:

Reasoning Targets

  • I can identify the differences between upper and lowercase letters 

Skills (Performance) Targets

  • I can print the letters in my name
  • I can print upper and lowercase letters correctly
  • I can use common nouns and verbs correctly when writing and speaking
  • I can make the correct plural noun when writing or speaking
  • I can use question words correctly when writing or speaking
  • I can use common prepositions correctly when writing or speaking
  • I can share my ideas and respond to questions using complete sentences

Product Targets

  • I can use letters to write words

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 There is no advanced criteria for this standard.  Writing upper and lowercase letters is a foundational skill and when a student meets proficiency, they will apply this skill to authentic writing.  
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to write many upper and lowercase alphabet letters.
The student is able to form nearly all upper and lowercase alphabet letters.  
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to write some upper and lowercase alphabet letters. The student writes at least half of the upper and lowercase alphabet letters.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 
1.0 Student is able to write the letters in his/her name.
The student writes his or her name (upper or lowercase letters are acceptable).
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Uppercase Letter
  • Lowercase Letter
  • Noun
  • Verb
  • Plural
  • Question Word
  • Preposition
  • Complete Sentence

 

ELA-00.L.02

ELA Language Strand Logo Kindergarten (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-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.


Student Learning Targets:

Knowledge Targets

  • I can name the common sounds that letters make.

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can write the letter or letters for consonant and vowel sounds.
  • I can spell words by matching sounds to letters.
  • I can write common (high-frequency) words in my writing.

Proficiency Scale

The 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).
... use marks, lines or scribbles that imitate writing by moving left to right.

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).
... sounds of some words in their writing.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... spell simple words phonetically, drawing on knowledge of sound-letter relationships, including some vowel sounds.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... use conventional spelling for words with common spelling patters and use high- frequency words in their writing.

Teacher Proficiency Scale

Resources

Vocabulary

  • Writing
  • Word
  • Sounds
  • Consonant
  • Vowel

Websites

ELA-00.L.03

ELA Language Strand Logo Kindergarten (ELA) Targeted Standard
(L) Strand: Language
Cluster: Knowledge of Language

ELA-00.L.03 (Begins in grade 2)

ELA-00.L.04

ELA Language Strand Logo Kindergarten (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-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 content

Sub-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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The 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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.L.05

ELA Language Strand Logo Kindergarten (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The 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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.L.06

ELA Language Strand Logo Kindergarten (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-00.L.06 Use words and phrases acquired through conversations, reading, being read to, and responding to texts.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The 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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.RF

BPSS-ELA logoStrand (RF)

Reading Foundations

Narrative 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:

  • Re-read favorite books to build awareness of how print works 
  • Have your child play matching games with alphabet letters (matching upper to lowercase)
  • Point out and read billboards, signs, package labels and any other print encountered, pointing out letters
  • Play rhyming games together in the car (What rhymes with tree?)
  • Play word games, taking turns saying syllables and the partner guesses the word (el-e-phant=elephant)
  • Discuss which letters and letter combinations go with which sounds in what you and your child are reading
  • Help your child to decode (take apart) common words so that he/she becomes familiar with how to sound words out
  • Have your child find high-frequency words in magazines or newspapers (kindergarteners work on recognizing 75 words automatically by the end of the year)
  • Read higher levels of text to your child so that he/she can hear you read with accuracy, appropriate speed, and expression

Resources

Calculation Method for Strands

Strands 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.01

ELA Reading Foundations Strand Logo Kindergarden (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Print Concepts

ELA-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

  • I can hold a book correctly.
  • I can recognize that books are read from left to right and top to bottom.
  • I can recognize that letters make up words.

Reasoning Targets

  • I can recognize that words are separated by spaces before and after them.
  • I can recognize the difference between upper- and lowercase letters.

Skills (Performance) Targets

  • I can name all uppercase and lowercase letters of the alphabet.

Proficiency Scale

The 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).
  • recognize or recall specific terminology, such as:
    • letter, word, sentence, space, uppercase, lowercase, left, right, top, bottom, tracking, 
  • perform basic processes, such as:
    • (a) shows where to start reading, where to go next
    • (a) knows left page/right page (where to start)
    • (b) identify the number of words in the sentence
    • (c) know the difference between a letter, word and sentence
    • (d) recognize all uppercase letters
    • (d)recognize all lowercase letters
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • demonstrate understanding of the organization and basic features of print:
    • follow words from left to right, top to bottom, and page by page
    • recognize spoken words are represented in written language by specific sequences of letters
    • understand words are separated by spaces in print
    • recognize and name all uppercase and lowercase letters of the alphabet
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex
Teacher Proficiency Scale

Resources

Vocabulary

  • Alphabet
  • Uppercase letter
  • Lowercase letter
  • Right side up
  • Left
  • Right
  • Order
  • Word

Websites

ELA-00.RF.01.a

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Print Concepts.

Sub-standard in bold is prioritized in this standard.

ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print. 

a.  Follow words from left to right, top to bottom, and page by page

Student Learning Targets:

Knowledge Targets

  • I can hold a book correctly
  • I can recognize that books are read from left to right and top to bottom

Reasoning Targets

  • I can recognize the difference between upper- and lowercase letters

Skills (Performance) Targets

  • I can turn pages in a book from front to back and read the left page before the right

 

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Following words on a page is a foundational skill where no advanced criteria is available.  Once proficiency for this standard is met, students will be applying that knowledge in other standards in the Reading and Writing strands.  
  3.5  No Advanced Critera (see explanation for Level 4)
3.0

“The Standard.” Student is able to follow words from:

  • Left to right
  • Top to bottom
  • page by page

  2.5  No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 The student demonstrates tracking most of the time.
  1.5  In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student sometimes follows words, but is not consistent.

  0.5 Limited or no understanding of the skill is demonstrated

Resources

Websites

Vocabulary

  • Letters
  • Words
  • Tracking
  • Follow
  • Pages
  • Turn
  • Top
  • Bottom
  • Right-side up
  • Left
  • Right

 

ELA-00.RF.01.d

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Print Concepts.

Sub-standard in bold is prioritized in this standard.

ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print. 

d.  Recognize and name all upper-lowercase letters of the alphabet

Student Learning Targets:

Knowledge Targets

  • I can recognize that letters make up words

Reasoning Targets

  • I can recognize the difference between upper- and lowercase letters

Skills (Performance) Targets

  • I can name all uppercase and lowercase letters of the alphabet

 

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Naming alphabet letters is a foundational skill where no advanced criteria is available.  Once proficiency for this standard is met, students will be applying that knowledge in other standards in the Reading and Writing strands.  
  3.5  No Advanced Criteria (see explanation for Level 4)
3.0The student is able to name 52 upper and lowercase letters of the alphabet.

  2.5 Student is able to name 46-51 upper and lowercase letters of the alphabet
2.0 The student is able to name at least 40 upper and lowercase letters of the alphabet.

  1.5 Student is able to name 36-39 upper and lowercase letters of the alphabet
1.0The student is able to name at least 25 upper and lowercase letters of the alphabet.
  0.5 Student names 26 or less letter names

Resources

Websites

Vocabulary

  • Alphabet
  • Letters
  • Uppercase
  • Lowercase