READING STANDARDS FOR LITERATURE - FOR TEACHERS |
I CAN STATEMENTS - FOR KIDS
|
K.RL.1
With prompting and support, ask and answer questions about key details in a text. K.RL.2 With prompting and support, retell familiar stories, including key details. K.RL.3 With prompting and support, identify characters, setting, and major events in a story. K.RL.4 Ask and answer questions about unknown words in a text. K.RL.5 Recognize common types of texts (e.g., storybooks, poems). K.RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear. K.RL.8 Not applicable to literature. K.RL.9 With prompting and support, compare and contrast the adventures and experiences in familiar stories. K.RL. 10 Actively engage in group reading activities with purpose and understanding. |
I can ask and answer questions about what was read. I can retell a story. I can name the characters, settings, and events in a story. I can ask and answer questions about words I do not know in a story. I can tell the difference between stories, poems, and other things to read. I can tell about the author and illustrator of a story. I can tell how the story and the pictures go together. I can compare characters and events from different stories. I can take part in group reading activities. |
READING STANDARDS FOR INFORMATIONAL TEXT - FOR TEACHERS
K.RI.1
With prompting and support, ask and answer questions about key details in a text. K.RI.2 With prompting and support, identify the main topic and retell key details of a text. K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. K.RI.4 With prompting and support, ask and answer questions about unknown words in a text. K.RI.5 Identify the front cover, back cover and title page of a book. K.RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts. K.RI.8 With prompting and support, identify the reasons an author gives to support points in a text. K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). K.RI.10 Actively engage in group reading activities with purpose and understanding. |
I CAN STATEMENTS - FOR KIDS
I can ask and answer questions about what I read. I can tell the topic and details of a story. I can tell how two people, places, or things are connected in a story. I can ask and answer questions about words I don't know in a story. I can name the parts of a book. I can name the author and illustrator and tell what they do. I can tell how the pictures and the words go together. I can tell what the author is thinking and why. I can compare two stories. I can take part in group reading activities. |
READING STANDARDS: FOUNDATION SKILLS - FOR TEACHERS
K.RF.1
Demonstrate understanding of the organization and basic features of print. K.RF.1a Follow words from left to right, top to bottom, and page by page. K.RF.1b Recognize that spoken words are represented i written language by specific sequences of letters. K.RF.1c Understand that words are separated by spaces in print. K.RF.1d Recognize and name all upper- and lowercase letters of the alphabet K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). K.RF.2a Recognize and produce rhyming words. K.RF.2b Count, pronounce, blend, and segment syllables in spoken words. K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. K.RF.3 Know and apply grade level phonics and word analysis skills in decoding words. K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonants. K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. K.RF.3c Read common high-frequency words by sight(e.g., the, of, to, you, she, my, is are, do, does). K.RF.3d Distinguished between similarly spelled words by identifying the sounds of the letters that differ. K.RF.4 Read emergent-reader texts with purpose and understanding. |
I CAN STATEMENTS - FOR KIDS
I can tell how a book is organized. I can follow words from left to right, top to bottom, and page by page. I know that written words represent spoken words. I know that words are separated by spaces in print. I know and can name all the letters of the alphabet. I can use words, syllables, and sounds. I can name words that rhyme. I can count and say syllables in spoken words. I can put together word parts. I can take apart word parts. I can read CVC words. I can say each sound of a word. I can change sounds in words to make new words. I can decode words. I know the sounds of each consonant. I can spell words with long ad short vowel sounds. I can read sight words. I can tell how two words that sound alike are different. I can understand what I read. |
LANGUAGE STANDARDS - FOR TEACHERS
K.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. K.L.1a Print many upper- and lowercase letters. K.L.1b Use frequently occurring nouns and verbs. K.L.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs, wish, wishes). K.L.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). K.L.1e Use the most frequently occurring prepositions (e.g., from, in, out, on, off, of, by, with). K.L.1f Produce and expand complete sentences in shared language activities. K.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. K.L.2a Capitalize the first word in a sentence and the pronoun I. K.L.2b Recognize and name end punctuation. K.L.2c Write a letter or letters for most consonant and short vowel sounds. K.L.2d Spell simple words phonetically, drawing on knowledge of sound -letter relationships. K.L.4 Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on kindergarten reading and content. 4.L.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). 4.L.4b 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. K.L.5 With guidance and support from adults, explore word relationships and nuances in word meanings. K.L.5a Sort common objects into categories( e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5b Demonstrate understanding of frequently occurring verbs and adjectives relating them to their opposites (antonyms). K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. |
I CAN STATEMENTS - FOR KIDS
I can write and speak well. I can print uppercase and lowercase letters. I can write and say familiar words. I can say words that tell more than one. I can use question words. I can use prepositions. I can use complete sentences. I can write sentences. I can capitalize the first word in a sentence and the pronoun I. I can name punctuation marks. I can write a letter or letters for consonant and short vowel sounds. I can spell simple words. I know the meaning of unknown and multiple-meaning words and phrases. I can learn new meanings for words I know. I can use prefixes and suffixes to find the meaning of an unknown word. I can understand relationships between words and their meanings, I can sort objects into groups. I can use and understand verbs and adjectives by knowing their opposites. I can make connections between words and their use. I can act out words to show I understand what they mean. I can use words that I have learned through reading and talking about what I read. |
WRITING STANDARDS - FOR TEACHERS
|
I CAN STATEMENTS - FOR KIDS
|
K.W.1
Use a combination of drawing, dictating and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). K.W.2 Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. K.W.3 Use a combination of drawing, dictating and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, inclusing in collaboration with peers. K.W.7 Participate in shared research and writing projects(e.g., explore a number of books by your favorite author and express opinions about them). K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
I can use pictures and words to tell what I think about a topic or a book. I can use pictures and words to tell about a topic. I can use pictures and words to tell about the events in a story. I can tell the events in order. I can tell how the story made me feel I can answer questions about what I write. I can use a computer to write and publish story. I can work with others to read and write about a topic. I can use what I know or learn to answer questions |
SPEAKING AND LISTENING STANDARDS - FOR TEACHERS
|
I CAN STATEMENTS - FOR KIDS
|
K.SL.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. K.SL.1a Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). K.SL.1b Continue a conversation through multiple exchanges. K.Sl.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. K.SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. K.SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. K.SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. K.SL.6 Speak audibly and express thoughts, feelings and ideas clearly. |
I can take part in group talks about topic and stories. I can listen to and share with others. I can have conversations with others. I can ask and answer questions about what was read. I can ask and answer questions about what was said. I can describe people, places, things, and events. I can give details with pictures. I can speak clearly. |