Kindergarten

Language Strand

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

• Scholastic
• Strategies for Teaching Writing
• Handwriting Without Tears 

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.

Teacher Proficiency Scale

Sub-Standards:

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 ...

Resources

Kindergarten

Reading Foundations Strand

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

• Starfall
• ABCYa
• Interactive Sites for Education
• Time to Rhyme
• Phonological Awareness Activities
• Zoo Phonics Animals and Body Signals
• Fry Instant word list

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.

Teacher Proficiency Scale

Sub-Standards:

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 ...

Resources

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

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

Teacher Proficiency Scale

Sub-Standards:

Student Learning Targets:

Knowledge Targets

• I can recognize words that begin with the same sound (dog/dish).
  
• I can recognize words that end with the same sound (man/tin).
  
• I can recognize words that have the same middle sound (pen/bet).
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can take apart a word and tell you the beginning sound, middle sound and ending sound.
  

Proficiency Scale

The student can ...

Resources

ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

Teacher Proficiency Scale

Sub-Standards:

Student Learning Targets:

Knowledge Targets

• I can identify the five major vowels.
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can say the most common sound of each consonant.
  
• I can say the long and short vowel sounds for each vowel.
  
• I can blend the sounds of the letters to read a word.
  
• I can read common words without having to sound them out.
  

Proficiency Scale

The student can ...

Resources

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.

Kindergarten

Reading Informational/Nonfiction Strand

Narrative for Informational Reading Strand:

The primary purpose of informational text (non-fiction) is to inform the reader about the natural or social world. Different from literaure (fiction), informational text does not utilize characters.  In this strand students are expected to determine the topic (who or what the text is about).  Students will also ask and answer questions about the topic of the text and retell what they read. 

Informational text offers a variety of structures to assist the readers in finding information quickly and efficiently. These might include a table of contents, bold or italicized text, gloassaries, embedded definitions for specialized vocabulary, realistic illustrations of photos, captions and other labels, and graphs and charts. 

Continued work on reading comprehension standards will heighten student abilities to read more age appriopriate informational (non-fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Our youngest readers benefit from rereading text and text with high repetition.  Although levels of reading determined through observation and assessment are valuable, caution is important in not confining children to a text level.  Young readers can progress through levels of text quickly, but not all children progress at the same pace, which is expected.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

How to Help Your Child At Home with the Informational Text Strand:

• Ask questions about the topic being read (What does this book tell us about bears?)
  
• Go beyond just naming the topic, ask your child to tell you details about the topic 
• Have your child retell the information on the topic they read about
• Re-read favorite books to build fluency, comprehension and confidence
• Discuss the informational topics you read about
  
• Read aloud frequently.  Children love to listen to non-fiction stories that are more complicated than they can read on their own
• Bring attention to bold words, captions and  glossaries that will help locate key facts or information in a text
• Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
• Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
• Make regular visits to a public library to select informational (non-fiction) reading material

Resources

• How to Read Non-Fiction 
• Non-Fiction Comprehension Questions
• National Geographic

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.

Teacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

• I can explain that a key detail is an important part of an informational book.
  

Reasoning Targets

• I can determine what the important details are when I listen to a story.
  

Skills (Performance) Targets

• I can ask and answer questions about the key details in an informational book (who, what, when, where, how).
  
• I can ask and answer questions before, during and after reading an informational book.
  

Proficiency Scale

The student can ...

Resources

Kindergarten

Reading Literature/Fiction Strand

Narrative for Literature Strand:

Reading literature (fiction) allows students to learn about other lives and times that relate to their own personal experiences. In this strand, students will ask and answer questions about key details (characters, setting, plot), along with retelling what they have read.  Literature (fiction) helps readers learn important life lessons through the lives of the characters, comparing their own experiences with the experiences of the characters they read about. Reading literature (fiction) allows us to learn to appreciate the beauty of the language, and to be articulate speakers and writers.  

Continued work on reading comprehension standards will heighten student abilities to read more complex literature (fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Our youngest readers benefit from rereading text and text with high repetition.  Although levels of reading determined through observation and assessment are valuable, caution is important in not confining children to a text level.  Young readers can progress through levels of text quickly, but not all children progress at the same pace, which is expected.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

Continued work on reading comprehension standards will heighten student abilities to read age appropriate literature (fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Our youngest readers benefit from rereading text and text with high repetition.  Although levels of reading determined through observation and assessment are valuable, caution is important in not confining children to a text level.  Young readers can progress through levels of text quickly, but not all children progress at the same pace, which is expected.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

How to Help Your Child At Home with the Literature Strand:

• Read to your child often, and let him/her read books to you as they emerge as a reader
• Ask questions about what is being read  
• Go beyond just naming the character and setting, have your child describe the characters and settings with details (ex. "What character traits did the characters have?" (kind, mean, creative, patient, messy)? How do you know?)
• Have your child retell a story they have read with the beginning, middle and end
• Discuss favorite stories together and talk about the characters and details about the characters
  
• Read aloud frequently.  Children love to listen to stories that are more complicated than they can read on their own.  
• Don't forget - poetry can be a great read aloud
• Make regular visits to a public library to select literature (fiction) reading material

Resources:

• Reading Tips for Parents of Kindergarteners
• Poetry Resources
• Storyline Online
• Seussville
• Comprehension Questions 

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.

Teacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

• I can explain that a key detail is an important part of a story.

Reasoning Targets

• I can determine what is an important detail when I listen to a story.
  

Skills (Performance) Targets

• I can ask and answer questions about a text (who, what, when, why, where).
  
• I can ask and answer questions before, during and after reading a text.

Proficiency Scale

The Student can ...

Resources

Kindergarten

Speaking and Listening Strand

Narrative for the Speaking and Listening Strand:

Students in kindergarten participate in discussions with peers and adults about grade level topics and texts they have heard read aloud or presented orally or through other media. They learn and practice rules of discussion such as taking turns and listening to others. They ask and answer questions about key details in texts and other information presented orally. They also use questioning to acquire additional information and to clarify something that is not understood. 

How to help your child with the Speaking and Listening Standards:

• At dinner time or in the car, have conversations with your child to allow him/her to practice the art of conversation
• Respond to your child in sentences to model for him/her the correct way to talk
• Ask for details about books, movies, and television shows you are viewing with your child
• Ask your child to tell you in his/her own words about what he/she hears and sees
• Encourage your child to describe his/her feelings and ideas in phrases and sentences that are more descriptive than just one word
• Use complete sentences when you talk to your child and encourage him/her to speak in the same way

Resources

• Expanding Vocabulary
• Top 10 Vocabulary Resources
• Storyline Online
• Tumble Books
• Pebble Go
• National Geographic

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.

Teacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

• I can identify the classroom rules for discussion.
  

Reasoning Targets

• I can use my words to share my thoughts.
  
• I can follow directions I hear.
  

Skills (Performance) Targets

• I can listen to the comments of others and share my own ideas.
  
• I can take turns when I am talking to others.
  
• I can identify and follow the agreed upon rules for discussion.
  

Proficiency Scale

The student can ...

Resources

Kindergarten

Writing Strand

Narrative for the Writing Strand:

The standards in this strand include three kinds of writing: opinion, informative, and narrative. Opinion and informative writing will likely start with kids reading one or more books and responding to what they’ve learned. In an opinion piece, your child introduces the book or topic he’s writing about, states his opinion or preference about it, gives a reason or two to support his opinion (e.g. Goldilocks was wrong to go into the home of the 3 bears.)  The kindergarten writer is also learning to use conclusions.

In an informative piece, your child names what he’s writing about and gives some information, facts, or details about it (e.g. Dogs bark and come in many sizes).

Writing a narrative is like writing a story, and your child’s story may be inspired by books, experiences, or pure imagination. Your child's story should describe an events with some details about the event  (e.g. I went to the circus and I saw a clown) and give some sense of the story coming to an end (It was fun).

In kindergarten written language skills are emerging. Students will be using thier inventive spelling as they emerge as writers (bunny may first be spelled with the beginning sound "b" or spelled "bne"). Written language skills are addressed in the Language standards strand.  

How can I help my child at home with the writing strand standards?

• Let your child see you write - notes, letters, memories.  Read aloud what you have written.
• Establish a place to leave messages for each other such as a wipe-off or cork board (your child may draw you a picture message to begin with)
• Talk with your child about their opinion about a topic or book by stating the opinion and giving a reason for his/her thinking. “My favorite book is … because …”.   Model this by giving your own opinions about topics or books.
• Have your child write/draw about a topic, supply some facts about the topic, and find a way to close/end the piece.  
• Help your child see that order is important in writing about a story or happening, using a proper sequence of events.
• Help your child to use the computer, pens, crayons, paint, etc. to produce and publish what he/she has written/drawn.  Have them read aloud what they have written.
• Do simple research about a given topic together – write down the facts and details you find about the topic
• Help your child to recall information about his/her own experiences, or what he/she has read or researched, to answer questions

Resources

• Samples of Kindergarten Writing
• Kindergarten Writers
• Writing Activities for Kindergarteners

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.