Kindergarten ELA Kentucky Standards

Compose opinion pieces, using a combination of drawing, dictating, writing and digital resources, to state the topic and an opinion.

With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.

Introduce the topic.

Provide reasons with details to support the opinion.

Use grade-appropriate transitions.

Provide a concluding idea.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.

Compose informative and/or explanatory texts, using a combination of drawing, dictating, writing and digital resources, to establish a topic and supply information about the topic.

With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.

Introduce the topic.

Supply information to develop the topic.

Use grade-appropriate conjunctions to develop text structure within sentences.

Use grade-appropriate transitions to develop text structure across paragraphs.

Provide a concluding idea.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.

Compose narratives, using a combination of drawing, dictating, writing and digital resources, to develop real or imagined experiences or multiple events or ideas, using effective technique, descriptive de-tails and clear sequences.

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

Recount a single event.

Include details which describe actions, thoughts, emotions.

Create a sense of closure.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.

With guidance and support from adults, explore a variety of digital resources to create and publish products, including in collaboration with peers.

With guidance and support, participate in shared research and writing projects.

With guidance and support, collect information from real-world experiences or provided sources to answer or generate questions.

Begins in grade 3.

Print all upper and lowercase letters and numerals.

When writing or speaking, demonstrate appropriate use of:

common nouns and verbs.

regular plural nouns by orally adding /s/ or /es/.

interrogative sentences using who, what, where, when, why and how.

sentences using common prepositions.

complete sentences.

When writing:

Capitalize the first word in a sentence and the pronoun I.

Recognize and name end punctuation.

Write a letter or letters for most consonant and short-vowel sounds.

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Begins in grade 2.

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

Identify homophones.

Identify common affixes and how they change the meaning of a word.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

With guidance and support from adults, explore word relationships and nuances in word meanings.

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Demonstrate an understanding of verbs and adjectives and their antonyms.

Demonstrate an understanding of verbs and adjectives and their synonyms.

Range of Reading and Level of Text Complexity

Range of Reading and Level of Text Complexity

Knowledge of Language

Reading Foundational Skills

Craft and Structure

Text Types and Purposes

Research to Build and Present Knowledge

Integration of Knowledge and Ideas

Reading Standards for Informational Text

Reading Standards for Literature

Fluency

Range of Writing

Production and Distribution

Key Ideas and Details

Print Concepts

Composition

Phonological Awareness

Integration of Knowledge and Ideas

Conventions of Standard English

Phonics and Word Recognition

Handwriting

Vocabulary Acquisition and Use

Language

Craft and Structure

Key Ideas and Details

Demonstrate understanding of the organization and basic features of print to aid in comprehension.

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

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

Recognize that words are separated by spaces in print.

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

Demonstrate understanding of spoken words, syllables and sounds (phonemes).

Recognize and orally produce rhyming words.

Count, pronounce, blend and segment syllables in spoken words.

Blend and segment onsets and rimes of single-syllable spoken words.

Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme words.

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Know and apply grade-level phonics and word analysis skills in decoding words.

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Read common high-frequency words by sight.

Orally distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Read fluently (accuracy, speed, and prosody) on grade-level to support comprehension.

Read emergent-reader texts with purpose and understanding.

With prompting and support, ask and answer explicit questions about key concepts and details, and make logical inferences to construct meaning from the text.

With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex informational texts.

With prompting and support, orally recognize key details from a summary to demonstrate understanding of the central idea of a text.

With prompting and support, identify the individuals, events, ideas, or pieces of information presented over the course of a text.

With prompting and support, ask and answer questions about unknown words in a text.

Identify the front cover, back cover and title page of a book.

With prompting and support, identify the author and illustrator of a text, and define the role of each in presenting the ideas or information in a text.

With prompting and support, describe the relationship between visuals and the text.

With prompting and support, identify the claim and the reasons an author gives to support claims in a text.

With prompting and support, identify information from two or more texts on similar themes or topics.

With prompting and support, ask and answer explicit questions about key ideas and details, and make logical inferences to construct meaning from the text.

With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary texts.

With prompting and support, orally recognize key details from a summary to demonstrate understanding of the lesson learned in the story.

With prompting and support, identify characters, settings and major events in a story in order to make meaning of the story development.

With prompting and support, identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Recognize common structures of poems, stories and dramas.

With prompting and support, identify the author and illustrator of a story and explain how each tells the story.

With prompting and support, describe the relationship between illustrations and the story in which they appear.

Not applicable to literature.

With prompting and support, compare/contrast the adventures and experiences of characters in stories.

Composition

Compose opinion pieces, using a combination of drawing, dictating, writing and digital resources, to state the topic and an opinion.

With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.

Introduce the topic.

Provide reasons with details to support the opinion.

Use grade-appropriate transitions to connect sentences.

Provide a concluding idea.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.

Compose informative and/or explanatory texts, using a combination of drawing, dictating, writing and digital resources, to establish a topic and supply information about the topic.

With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.

Introduce the topic.

Supply information to develop the topic.

Use grade-appropriate conjunctions to develop text structure within sentences.

Use grade-appropriate transitions to combine sentences within a paragraph (or piece).

Provide a concluding idea.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.

Compose narratives, using a combination of drawing, dictating, writing and digital resources, to develop real or imagined experiences or multiple events or ideas, using effective technique, descriptive details and clear sequences.

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

Recount a single event.

Include details which describe actions, thoughts and/or emotions.

Create a sense of closure.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.

With guidance and support from adults, explore a variety of digital resources to create and publish products, including in collaboration with peers.

With guidance and support, participate in shared research and writing projects.

With guidance and support, collect information from real-world experiences or provided sources to answer or generate questions.

Begins in grade 3

Handwriting

Print all upper- and lowercase letters and numerals.

Language

When writing or speaking, demonstrate appropriate use of:

common nouns and verbs.

regular plural nouns by orally adding /s/ or /es/.

interrogative sentences using who, what, where, when, why and how.

sentences using common prepositions.

complete sentences.

When writing:

Capitalize the first word in a sentence and the pronoun I.

Recognize and name end punctuation.

Write a grapheme for most consonant and short-vowel phonemes.

Spell consonant-vowel-consonant (CVC) words, and attempt to spell simple words drawing on knowledge of phoneme-grapheme correspondences.

Begins in grade 2

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

Identify homophones.

Identify common affixes and how they change the meaning of a word.

Use words and phrases acquired through conversations, reading and being read to and responding to texts.

With guidance and support from adults, explore word relationships and nuances in word meanings.

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Demonstrate an understanding of verbs and adjectives and their antonyms.

Demonstrate an understanding of verbs and adjectives and their synonyms.

Craft and Structure

Print Concepts

Vocabulary Acquisition and Use

Knowledge of Language

Key Ideas and Details

Range of Reading and Level of Text Complexity

Fluency

Key Ideas and Details

Conventions of General American English

Integration of Knowledge and Ideas

Range of Writing

Text Types and Purpose

Research to Build and Present Knowledge

Integration of Knowledge and Ideas

Handwriting

Production and Distribution

Craft and Structure

Phonics and Word Recognition

Range of Reading and Level of Text Complexity

Reading Foundational Skills

Phonological Awareness

Demonstrate understanding of the organization and basic features of print to aid in comprehension.

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

Recognize that spoken words are represented in written language by specific sequences of letters (graphemes).

Recognize that words are separated by spaces in print.

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

Demonstrate understanding of spoken words, syllables and sounds (phonemes).

Recognize and orally produce rhyming words.

Count, pronounce, blend and segment syllables in spoken words.

Blend and segment onsets and rimes of single-syllable spoken words.

Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme words.

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Know and apply grade-level phonics and word analysis skills in decoding and encoding words.

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds (phonemes) for each consonant.

Associate the long and short sounds (phonemes) with common spellings (graphemes) for the five major vowels.

Distinguish between similarly spelled words by analyzing the phoneme-grapheme correspondence.

Decode consonant-vowel-consonant (CVC) words.

Encode consonant-vowel-consonant (CVC) words.

Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.

Read decodable text with purpose and understanding.

Read irregularly spelled high-frequency words with automaticity and accuracy.

Read common high-frequency words with automaticity.

Reading Standards for Informational Text

With prompting and support, ask and answer explicit questions about key concepts and details, and make logical inferences to construct meaning from the text.

With prompting and support through listening comprehension, routinely and flexibly develop and apply background knowledge along with a variety of comprehension strategies to understand grade-appropriate, complex informational text.

With prompting and support, orally recognize key details from an informational text to demonstrate understanding of the central idea of a text.

With prompting and support, identify the individuals, events, ideas or pieces of information presented over the course of a text.

With prompting and support, ask and answer questions about unknown words in a text.

Identify the front cover, back cover and title page of a book.

With prompting and support, identify the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

With prompting and support, describe the relationship between visuals and the text.

With prompting and support, identify the claim and the reasons an author gives to support claims in a text.

With prompting and support, identify information from two or more texts on similar themes or topics.

Reading Standards for Literature

With prompting and support, ask and answer explicit questions about key ideas and details and make logical inferences to construct meaning from the text.

With prompting and support through listening comprehension, routinely and flexibly develop and apply background knowledge along with a variety of comprehension strategies to understand grade-appropriate, complex literary text.

With prompting and support, orally recognize key details from a literary text to demonstrate understanding of the lesson in the story.

With prompting and support, identify characters, settings and major events in a story in order to make meaning of the story development.

With prompting and support, identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

With prompting and support, identify structures of common literary text (e.g., stories, poems and dramas).

With prompting and support, identify the author and illustrator of a story and explain how each tells the story.

With prompting and support, describe the relationship between illustrations and the story in which they appear.

Not applicable to literature

With prompting and support, compare and contrast the adventures and experiences of characters in stories.