Kindergarten ELA Next Gen Standards

Explore and use new vocabulary and multiple-meaning words and phrases in authentic experiences, including, but not limited to the following.

Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word.

Explore and discuss word relationships and word meanings.

Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent.

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Use words to identify and describe the world, making connections between words and their use (e.g., places at home that are colorful).

Explore variations among verbs that describe the same general action (e.g., walk, march, gallop) by acting out the meanings.

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

Follow agreed-upon rules for discussions, including listening to others, taking turns, and staying on topic.

Consider individual differences when communicating with others.

Develop and answer questions about a text.

Retell stories or share key details from a text.

Identify characters, settings, major events in a story, or pieces of information in a text.

Identify specific words that express feelings and senses.

Identify literary and informational texts.

Name the author and illustrator and define the role of each in presenting the ideas in a text.

Describe the relationship between illustrations and the text.

Identify specific information to support ideas in a text.

Make connections between self, text, and the world.

Demonstrate understanding of the organization and basic features of print.

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.

Understand that words are separated by spaces in print.

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

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

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

Recognize and produce spoken rhyming words.

Blend and segment syllables in spoken words.

Blend and segment onsets and rimes of spoken words.

Blend and segment individual sounds (phonemes) in spoken one-syllable words

Create new words by manipulating the phonemes orally in one-syllable words.

Know and apply phonics and word analysis skills in decoding words.

Demonstrate one-to-one letter-sound correspondence by producing the primary sound or most frequent sound for each consonant.

Decode short vowel sounds with common spellings.

Decode some regularly spelled one-syllable words.

Read common high-frequency words by sight.

Read emergent-reader texts with sufficient accuracy to support comprehension.

Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.

Participate in conversations through multiple exchanges.

Participate in a conversation about features of diverse texts and formats.

Develop and answer questions to clarify what the speaker says.

Describe familiar people, places, things, and events with detail.

Create and/or utilize existing visual displays to support descriptions.

Express thoughts, feelings, and ideas.

Use a combination of drawing, dictating, oral expression, and/or emergent writing to state an opinion about a familiar topic or personal experience and state a reason to support that topic.

Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information.

Use a combination of drawing, dictating, oral expression, and/or emergent writing to narrate an event or events in a sequence.

Create a response to a text, author, or personal experience (e.g., dramatization, art work, or poem).

Develop questions and participate in shared research and exploration to answer questions and to build and share knowledge.

Recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways (e.g., drawing, oral expression, and/or emergent writing).

Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

Print upper- and lowercase letters in their name

Print many upper- and lowercase letters

Print all upper- and lowercase letters.

Produce and expand complete sentences in shared language activities.

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

Use reflexive pronouns (e.g., myself, ourselves).

Use verbs.

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Use frequently occurring adjectives.

Use adjectives or adverbs appropriately.

Use frequently occurring conjunctions (e.g., and, but, or, so because).

Use frequently occurring transition words (e.g., first, then, therefore, finally)

Produce and expand complete sentences.

Understand and use simple and compound sentences in speech or writing (e.g., The child read the book; The child read the book, but she did not watch the movie).

Use frequently occurring nouns and verbs (orally)

Use frequently occurring nouns and verbs.

Use common, proper, and possessive nouns.

Use collective nouns (e.g., group).

Form and use regular plural nouns (e.g., dog, dogs; wish, wishes).

Form and use frequently occurring irregular plural nouns (e.g., feet, children, mice, fish).

Use singular and plural nouns with matching verbs in basic sentences (e.g., The boy jumps; The boys jump).

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

Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

Attempt to write symbols or letters to represent words.

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

Spell unknown words phonetically, drawing on phonemic awareness and spelling conventions.

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Generalize learned spelling patterns when writing words (e.g., cage → rage; boy → toy).

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

Consult reference materials as needed to check and correct spellings.

Recognize and name end punctuation.

Use end punctuation for sentences.

Capitalize the first letter of their name.

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

Capitalize dates and names of people.

Capitalize names, places, and holidays.

Use commas in dates and to separate single words in a series.

Use commas in greetings and closings of letters.

Use an apostrophe to form contractions and frequently occurring possessives.

Phonological Awareness

Foundational Skills

Conventions of Academic English/Language for Learning

Core Conventions

Core Punctuation and Spelling

Writing Standards

Language Standards

Craft and Structure

Comprehension and Collaboration

Research to Build and Present Knowledge

Integration of Knowledge and Ideas

Vocabulary Acquisition and Use

Print Concepts

Text Types and Purposes

Reading Standards

Literary and Informational Text

Speaking and Listening

Presentation of Knowledge and Ideas

Fluency

Key Ideas and Details

Phonics and Word Recognition

Students can determine information in grade-level spoken discourse.

Students can determine the development of ideas in grade-level spoken discourse.

Students can determine information in a grade-level text.

Students can determine the development of ideas in grade-level texts.

Students can participate in discussions about academic topics.

Students can structure thoughts and ideas in writing.

Students can write about literary and informational texts and topics.

Students can identify key narrative elements and central ideas in grade-level spoken discourse.

Students can identify words, phrases, and sentences used to elaborate on and connect ideas in grade-level spoken discourse.

Students can determine the meaning of vocabulary in grade-level spoken discourse.

Students can identify language structures that develop narrative elements, key details, and central ideas in grade-level spoken discourse.

Reading Performance Level Descriptions

Writing Performance Level Descriptions

Speaking Performance Level Descriptions

Listening Performance Level Descriptions

Students can identify key narrative elements and central ideas in a grade level text.

Students can identify words, phrases, and sentences used to elaborate on and connect ideas in a grade-level text.

Students can determine the meaning of vocabulary in a grade-level text.

Students can identify text structures that develop narrative elements, key details, and central ideas in grade-level texts.

Students can determine elements, connections, and topics that are established by text structures in grade level texts.

Students can use grade-appropriate language to discuss a topic or text, with or without graphics.

Students can use grade-appropriate language to describe information on a topic or text, with or without graphics.

Students can use grade-appropriate language to analyze a topic or text, with or without graphics.

Students can create and structure a written text.

Students can adapt vocabulary appropriately when writing.

Students can develop a narrative written text.

Students can develop an informational written text.