K Grade English


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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-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. 

     b. Use frequently occurring nouns and verbs. 

     c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). 

     d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). 

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 This standard does not have advanced proficiency.  Once a student has reached proficiency, you will see this skill applied in other reading and writing activities.  
  3.5  
3.0 Individual sub-standards have separate rubrics
 
  2.5  
2.0 Individual sub-standards have separate rubrics  
  1.5  
1.0 Individual sub-standards have separate rubrics  
  0.5  

Resources

Vocabulary

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

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-00 Targeted Standards
(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. 

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 (phonemes)

d. 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

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

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Student is able to use conventional spelling for words with common spelling patters and use high- frequency words in their writing.
Student spells the word bunny correctly.
  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 spell simple words phonetically, drawing on knowledge of sound-letter relationships, including some vowel sounds.  
Student attempts to write bunny as bune.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student has some sounds of words in their writing. Student writes buny as b or bn.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to use marks, lines or scribbles that imitate writing by moving left to right.
Student is still emerging in their sound/spelling patterns and uses lines or scribbles.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Sounds
  • Consonant
  • Writing
  • Word
  • Vowel

ELA-00.L.03

Under Development

ELA-00 Targeted Standards
(L) Strand: Language
Cluster: Knowledge of Language.

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

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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 -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.L.04

Under Development

ELA-00 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-00.L.04 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

     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, -ing, -s, 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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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 -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.L.05

Under Development

ELA-00 Targeted Standards
(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.

        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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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 -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.L.06

Under Development

ELA-00 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

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

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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 -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


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-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

b.  Recognize that spoken words are represented in written language by specific sequences of letters

c.  Understand that words are seperated by spaces in print

d.  Recognize and name all upper-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 seperated 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

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 This standard is a foundational skill.  Once a student has reached proficiency, you will see this skill applied in other reading and writing activities.  
  3.5 .
3.0  Individual sub-standards have separate rubrics  
  2.5  
2.0  Individual sub-standards have separate rubrics  
  1.5  
1.0  Individual sub-standards have separate rubrics  
  0.5  

 


Resources

Websites

Vocabulary

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

 



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