ELA-00.C Strand 

(C) Communications Learners will organize and express ideas in a format appropriate for the audience and purpose, focusing on skills involved with collaboration, active listening, and oral presentation of information.

Clusters

• (PC) Presentational Communication
  Learners will organize and express information in a format appropriate to the audience and purpose. 
• (C) Collaboration
  Learners will engage in a range of discussions with various partners on relevant topics, texts, and issues.

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 Strands to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

Kindergarten (ELA) Targeted Standard     (C) Communications  (PC) Presentational Communication Learners will organize and express information in a format appropriate to the audience and purpose.

Proficiency Scale

Progressions

• ELA-00.C.01   Describe personal interests or tell stories orally to a targeted audience. 
• ELA-01.C.01   Describe people, places, things, and events with relevant details expressing ideas orally to a targeted audience. 
• ELA-02.C.01   Report on a topic or text, tell a story or recount an experience to a targeted audience with relevant facts and descriptive details. 
• ELA-03.C.01   Report relevant facts and descriptive details of a topic, text, story, or experience for a targeted audience. 
• ELA-04.C.01   Organize and present information as an individual and group for a formal and informal audience. 
• ELA-05.C.01   Organize and present information as an individual and group for a formal and informal audience. 
• ELA-06.C.01   Construct and deliver formal and informal presentations considering the provided audience and purpose, including multimedia components when appropriate. 
• ELA-07.C.01   Construct and deliver formal and informal presentations considering the audience and purpose using multimedia components when appropriate. 
• ELA-08.C.01   Construct and deliver formal and informal presentations considering the audience and purpose, including multimedia components when appropriate. 
• ELA-09.C.01   Construct and deliver formal and informal presentations, incorporating multimedia components when appropriate for the audience and purpose. 
• ELA-10.C.01   Construct and deliver formal and informal presentations, incorporating multimedia components when appropriate for the audience and purpose. 
• ELA-11.C.01   Construct and deliver formal and informal presentations, incorporating multimedia components when appropriate for the audience and purpose. 
• ELA-12.C.01   Construct and deliver formal and informal presentations, incorporating multimedia components when appropriate for the audience and purpose. 

Kindergarten (ELA) Targeted Standard     (C) Communications  (PC) Presentational Communication Learners will organize and express information in a format appropriate to the audience and purpose.

Proficiency Scale

Progressions

• ELA-00.C.02   peak audibly to express thoughts, feelings, and ideas. 
• ELA-01.C.02   Speak audibly in complete sentences to express thoughts, feelings, and ideas. 
• ELA-02.C.02   Speak audibly in complete sentences when proper to the task and situation to provide requested details or clarifications. 
• ELA-03.C.02   Speak in complete sentences using proper eye contact and volume to express thoughts, feelings, and ideas. 
• ELA-04.C.02   Present ideas using proper eye contact, body language, and volume in formal and informal situations. 
• ELA-05.C.02   Present ideas using proper eye contact, body language, and volume in formal and informal situations. 
• ELA-06.C.02   Present ideas using proper eye contact, body language, volume, and pronunciation in formal and informal presentations. 
• ELA-07.C.02   Present ideas using proper eye contact, body language, volume, and pronunciation in formal and informal presentations. 
• ELA-08.C.02   Present ideas using proper eye contact, body language, volume, and pronunciation in formal and informal presentations. 
• ELA-09.C.02   Implement proper verbal and nonverbal communication for tasks and situations. 
• ELA-10.C.02   Implement proper verbal and nonverbal communication for tasks and situations. 
• ELA-11.C.02   Implement proper verbal and nonverbal communication for the task and situation. 
• ELA-12.C.02   Implement proper verbal and nonverbal communication for the task and situation. 

Kindergarten (ELA) Targeted Standard     (C) Communications  (PC) Presentational Communication Learners will organize and express information in a format appropriate to the audience and purpose.

Proficiency Scale

Progressions

• ELA-00.C.03   Use words and phrases acquired through conversations, reading, being read to, and responding to texts. 
• ELA-01.C.03   Use words and phrases acquired through conversations, reading, being read to, and responding to texts, including frequently occurring conjunctions to signal simple relationships. 
• ELA-02.C.03   Use words and phrases acquired through conversations, reading, being read to, and responding to texts, including using adjectives and adverbs to describe. 

Kindergarten (ELA) Targeted Standard     (C) Communications  (PC) Presentational Communication Learners will organize and express information in a format appropriate to the audience and purpose.

Proficiency Scale

Progressions

• ELA-00.C.04   Use grade-appropriate, conversational, general academic, and domain-specific words and phrases. 
• ELA-01.C.04   Use grade-appropriate conversational, general academic, and domain-specific words and phrases. 
• ELA-02.C.04   Use grade-appropriate conversational, general academic, and domain-specific words and phrases. 
• ELA-03.C.04   Use grade-appropriate conversational, general academic, and domain-specific words and phrases. 
• ELA-04.C.04   Use grade-appropriate conversational, general academic, and domain-specific words and phrases. 
• ELA-05.C.04   Use grade-appropriate conversational, general academic, and domain-specific words and phrases.

Kindergarten (ELA) Targeted Standard     (C) Communications  (C) Collaboration Learners will engage in a range of discussions with various partners on relevant topics, texts, and issues.

Proficiency Scale

Progressions

• ELA-00.C.06   Participate in conversations by listening to others and taking turns speaking. 
• ELA-01.C.06   Participate in conversations by listening to others and taking turns speaking about topics, continuing through multiple exchanges. 
• ELA-02.C.06   Participate in conversations by linking comments to the remarks of others and asking questions. 
• ELA-03.C.06   Engage in conversations by asking and answering questions using active listening skills. 
• ELA-04.C.06   Engage in a range of discussions by using active listening skills, posing, and responding to specific questions. 
• ELA-05.C.06   Engage in a range of discussions using active listening skills, posing and responding to specific questions to clarify information. 
• ELA-06.C.06   Engage in a range of discussions and/or debates using active listening skills to be focused and present. 
• ELA-07.C.06   Engage in a range of discussions and/or debates. 
• ELA-08.C.06   Engage in a range of discussions and/or debates. 
• ELA-09.C.06   Engage in respectful discussions or debates. 
• ELA-10.C.06   Engage in respectful discussions or debates. 
• ELA-11.C.06   Engage in respectful discussions or debates. 
• ELA-12.C.06   Engage in respectful discussions or debates. 

Kindergarten (ELA) Targeted Standard     (C) Communications  (C) Collaboration Learners will engage in a range of discussions with various partners on relevant topics, texts, and issues.

Proficiency Scale

Progressions

• ELA-00.C.07 Work collaboratively by following agreed-upon rules and simple one- and two-step oral directions.*
• ELA-01.C.07   Work collaboratively by following agreed-upon rules and simple two- and three-step oral directions and offering one- and two-step verbal directions. 
• ELA-02.C.07   Work collaboratively by following agreed-upon rules and following/offering multi-step oral directions. 
• ELA-03.C.07   Engage collaboratively by following agreed-upon rules. 
• ELA-04.C.07   Engage collaboratively to accomplish a common goal or purpose. 
• ELA-05.C.07   Engage collaboratively to accomplish a common goal or purpose. 
• ELA-06.C.07   Collaborate cooperatively with peers to accomplish a common goal or purpose. 
• ELA-07.C.07   Collaborate cooperatively with peers to accomplish a common goal or purpose. 
• ELA-08.C.07   Collaborate cooperatively with peers to accomplish a common goal or purpose. 
• ELA-09.C.07   Collaborate on a specific task or purpose in a productive climate by following norms, processes, and roles. 
• ELA-10.C.07   Collaborate on a specific task or purpose in a productive climate by following norms, processes, and roles. 
• ELA-11.C.07   Collaborate on a specific task or purpose in a productive climate by establishing and following norms, processes, and roles. 
• ELA-12.C.07   Collaborate on a specific task or purpose in a productive climate by establishing and following norms, processes, and roles.

  ELA-00.F Strand 

(F) Foundations of Literacy Learners will apply foundation reading and writing skills by working with sounds, letters, words, sentences, and texts.

Clusters

• (PC) Print Concepts
  Learners will demonstrate knowledge of books, print, and written language and how they function. 
• (PPA) Phonological and Phonemic Awareness
  Learners will accurately manipulate phonemes (sounds) in the spoken language. 
• (PW) Phonics and Word
  Study Learners will decode, encode, and connect meaning to word parts and words 
• (PWS) Phonics and Word Study
  Learners will decode, encode, and connect meaning to word parts and words 
• (F) Fluency
  Learners will read with sufficient accuracy, rate, and expression to support comprehension. 
• (FW) Foundations of Writing
  Learners will write complete sentences and paragraphs.

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 Strands to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

Kindergarten (ELA) Targeted Standard     (F) Foundations of Literacy  (PC) Print Concepts Learners will demonstrate knowledge of books, print, and written language and how they function.

Proficiency Scale

Progressions

• ELA-00.F.01   Recognize the front cover, back cover, author, and illustrator of books. 

Kindergarten (ELA) Targeted Standard     (F) Foundations of Literacy  (PC) Print Concepts Learners will demonstrate knowledge of books, print, and written language and how they function.

Proficiency Scale

Progressions

• ELA-00.F.02   Follow words from left to right, top to bottom, and page by page.* 

Kindergarten (ELA) Targeted Standard     (F) Foundations of Literacy  (PC) Print Concepts Learners will demonstrate knowledge of books, print, and written language and how they function.

Proficiency Scale

Progressions

• ELA-00.F.03   Recognize that sentences have letters, words, spaces between words, capitalization, and ending punctuation. 
• ELA-01.F.03   Identify the distinguishing features of a sentence.

Kindergarten (ELA) Targeted Standard     (F) Foundations of Literacy  (PPA) Phonological and Phonemic Awareness Learners will accurately manipulate phonemes (sounds) in the spoken language.

Proficiency Scale

Progressions

• ELA-00.F.04   Recognize and produce rhyming words. 

Kindergarten (ELA) Targeted Standard     (F) Foundations of Literacy  (PPA) Phonological and Phonemic Awareness Learners will accurately manipulate phonemes (sounds) in the spoken language.

Proficiency Scale

Sub Standard:

• (a) Segment multi syllabic spoken words by syllables.
• (b) Segment one-syllable spoken words into two-phonemes and three-phonemes.

Progressions

• ELA-00.F.05   Segment parts of spoken words.* 
• ELA-01.F.05   Segment one-syllable spoken words into four or more phonemes.* 

Kindergarten (ELA) Targeted Standard     (F) Foundations of Literacy  (PPA) Phonological and Phonemic Awareness Learners will accurately manipulate phonemes (sounds) in the spoken language.

Proficiency Scale

Sub Standard:

• (a) Blend two or more syllables into a spoken word.
• (b) Blend two or three phonemes into a one-syllable spoken word.

Progressions

• ELA-00.F.06   Blend parts of spoken words.* 
• ELA-01.F.06   Blend four or more phonemes to produce a spoken word or syllable.* 

Kindergarten (ELA) Targeted Standard     (F) Foundations of Literacy  (PPA) Phonological and Phonemic Awareness Learners will accurately manipulate phonemes (sounds) in the spoken language.

Proficiency Scale

Progressions

• ELA-00.F.07   Isolate and pronounce the initial, medial vowel, and final phonemes in three-phoneme words.* 
• ELA-01.F.07   Manipulate parts of spoken words.*

Kindergarten (ELA) Targeted Standard     (F) Foundations of Literacy  (PWS) Phonics and Word Study Learners will decode, encode, and connect meaning to word parts and words.

Proficiency Scale

Sub Standards:

• (a) predictable consonants
• (b) predictable short vowels spelled with a, i, o, u, e
• (c) long vowels associated with single letters in open one-syllable words
• (d) irregularly spelled high-frequency words

Progressions

• ELA-00.F.08   Decode words with phoneme-grapheme correspondences:* 
• ELA-01.F.08   Decode words with phoneme-grapheme correspondences:* 
• ELA-02.F.08   Decode words with phoneme-grapheme correspondences:* 
• ELA-03.F.08   Decode words with phoneme-grapheme correspondences:* 
• ELA-04.F.08   Decode words using the combined knowledge of syllabication patterns and morphology in context and out of context:* 
• ELA-05.F.08   Decode words using the combined knowledge of syllabication patterns and morphology in context and out of context:* 

Kindergarten (ELA) Targeted Standard     (F) Foundations of Literacy  (PWS) Phonics and Word Study Learners will decode, encode, and connect meaning to word parts and words.

Proficiency Scale

Sub Standards:

• (a) predictable consonants
• (b) predictable short vowels
• (c) long vowels with single letters in open one-syllable words (e.g., he, me, go)
• (d) irregularly spelled high-frequency words

Progressions

• ELA-00.F.09   Encode words with phoneme-grapheme correspondences:* 
• ELA-01.F.09   Encode words with phoneme-grapheme correspondences:* 
• ELA-02.F.09   Encode words with phoneme-grapheme correspondences:* 
• ELA-03.F.09   Encode words with phoneme-grapheme correspondences:* 
• ELA-04.F.09   Encode words using the combined knowledge of syllabication patterns and morphology in context and out of context:* 
• ELA-05.F.09   Encode words using the combined knowledge of syllabication patterns and morphology in context and out of context:* 

Kindergarten (ELA) Targeted Standard     (F) Foundations of Literacy  (PWS) Phonics and Word Study Learners will decode, encode, and connect meaning to word parts and words.

Proficiency Scale

Progressions

• ELA-00.F.10   Determine the meaning of multiple-meaning words with phonics patterns that have been taught. 
• ELA-01.F.10   Determine the meaning of multiple-meaning words with phonics patterns that have been taught. 
• ELA-02.F.10   Determine the meaning of multiple-meaning words with phonics patterns that have been taught. 
• ELA-03.F.10   Determine the meaning of multiple-meaning words and phrases, choosing from a range of strategies with varying texts. 
• ELA-04.F.10   Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies with varying texts. 
• ELA-05.F.10   Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies with varying texts. 

Kindergarten (ELA) Targeted Standard     (F) Foundations of Literacy  (PWS) Phonics and Word Study Learners will decode, encode, and connect meaning to word parts and words.

Proficiency Scale

Progressions

• ELA-00.F.11   Orally use new academic, content-specific, grade-level vocabulary, and relate new words to prior knowledge. 
• ELA-01.F.11   Use new academic, content-specific, grade-level vocabulary, make connections to previously learned words, and relate new words to background knowledge. 
• ELA-02.F.11   Use new academic, content-specific, grade-level vocabulary, connecting previously learned words and relating new words to background knowledge. 
• ELA-03.F.11   Use new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge. 
• ELA-04.F.11   Accurately interpret general academic and domain-specific words and phrases. 
• ELA-05.F.11   Acquire and use grade-level vocabulary, clarifying the meaning of unknown and multiple-meaning words and phrases in the text, choosing from a range of strategies.

Kindergarten (ELA) Targeted Standard     (F) Foundations of Literacy  (F) Fluency Learners will read with sufficient accuracy, rate, and expression to support comprehension.

Proficiency Scale

Progressions

• ELA-00.F.12   Demonstrate fluency through the application of phonemic and phonological skills.* 
• ELA-01.F.12   Read accurately and automatically* 
• ELA-02.F.12   Read accurately and automatically a variety of second-grade texts with expression, phrasing, purpose, and understanding.* 
• ELA-03.F.12   Read accurately and automatically a variety of third-grade texts with expression, phrasing, purpose, and understanding.* 
• ELA-04.F.12   Read accurately and automatically a variety of fourth-grade texts using expression, phrasing, purpose, and understanding.* 
• ELA-05.F.12   Read accurately and automatically a variety of fifth-grade texts with expression, phrasing, purpose, and understanding.*

Kindergarten (ELA) Targeted Standard     (F) Foundations of Literacy  (FW) Foundations of Writing Learners will write complete sentences and paragraphs.

Proficiency Scale

Progressions

• ELA-00.F.13   Write uppercase and lowercase letters accurately.* 
• ELA-01.F.13   Write uppercase and lowercase letters accurately and automatically.* 
• ELA-02.F.13   Write uppercase and lowercase letters accurately and automatically for all writing purposes. 

Kindergarten (ELA) Targeted Standard     (F) Foundations of Literacy  (FW) Foundations of Writing Learners will write complete sentences and paragraphs.

Proficiency Scale

Progressions

• ELA-00.F.14   Write a simple sentence using subject and predicate, with capital letters, punctuation, and appropriate word spacing. 
• ELA-01.F.14   Write simple sentences using subject and predicate, with capital letters, punctuation, and appropriate word spacing. 
• ELA-02.F.14   Write a paragraph including multiple complete sentences on a topic. * 
• ELA-03.F.14   Write an organized paragraph with a topic sentence, supporting sentences, and a conclusion. 
• ELA-04.F.14   Write an organized paragraph that includes a topic sentence, multiple supporting sentences, and a concluding sentence.* 
• ELA-05.F.14   Write multiple organized paragraphs that include a topic sentence, multiple supporting sentences, and a concluding sentence.*

  ELA-00.IR Strand 

(IR) Inquiry and Research Learners will pose and revise complex questions, identify and connect pertinent information, plan and prepare an inquiry process, and arrive at a plausible conclusion or solution.

Clusters

• (S1) Select a Research Topic and Develop Research Question(s) (begins in third grade)
• (S2) Locate and Select Information (begins in second grade)
• (S3) Organize Research Results (begins in second grade)
• (S4) Determining Credibility and Evaluating Sources (begins in third grade)
• (S5) Citing Sources (begins in fourth grade)

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 Strands to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

  ELA-00.R Strand 

(R) Reading Learners will comprehend, analyze, and evaluate literary and informational texts in various formats, genres, and levels of complexity.

Clusters

• (C) Comprehension
  Learners will read to understand various complex literary and informational texts.
• (TA) Text Analysis
  Learners will analyze, interpret, and evaluate complex literary and informational texts that include a wide variety of genres and formats.

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 Strands to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

Kindergarten (ELA) Targeted Standard     (R) Reading  (C) Comprehension Learners will read to understand a variety of complex literary and informational texts.

Proficiency Scale

Progressions

• ELA-00.R.02    Respond to a variety of texts, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.
• ELA-01.R.02    Ask and answer questions about a variety of texts, genres, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.
• ELA-02.R.02    Ask and answer questions about key details before, during, and after reading a variety of literary and informational texts to compare, contrast, predict, or infer.*
• ELA-03.R.02    Ask and answer questions about key details before, during, and after reading a variety of genres, literary, and informational texts using text evidence to compare, contrast, predict, and infer.*
• ELA-04.R.02    Make inferences while reading a variety of genres, literary, and informational texts; providing text evidence.*
• ELA-05.R.02    Make inferences drawn from the text during and after reading a variety of genres, literary, and informational texts.*
• ELA-06.R.02    Comprehend a variety of texts while developing inferences and providing supportive textual evidence.
• ELA-07.R.02    Comprehend a variety of texts while developing inferences and providing supportive textual evidence and reasoning.
• ELA-08.R.02    Comprehend a variety of texts while developing inferences and providing relevant textual evidence and reasoning.
• ELA-09.R.02    Comprehend a variety of texts with multiple levels of complexity while developing inferences and providing relevant textual evidence and reasoning.
• ELA-10.R.02    Comprehend a variety of texts with multiple levels of complexity while developing inferences and providing relevant textual evidence and reasoning.
• ELA-11.R.02    Comprehend a variety of texts with multiple levels of complexity while developing inferences and providing relevant textual evidence and reasoning.
• ELA-12.R.02    Comprehend a variety of texts with multiple levels of complexity while developing inferences and providing relevant textual evidence and reasoning.

Kindergarten (ELA) Targeted Standard     (R) Reading  (C) Comprehension Learners will read to understand a variety of complex literary and informational texts.

Proficiency Scale

Progressions

• ELA-00.R.03a    Tell about the informational text, photographs, or illustrations before, during, or after a shared reading or other text-listening experience.*
• ELA-01.R.03a    Identify the topic of an informational text, photograph, or illustration during or after a shared reading or other text-listening experiences.*
• ELA-02.R.03a    Identify the main idea with supporting details during or after reading an informational text or passage.*
• ELA-03.R.03a    Summarize the main idea(s) with supporting details during or after reading an informational text or passage.*
• ELA-04.R.03a    Summarize an informational text or passage, stating the main idea(s) and providing supporting details.*
• ELA-05.R.03a    Summarize an informational text or passage, stating the main idea(s) and providing supporting details.*
• ELA-06.R.03a    Summarize nonfiction texts objectively, including relevant details.
• ELA-07.R.03a    Summarize and/or paraphrase nonfiction texts objectively, including relevant details and avoiding unnecessary information.
• ELA-08.R.03a    Summarize and/or paraphrase nonfiction texts objectively, including relevant details and avoiding unnecessary information.
• ELA-09.R.03a    Summarize and/or paraphrase nonfiction texts objectively, including relevant information.
• ELA-10.R.03a    Summarize and/or paraphrase nonfiction texts objectively, including relevant information.
• ELA-11.R.03a    Summarize and/or paraphrase nonfiction texts objectively, including relevant information.
• ELA-12.R.03a    Summarize and/or paraphrase nonfiction texts objectively, including relevant information.

Kindergarten (ELA) Targeted Standard     (R) Reading  (C) Comprehension Learners will read to understand a variety of complex literary and informational texts.

Proficiency Scale

Progressions

• ELA-00.R.03b    Tell about characters and setting in a literary text during or after a shared reading or other text-listening experience.*
• ELA-01.R.03b    Identify characters, setting, and plot in a literary text during or after a shared reading or other text-listening experience.*
• ELA-02.R.03b    Retell the plot to include the beginning, middle, and end of a literary text after reading.*
• ELA-03.R.03b    Summarize the story by including major story elements after reading a literary text or passage.*
• ELA-04.R.03b    Summarize the story by including major story elements after reading a literary text or passage.*
• ELA-05.R.03b    Summarize a story by including major story elements after reading a literary text.*
• ELA-06.R.03b    Summarize literary texts objectively, including relevant details.
• ELA-07.R.03b    Summarize and/or paraphrase literary texts objectively, including relevant details and avoiding unnecessary information.
• ELA-08.R.03b    Summarize and/or paraphrase literary texts objectively, including relevant details and avoiding unnecessary information.
• ELA-09.R.03b    Summarize and/or paraphrase literary texts objectively, including relevant information.
• ELA-10.R.03b    Summarize and/or paraphrase literary texts objectively, including relevant information.
• ELA-11.R.03b    Summarize and paraphrase literary texts objectively, including relevant information.
• ELA-12.R.03b    Summarize and paraphrase literary texts objectively, including relevant information.

Kindergarten (ELA) Targeted Standard     (R) Reading  (C) Comprehension Learners will read to understand a variety of complex literary and informational texts.

Proficiency Scale

Progressions

• ELA-00.R.05    Determine the meaning of unknown and multiple-meaning words and phrases through read-alouds or other text-listening experiences.*
• ELA-01.R.05    Determine the meaning of unknown and multiple-meaning words and phrases through read-alouds or other text-listening experiences.*
• ELA-02.R.05    Determine the meaning of unknown words and phrases through a variety of text experiences.*
• ELA-03.R.05    Determine the meaning of unknown and multi-meaning words within a text.*
• ELA-04.R.05    Determine the meaning of unknown and multiple-meaning words and phrases within a text.*
• ELA-05.R.05    Determine the meaning of unknown and multiple-meaning words and phrases within a text.*
• ELA-06.R.05    Determine the meaning of words and phrases as they are used in the text, including figurative, denotative, and connotative meanings.
• ELA-07.R.05    Determine the meaning and purpose of words and phrases as they contribute to the text, including figurative, denotative, and connotative meanings.
• ELA-08.R.05    Determine the meaning and purpose of words and phrases as they contribute to the text, including figurative, denotative, and connotative meanings.
• ELA-09.R.05    Determine the meaning and purpose of words and phrases as they are used in the text, including academic vocabulary, figurative, ambiguous, and connotative meanings.
• ELA-10.R.05    Determine the meaning and purpose of words and phrases as they are used in the text, including academic vocabulary, figurative, ambiguous, and connotative meanings.
• ELA-11.R.05    Determine the meaning, purpose, and impact of words and phrases as they are used in the text, including academic vocabulary, figurative, ambiguous, and connotative meanings.
• ELA-12.R.05    Determine the meaning, purpose, and impact of words and phrases as they are used in the text, including academic vocabulary, figurative, ambiguous, and connotative meanings.

Kindergarten (ELA) Targeted Standard     (R) Reading  (TA) Text Analysis Learners will analyze, interpret, and evaluate complex literary and informational texts that include a wide variety of genres and formats.

Proficiency Scale

Progressions

• ELA-00.R.06  Identify photographs, illustrations, and labels during or after a shared reading or other text-listening experience. 
• ELA-01.R.06  Recognize basic text features during or after a shared reading or other text-listening experience. 
• ELA-02.R.06  Identify text features and use previously learned text features to read and understand a text or passage.* 
• ELA-03.R.06  Use text features and previously learned text features to read and understand a text or passage.* 
• ELA-04.R.06  Determine the structure of an informational text: ELA-05.R.06 Describe the structure of informational texts: 
• ELA-06.R.06  Describe how a paragraph, chapter, stanza, or section fits into the overall structure of a text and contributes to the development of ideas. 
• ELA-07.R.06  Analyze the structure an author uses to organize a text, including how the major sections or stanzas contribute to the whole and the development of ideas, and the overall purpose of the text. 
• ELA-08.R.06  Analyze the structure an author uses to organize a text, including how sections, paragraphs, stanzas, and/or particular sentences contribute to the development of ideas and the overall purpose of the text. 
• ELA-09.R.06  Analyze how the author's choice in structure, form, and format supports the purpose, contributes to the meaning, or impacts the audience. 
• ELA-10.R.06  Analyze how the author's choice in structure, form, and format supports the purpose, contributes to the meaning, or impacts the audience. 
• ELA-11.R.06  Analyze and evaluate how the author's choice in structure, form, and format supports the purpose, contributes to the meaning, or impacts the audience. 
• ELA-12.R.06  Analyze and evaluate how the author's choice in structure, form, and format supports the purpose, contributes to the meaning, or impacts the audience. 

Kindergarten (ELA) Targeted Standard     (R) Reading  (TA) Text Analysis Learners will analyze, interpret, and evaluate complex literary and informational texts that include a wide variety of genres and formats.

Proficiency Scale

Progressions

• ELA-00.R.08 Use a variety of fiction texts. 
• ELA-01.R.08 Use a variety of fiction texts. 
• ELA-02.R.08 Use a variety of fiction and poetry texts. 
• ELA-03.R.08 Analyze a variety of fiction and poetry texts. 
• ELA-04.R.08 Analyze a variety of fiction and poetry texts. 
• ELA-05.R.08 Analyze a variety of fiction and poetry texts. 
• ELA-06.R.08 Analyze a variety of fiction texts using textual evidence for support. 
• ELA-07.R.08 Analyze a variety of fiction texts using textual evidence for support. 
• ELA-08.R.08 Analyze a variety of fiction texts using textual evidence for support. 
• ELA-09.R.08 Analyze the development and interaction of literary elements and determine how they impact meaning, using strong textual evidence to support the analysis. 
• ELA-10.R.08 Analyze the development and interaction of literary elements and determine how they impact meaning, using strong textual evidence to support the analysis. 
• ELA-11.R.08 Analyze the development and interaction of literary elements and determine how they impact meaning, using strong and thorough textual evidence to support the analysis. 
• ELA-12.R.08 Analyze the development and interaction of literary elements and determine how they impact meaning, using strong and thorough textual evidence to support the analysis. 

Kindergarten (ELA) Targeted Standard     (Wr) Writing  (LU) Language Usage Learners will integrate appropriate language and style to ensure effective readability in writing.

Proficiency Scale

Progressions

• ELA-00.wL.01    Compose a simple sentence.*
• ELA-01.wL.01    Compose simple sentences.*
• ELA-02.wL.01    Compose simple and compound sentences.*
• ELA-03.wL.01    Compose simple and compound declarative, interrogative, imperative, and exclamatory sentences.*
• ELA-04.wL.01    Compose simple and compound declarative, interrogative, imperative, and exclamatory sentences.*
• ELA-05.wL.01    Compose simple, compound, and complex sentences.*
• ELA-06.wL.01    Apply language knowledge for a specific task, purpose, intention, and audience, resolving issues of usage as needed.
• ELA-07.wL.01    Apply language knowledge for a specific task, purpose, intention, and audience, resolving issues of usage as needed.
• ELA-08.wL.01    Apply language knowledge for specific tasks, purposes, intentions, and audience, resolving usage issues as needed.
• ELA-09.wL.01    Apply language knowledge for a specific task, purpose, intention, and audience, resolving issues of usage as needed.
• ELA-10.wL.01    Apply language knowledge for a specific task, purpose, intention, and audience, resolving issues of usage as needed.
• ELA-11.wL.01    Apply language knowledge for a specific task, purpose, and audience, resolving issues of usage as needed.
• ELA-12.wL.01    Apply language knowledge for a specific task, purpose, and audience, resolving issues of usage as needed.

Kindergarten (ELA) Targeted Standard     (Wr) Writing  (LU) Language Usage Learners will integrate appropriate language and style to ensure effective readability in writing.

Proficiency Scale

Progressions

• ELA-00.wL.02    Identify parts of speech in sentences orally, with illustrations, or in writing:*
• ELA-01.wL.02    Recognize and use parts of speech in sentences:*
• ELA-02.wL.02    Recognize and use parts of speech in sentences:*
• ELA-03.wL.02    Recognize and use parts of speech in sentences:*
• ELA-04.wL.02    Recognize and use parts of speech in sentences:*
• ELA-05.wL.02    Recognize and use previous grade levels' parts of speech in simple, compound, and complex sentences.*

  ELA-00.Wr Strand 

(Wr) Writing Learners will comprehend, analyze, and evaluate literary and informational texts in various formats, genres, and levels of complexity.

Clusters

• (TTS) Text Types and Structure
  Learners will engage in the writing process and produce a variety of texts determined to address different audiences and purposes.
• (WPC) Writing Process and Craft
  Learners will develop, strengthen, and produce writing by planning, drafting, revising, editing, and rewriting.
• (LU) Language Usage
  Learners will integrate appropriate language and style to ensure effective readability in writing.

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 Strands to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

Kindergarten (ELA) Targeted Standard     (Wr) Writing  (TTS) Text Types and Structure Learners will engage in the writing process and produce a variety of texts determined to address different audiences and purposes.

Proficiency Scale

Progressions

• ELA-00.Wr.01    Produce writing through shared and interactive experiences in which the development and organization are appropriate to the task, purpose, or audience.*
• ELA-01.Wr.01    Produce writing through shared and interactive experiences in which the development and organization are appropriate to the task, purpose, or audience.*
• ELA-02.Wr.01    Produce writing appropriate to the task, purpose, or audience.*
• ELA-03.Wr.01    Produce writing that is organized appropriately to the task, purpose, or audience.*
• ELA-04.Wr.01    Produce clear writing in which the development and organization are appropriate to the task, purpose, or audience.*
• ELA-05.Wr.01    Produce clear writing in which the development and organization are appropriate to the task, purpose, or audience.*
• ELA-06.Wr.01    Produce clear writing organized according to the task, purpose, and audience.
• ELA-07.Wr.01    Produce clear and coherent writing organized according to the task, purpose, and audience.
• ELA-08.Wr.01    Produce clear and coherent writing organized logically according to the task, purpose, and audience.
• ELA-09.Wr.01    Write clearly and coherently with appropriate content, format, and style to accomplish a specific purpose for a target audience.
• ELA-10.Wr.01    Write clearly and coherently with appropriate content, format, and style to accomplish a specific purpose for a target audience.
• ELA-11.Wr.01    Write clearly and coherently with appropriate content, format, and style to accomplish a specific purpose for a target audience.
• ELA-12.Wr.01    Write clearly and coherently with appropriate content, format, and style to accomplish a specific purpose for a target audience.

Kindergarten (ELA) Targeted Standard     (Wr) Writing  (TTS) Text Types and Structure Learners will engage in the writing process and produce a variety of texts determined to address different audiences and purposes.

Proficiency Scale

Progressions

• ELA-00.Wr.03    Draw and write informative pieces on a topic.
• ELA-01.Wr.03    Write informative pieces that detail the topic.
• ELA-02.Wr.03    Write informative pieces that include factual details on the topic.
• ELA-03.Wr.03    Write organized informative pieces that include factual details on the topic.
• ELA-04.Wr.03    Write organized informative pieces that include factual details on the topic.
• ELA-05.Wr.03    Write organized, informative pieces that include factual details on the topic.
• ELA-06.Wr.03    Write using informative/explanatory techniques to examine and convey complex ideas, concepts, and information utilizing different mediums when appropriate.
• ELA-07.Wr.03    Write using informative/explanatory techniques to examine and convey complex ideas, concepts, and information utilizing different mediums when appropriate.
• ELA-08.Wr.03    Write using informative/explanatory techniques to examine and convey complex ideas, concepts, and information utilizing different mediums when appropriate.
• ELA-09.Wr.03    Write to inform an audience and to explain complex information by creating a clear thesis and providing supporting claims, details, and evidence from a variety of relevant and reliable sources.
• ELA-10.Wr.03    Write to inform an audience and to explain complex information by creating a clear thesis and providing supporting claims, details, and evidence from a variety of relevant and reliable sources.
• ELA-11.Wr.03    Write to inform an audience and to explain complex information by creating a clear thesis and providing supporting claims, details, and evidence from a variety of relevant and reliable sources within discipline-specific structures utilizing different mediums to provide clarity and context.
• ELA-12.Wr.03    Write to inform an audience and to explain complex information by creating a clear thesis and providing supporting claims, details, and evidence from a variety of relevant and reliable sources within discipline-specific structures utilizing different mediums to provide clarity and context.

Kindergarten (ELA) Targeted Standard     (Wr) Writing  (TTS) Text Types and Structure Learners will engage in the writing process and produce a variety of texts determined to address different audiences and purposes.

Proficiency Scale

Progressions

• ELA-00.Wr.04    Draw and write opinion pieces on a topic.
• ELA-01.Wr.04    Write opinion pieces on a topic using a reason to support the opinion.
• ELA-02.Wr.04    Write opinion pieces on a topic using reasons to support the opinion.
• ELA-03.Wr.04    Write organized opinion pieces on a topic using evidence to support the opinion.
• ELA-04.Wr.04    Write organized argumentative pieces on a topic using evidence to support the claim.
• ELA-05.Wr.04    Write organized argumentative pieces on a topic using evidence to support the claim.
• ELA-06.Wr.04    Write using argumentative techniques to develop claims using supporting evidence and logical reasoning.
• ELA-07.Wr.04    Write using argumentative techniques to develop claims using supportive evidence and logical reasoning, acknowledging counterclaims when applicable.
• ELA-08.Wr.04    Write using argumentative techniques to develop claims and counterclaims using supporting evidence and logical reasoning.
• ELA-09.Wr.04    Write to persuade an audience
• ELA-10.Wr.04    Write to persuade an audience
• ELA-11.Wr.04    Write to persuade an audience
• ELA-12.Wr.04    Write to persuade an audience

Kindergarten (ELA) Targeted Standard     (Wr) Writing  (TTS) Text Types and Structure Learners will engage in the writing process and produce a variety of texts determined to address different audiences and purposes.

Proficiency Scale

Progressions

• ELA-00.Wr.05    Draw and write narrative pieces that describe a single event.
• ELA-01.Wr.05    Write narrative pieces that describe a single event with a beginning, middle, and end.
• ELA-02.Wr.05    Write narrative pieces that describe a well-elaborated event in sequence.
• ELA-03.Wr.05    Write narrative pieces that describe a well-elaborated real or imagined event in a sequence that unfolds naturally.
• ELA-04.Wr.05    Use narrative techniques (e.g., dialogue, description) to write pieces that describe a well-elaborated real or imagined event in a sequence that unfolds naturally.
• ELA-05.Wr.05    Use narrative techniques (e.g., dialogue, description, pacing) to write pieces that describe a well-elaborated real or imagined event in a sequence that unfolds naturally.
• ELA-06.Wr.05    Write using narrative techniques to develop real or imagined experiences or events using well-chosen details and structured event sequences.
• ELA-07.Wr.05    Write using narrative techniques to develop real or imagined experiences or events using well-chosen details and structured event sequences.
• ELA-08.Wr.05    Write using narrative techniques to develop real or imagined experiences or events using well-chosen details and structured event sequences.
• ELA-09.Wr.05    Write to convey real experiences, imaginary events, and poetic expressions by using creative writing techniques, such as narrative, dialogue, sensory details, figurative language, and symbolism, to engage an audience.
• ELA-10.Wr.05    Write to convey real experiences, imaginary events, and poetic expressions by using creative writing techniques, such as narrative, dialogue, sensory details, figurative language, and symbolism, to engage an audience.
• ELA-11.Wr.05    Write to convey real experiences, imaginary events, and poetic expressions by using creative writing techniques, such as narrative, dialogue, sensory details, figurative language, and symbolism, to engage an audience.
• ELA-12.Wr.05    Write to convey real experiences, imaginary events, and poetic expressions by using creative writing techniques, such as narrative, dialogue, sensory details, figurative language, and symbolism, to engage an audience.

Kindergarten (ELA) Targeted Standard     (Wr) Writing  (WPC) Writing Process and Craft Learners will develop, strengthen, and produce writing by planning, revising, editing, and rewriting.

Proficiency Scale

Progressions

• ELA-00.Wr.06    Develop and strengthen writing utilizing the five steps appropriate to the task:
• ELA-01.Wr.06    Develop and strengthen writing utilizing the five steps appropriate to the task.
• ELA-02.Wr.06    Develop and strengthen writing utilizing the five steps appropriate to the task.
• ELA-03.Wr.06    Develop and strengthen writing utilizing the five steps appropriate to the task and purpose.
• ELA-04.Wr.06    Develop and strengthen writing utilizing the five steps appropriate to the task.
• ELA-05.Wr.06    Develop and strengthen writing utilizing the five steps appropriate to task, purpose, and audience.
• ELA-06.Wr.06    Develop and strengthen writing by planning, drafting, revising, and editing to provide clarity to the audience.
• ELA-07.Wr.06    Develop and strengthen writing by planning, drafting, revising, and editing to address specific purposes for the genre and audience.
• ELA-08.Wr.06    Develop and strengthen writing by planning, drafting, revising, and editing to address specific purposes for the genre and audience.
• ELA-09.Wr.06    Develop and strengthen writing through the writing process to produce a quality product for a specific purpose and audience.
• ELA-10.Wr.06    Develop and strengthen writing through the writing process to produce a quality product for a specific purpose and audience.
• ELA-11.Wr.06    Develop and strengthen writing through the writing process to produce a quality product for a specific purpose and audience.
• ELA-12.Wr.06    Develop and strengthen writing through the writing process to produce a quality product for a specific purpose and audience.

Kindergarten (ELA) Targeted Standard     (Wr) Writing  (WPC) Writing Process and Craft Learners will develop, strengthen, and produce writing by planning, revising, editing, and rewriting.

Proficiency Scale

Progressions

• ELA-00.Wr.07    Produce shared and interactive writing with emotion or personality expressed through word choice.
• ELA-01.Wr.07    Produce writing with emotion or personality expressed through word choice.
• ELA-02.Wr.07    Write with intentional word choice that integrates emotion or descriptive language.
• ELA-03.Wr.07    Write with intentional word choice that integrates emotion and descriptive language to develop visual imagery for the reader.
• ELA-04.Wr.07    Write with intentional word choice that integrates emotion or figurative language to develop visual imagery for the reader.
• ELA-05.Wr.07    Write with intentional word choice that integrates emotion or figurative language to create a mood for the reader.
• ELA-06.Wr.07    Produce writing that uses intentional word choice and voice to match the writing purpose.
• ELA-07.Wr.07    Produce writing that uses intentional word choice and voice to match the writing purpose.
• ELA-08.Wr.07    Produce writing that uses intentional word choice and voice to match the writing purpose.
• ELA-09.Wr.07    Integrate vocabulary and figurative language to create a particular style and/or voice which supports the purpose of writing.
• ELA-10.Wr.07    Integrate vocabulary and figurative language to create a particular style and/or voice which supports the purpose of writing.
• ELA-11.Wr.07    Integrate vocabulary and figurative language to create a particular style and/or voice which supports the purpose of writing.
• ELA-12.Wr.07    Integrate vocabulary and figurative language to create a particular style and/or voice which supports the purpose of writing.