Understanding the NC English Language Arts Standard Course of

Adopted 2017

Implementation 2018-19

GRADE

Understanding the NC English Language Arts

Standard Course of Study

ELA STANDARDS WITH CLARIFICATIONS AND GLOSSARY

ERIC DAVIS

Chair: Charlotte – At-Large

ALAN DUNCAN

Vice Chair: Greensboro – Piedmont-Triad Region

MARK ROBINSON

Lieutenant Governor: High Point – Ex Ofﬁcio

DALE FOLWELL

State Treasurer: Raleigh – Ex Ofﬁcio

CATHERINE TRUITT

Superintendent & Secretary to the Board: Cary

JILL CAMNITZ

Greenville – Northeast Region

REGINALD KENAN

Rose Hill – Southeast Region

AMY WHITE

Garner – North Central Region

OLIVIA OXENDINE

Lumberton – Sandhills Region

VACANT

Southwest Region

TODD CHASTEEN

Blowing Rock – Northwest Region

DONNA TIPTON-ROGERS

Brasstown – Western Region

J. WENDELL HALL

Ahoskie – At-Large

JAMES FORD

At-Large

The above State Board of Education information is a record of the board members at the time of this document’s approval for publication.

For the current list of State Board Members, Vision and Mission Statements, go to https://stateboard.ncpublicschools.gov.

NC DEPARTMENT OF PUBLIC INSTRUCTION

Catherine Truitt, State Superintendent / 301 N. Wilmington Street / Raleigh, North Carolina 27601-2825

In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment activities and admissions without

discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.

Inquiries or complaints regarding discrimination issues should be directed to:

Thomas Tomberlin, Director of Educator Recruitment and Support, NCDPI / 6301 Mail Service Center, Raleigh, NC 27699 / Phone: (984) 236-2114 / Fax: (984) 236-2099

Visit us on the Web: www.dpi.nc.gov 0321

STATE BOARD OF EDUCATION

STATE BOARD OF EDUCATION VISION: Every public school student in North Carolina will be empowered to accept academic challenges, prepared to pursue

their chosen path after graduating high school, and encouraged to become lifelong learners with the capacity to engage in a globally-collaborative society.

STATE BOARD OF EDUCATION MISSION: The mission of the North Carolina State Board of Education is to use its constitutional authority to guard and

maintain the right of a sound, basic education for every child in North Carolina Public Schools.

Kindergarten: ELA Standards, Clarifications and Glossary

Understanding the English Language Arts Standard Course of Study for Kindergarten

ELA Standards with Clarification and Glossary

Purpose

This document provides the Kindergarten NC Standard Course of Study for English Language Arts (2017) in a format that includes a

clarification of each standard and glossary. The standards define what students should know and be able to do. The clarifications

include an explanation of the standards, ideas for instruction, and examples. The standards appear in the left column with glossary

terms bolded. The middle column contains the clarification of the standard with ideas for “In the Classroom.” The right column is

the glossary.

These standards will be implemented in all North Carolina schools beginning in the 2018-19 school year.

Kindergarten: ELA Standards, Clarifications and Glossary

KINDERGARTEN

READING STRAND: K-12 Standards for Reading define what students should understand and be able to do by the end of each grade.

Students should demonstrate their proficiency of these standards both orally and through writing. For students to be college and

career ready, they must read from a wide range of high-quality, increasingly challenging literary and informational texts. One of the key

requirements of the Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as

they progress through school. Students should also acquire the habits of reading closely and independently for sustained periods of

time. They need to connect prior knowledge and experiences to text. They must also show a steadily growing ability to discern more

from and make fuller use of text.

CCR Anchor Standards for Reading

Key Ideas and Evidence

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

speaking to support conclusions drawn from the text.

2. Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,

or stanza) relate to each other and the whole.

6. Assess how point of view, perspective, or purpose shapes the content and style of a text.

Integration of Ideas and Analysis

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and

sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Complexity

10. Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences

to text.

Kindergarten: ELA Standards, Clarifications and Glossary

Reading Standards for Literature

STANDARD

CLARIFICATION

GLOSSARY

Cluster: Key Ideas and Evidence

RL.K.1

With prompting and support, ask

and answer questions about key

details in a text.

Students ask questions about the important details in

the text. They also correctly answer questions about

those important details in the text. Teachers and/or

peers provide support and prompting.

In the Classroom:

The teacher selects a mentor text and reads it to the

students. The teacher models asking questions about

what is happening in the text. The teacher asks a

question and allows the students to think about the

story events in order to answer the question.

Students use words, sentences, and illustrations to help

them ask and answer questions about the important

parts of the text.

The teacher provides pictures and words about the

key details of a text. Students take turns asking

questions about those key details which are answered

by their classmates.

key details – specific and important parts of the

text that provide information, support, and

elaboration

text – anything that students can read, write, view,

listen to, or explore, including books, photographs,

films, articles, music, art, and more

RL.K.2

With prompting and support,

retell familiar stories, including

key details.

Students tell what happened in a familiar story. They

include important details such as who, what, when,

where, why, or how. Teachers and/or peers provide

support and prompting.

In the Classroom:

The teacher reads stories aloud enough times for

students to become familiar (two-three times). Familiar

story examples include picture books, fairy tales, folk

tales, and nursery rhymes. While reading, the teacher

models his/her thinking aloud by recalling events and

commenting on key details.

key details – specific and important parts of

the text that provide information, support,

and elaboration

retell – to state, either verbally or through writing,

events and details that are remembered from

something that has been read or heard; may or

may not have the same chronological structure as

the original

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

During read alouds, the teacher checks for

understanding by stopping periodically and asking

guided questions about key details. Students turn and

talk to partners about sequence and key details that

help them retell the story.

Students retell the story in multiple ways. Students

draw character puppets and glue them on popsicle

sticks, make masks, and work in small groups to act out

the story. They could also use three fingers when

retelling the story as a reminder to include a beginning,

middle, and end.

RL.K.3

With prompting and support,

identify characters, settings, and

major events in a story.

Students name characters in a story, including both

main and supporting characters. They also name

specific places where the story happens. Students name

the important events in the story. Teachers and/or

peers provide support and prompting.

In the Classroom:

During read alouds, the teacher models his/her thinking

by identifying the characters (“who”), the settings

(“where”), and major events (“what happened”).

After listening to a story, students draw pictures of

and label the character(s). When sharing the pictures,

students supply information about each character.

When working with small groups, the teacher helps

students identify settings by placing post-its on pictures

of different settings throughout the story. Students

then use the book to draw a timeline of the settings.

After read alouds, the teacher and students create a

class story map of the main events, discussing why

these events are major.

event – a thing that happens; an occurrence

major events – the most important events that

occur within a literary work; similar to main ideas,

major events cannot be eliminated without

changing the primary progression of the work or

the development of the characters

setting – the time and place of the action in a book,

play, story, etc.

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

Cluster: Craft and Structure

RL.K.4

With prompting and support, ask

and answer questions about

words in a text that suggest

feelings or appeal to the senses.

Students ask questions about words in a text that

suggest feelings (e.g. happy, mad, sad) or appeal to

the senses (e.g. stinky smell, bright sight, loud sound,

delicious taste, soft touch). Students also answer

questions about the selected words. The teacher

and/or peers provide support and prompting.

In the Classroom:

Students help the teacher create a list of question

starters. When doing read alouds, the teacher uses the

list to model asking questions about words in the text

that suggest feelings or appeal to the senses.

When working with small groups, the teacher helps

students use sticky notes to locate words that

suggest feelings or appeal to the senses. Students

practice asking and answering questions about the

words with partners.

text – anything that students can read, write, view,

listen to, or explore, including books, photographs,

films, articles, music, art, and more

RL.K.5

Recognize common types of texts.

Students identify different types of text, including

poems, stories, and informational books.

In the Classroom:

When selecting read alouds, the teacher includes a

variety of texts. Before reading, the teacher indicates

the type of text and explains simple text features. While

reading, the teacher models how to notice these text

features to determine the text type.

Students help the teacher create an anchor chart that

lists common types of texts and their distinguishing

features. Students reference the anchor chart when

identifying text types.

text – anything that students can read, write, view,

listen to, or explore, including books, photographs,

films, articles, music, art, and more

RL.K.6

With prompting and support,

define the role of the author and

illustrator in telling the story.

Students describe the roles of the author and the

illustrator. They explain how each contributes to the

telling of the story. The teacher and/or peers provide

support and prompting.

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

In the Classroom:

During a read aloud, the teacher discusses with students

how the author wrote the words of the text and the

illustrator provided visuals. The teacher explains that

both provide important information in the story.

Students draw illustrations. They trade papers and their

peers add words (by teacher scribing if needed) to the

illustrations to create stories. The students get back

with their partners and explain what they did as authors

or illustrators to help tell the story.

Cluster: Integration of Ideas and Analysis

RL.K.7

With prompting and support,

describe how the words and

illustrations work together to tell

a story.

Students explain how words and illustrations contribute

to what is happening in a story. They explain the

connection between the words and the illustrations,

such as what moment in the story an illustration

depicts. The teacher and/or peers provide support

and prompting.

In the Classroom:

The teacher conducts a read aloud. During the first

read, the teacher only reads the words. During the

second read, he/she shows the illustrations as well.

Students discuss how their understanding of the text

changed once they viewed the illustrations.

The teacher shares a wordless book with the students.

The students tell the story through words. The teacher

scribes their class story and creates a class book, with

the illustrations and words.

Students draw illustrations. Then they add appropriate

text to their illustrations. In partners, the students

discuss how their words and illustrations work together

to tell their story.

describe, description, descriptive details –

to explain something in words; the details

necessary to give a full and precise account

illustration – a picture or drawing used for

explanatory and/or aesthetic purposes; can also

refer to an example used as evidence for a claim

RL.K.8

Not applicable to literature.

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

RL.K.9

With prompting and support,

compare and contrast the

adventures and experiences of

characters in familiar stories.

Students describe the similarities and differences

between the adventures and experiences of characters

in known stories. The teacher and/or peers provide

support and prompting.

In the Classroom:

The teacher reads aloud a familiar story. With the

students, the teacher creates a story map, highlighting

key events and characters from the story. The teacher

reads aloud another familiar story. With the students,

the teacher creates a story map of that story,

highlighting key events and characters from that story.

The class discusses how the story maps are alike and

how they are different.

The teacher reads aloud a familiar text. Students help

the teacher write key details about the characters’

experiences on sticky notes. The teacher places the

sticky notes on a Venn diagram, comparing and

contrasting the experiences of the characters. The

students discuss why they placed the sticky notes on

the diagram where they did.

compare – In a general sense, this is to measure or

note the similarities and differences between or

among objects, people, etc.; however, when used

together with contrast, this refers to the

highlighting of the ways in which two or more

objects, people, etc. are alike or similar.

Cluster: Range of Reading and Level of Complexity

RL.K.10

Actively engage in group reading

activities with purpose and

understanding.

As a class or in small groups, students engage in

activities such as asking questions, providing details,

and decoding words when completing reading

activities such as a choral reading or listening to a

text read aloud.

In the Classroom:

The teacher reads a nursery rhyme to the students.

Then the students’ choral read the nursery rhyme.

Students practice reading the nursery rhyme and

discussing the details of the rhyme in small groups.

The teacher shares a simple poem with the students.

The teacher writes the poem on sentence strips and

purpose – the reason for a particular action or

creation (e.g., literary work or speech); the reason

for which something exists (e.g., to persuade, to

inform, to express, and/or to entertain)

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

asks students to read the poem along with him/her.

The teacher displays the sentence strips, and the

students read the poem with the teacher again.

The teacher reads a story aloud to the students. The

teacher and students echo read the story the second

time. The teacher uses guiding questions to discuss the

story elements (character, setting, big idea, lesson,

etc.). The students discuss the story, and the teacher

guides and encourages students to elaborate and give

more details.

Kindergarten: ELA Standards, Clarifications and Glossary

Reading Standards for Informational Text

STANDARD

CLARIFICATION

GLOSSARY

Cluster: Key Ideas and Evidence

RI.K.1

With prompting and support, ask

and answer questions about key

details in a text.

Students ask questions about the important details in

the text. They also correctly answer questions about

those important details in the text. Teachers and/or

peers provide support and prompting.

In the Classroom:

The teacher selects a mentor text and reads it to the

students. The teacher models asking questions about

what is happening in the text. The teacher asks a

question, and then he/she allows the students to think

about the information and answer the question.

Students use words, sentences, and illustrations to help

them understand the important parts of the text.

The teacher provides pictures and words regarding key

details from the text. Students take turns asking

questions which are answered by their classmates.

key details – specific and important parts of the

text that provide information, support, and

elaboration

text – anything that students can read, write,

view, listen to, or explore, including books,

photographs, films, articles, music, art, and more

RI.K.2

With prompting and support,

identify the main topic and retell

key details of a text.

Students state the main topic of an informational text.

Students also state important details from the text.

Teachers and/or peers provide support and prompting.

In the Classroom:

While doing a read aloud, the teacher discusses the

main topic and stops periodically to ask questions about

key details. Students turn and talk to partners about

important information from the text.

After reading, the teacher draws an ice cream cone as

an analogy for the main topic and key details. The cone

is the main topic and the scoops are the key details. The

more key details the students identify, the bigger the

ice cream cone.

key details – specific and important parts of the

text that provide information, support, and

elaboration

retell – to state, either verbally or through

writing, events and details that are remembered

from something that has been read or heard; may

or may not have the same chronological structure

as the original

text – anything that students can read, write,

view, listen to, or explore, including books,

photographs, films, articles, music, art, and more

topic – the subject or matter being discussed or

written about in a text, speech, etc.

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

When working with reading in small groups, the teacher

helps students complete a web diagram that includes

the main topic in the middle and two to four key details

surrounding it. The teacher models how to refer back to

the book to find key details. Students can write, draw,

or dictate their ideas.

RI.K.3

With prompting and support,

describe the connection between

two individuals, events, ideas, or

pieces of information in a text.

Students explain how two individuals, events, ideas, or

pieces of information from a text are related. Students

access the book and pictures as support. Teacher

and/or peers provide support and prompting.

In the Classroom:

During a read aloud, the teacher models how to

describe the connection between two ideas in a text.

The teacher points out linking words, such as because,

so, first, second, etc. that help him/her understand

the connection.

When working on reading in small groups, students

work with partners to draw pictures that show how two

individuals or ideas from a text are connected or linked,

and then they share out with the group.

describe, description, descriptive details –

to explain something in words; the details

necessary to give a full and precise account

event – a thing that happens; an occurrence

text – anything that students can read, write,

view, listen to, or explore, including books,

photographs, films, articles, music, art, and more

Cluster: Craft and Structure

RI.K.4

With prompting and support, ask

and answer questions about words

in a text.

Students ask questions about unfamiliar and familiar

words in a text. Students also answer questions about

those words. The teacher and/or peers provide support

and prompting.

In the Classroom:

During read alouds, the teacher models how to ask

questions about words by pausing when an unfamiliar,

unknown, or compelling word appears in the text. The

teacher then models how to use question stems,

context clues, and pictures to better understand the

meaning of the word. The class creates an anchor chart

students can refer to when asking and answering

questions about words.

text – anything that students can read, write,

view, listen to, or explore, including books,

photographs, films, articles, music, art, and more

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

When working with small groups, the teacher asks

students questions about known or familiar words in a

text. Students use the text to answer those questions.

RI.K.5

Identify the front cover, back

cover, and title page of a book.

Students point out the front cover, back cover, and title

page of a book.

In the Classroom:

Before doing read alouds, the teacher models how to

locate the front cover, back cover, and title page of the

book and explains features of each. The front cover

contains the title, author, and a picture. The back cover

is either blank or has a brief explanation/picture of

what the book is about. The title page is the first page

after the front cover and repeats the information from

the front cover. The class creates an anchor chart

that shows examples of each part of the book and lists

key features.

When working with small reading groups, the teacher

asks students to identify the front cover, back cover,

and title page of the book before reading.

Students dictate, draw, or write stories and then

publish their own books. As part of their final products,

they design front covers, back covers, and title pages

to include in their books.

RI.K.6

With prompting and support,

define the role of the author and

illustrator in presenting the ideas

or information in a text.

Students describe the roles of the author and the

illustrator in providing information. The teacher and/or

peers provide support and prompting.

In the Classroom:

During a read aloud, the teacher discusses with students

how the author wrote the words of the text and the

illustrator provided visuals. The teacher explains that

both provide important information in the text.

text – anything that students can read, write,

view, listen to, or explore, including books,

photographs, films, articles, music, art, and more

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

The teacher shows the illustrations in a book without

reading the text. Students look at the illustrations and

practice explaining the text. The teacher then reads the

text and shows the illustrations. Students compare their

versions of the words with the words of the author.

Cluster: Integration of Ideas and Analysis

RI.K.7

With prompting and support,

describe how the words and

illustrations work together to

provide information.

Students explain how the words and illustrations within

a text provide insight into what is happening in the text.

They explain the connection between the words and

the illustrations, such as what person, place, thing, or

idea in the text an illustration depicts. The teacher

and/or peers provide support and prompting.

In the Classroom:

The teacher conducts a read aloud. During the first

read, the teacher only reads the words. During the

second read, he/she shows the illustrations as well.

Students discuss how their understanding of the text

changed once they viewed the illustrations.

Students draw illustrations. They then add text to their

illustrations, based on what they drew.

describe, description, descriptive details –

to explain something in words; the details

necessary to give a full and precise account

illustration – a picture or drawing used for

explanatory and/or aesthetic purposes; can also

refer to an example used as evidence for a claim

RI.K.8

Begins in grade 1.

RI.K.9

With prompting and support,

identify basic similarities in and

differences between two texts on

the same topic.

Students recognize how two texts with the same topic

are the same and different. This includes similarities and

differences between illustrations, descriptions, or

procedures. The teacher and/or peers provide support

and prompting.

In the Classroom:

The teacher reads two texts and demonstrates for the

students how to look for and find differences and

similarities in both texts.

text – anything that students can read, write,

view, listen to, or explore, including books,

photographs, films, articles, music, art, and more

topic – the subject or matter being discussed or

written about in a text, speech, etc.

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

The teacher reads two texts on the same topic aloud. In

small groups, students write one key idea or detail from

each text on sticky notes. The groups place their sticky

notes on a Venn diagram. They explain why they placed

the sticky note on the diagram where they did.

The teacher reads aloud the text of two books on the

same topic. The students discuss the texts, and the

teacher scribes the student responses. The students

draw pictures and write about the key details to

make a class collage depicting how the texts are alike

and different.

Cluster: Range of Reading and Level of Complexity

RI.K.10

Actively engage in group reading

activities with purpose and

understanding.

As a class or in small groups, students engage in

activities such asking questions, providing details, and

decoding words when completing reading activities such

as a choral reading or listening to a text read aloud.

In the Classroom:

Students choral read the book. Students practice

reading the book and discussing the details of the book

in small groups.

The teacher reads a text aloud to the students. The

teacher and students echo read the text the second

time. The teacher encourages the students to discuss

the text details and information. The students discuss

the text while the teacher guides and encourages

students to elaborate with more details.

purpose – the reason for a particular action or

creation (e.g., literary work or speech); the reason

for which something exists (e.g., to persuade, to

inform, to express, and/or to entertain)

Kindergarten: ELA Standards, Clarifications and Glossary

KINDERGARTEN

READING FOUNDATIONAL SKILLS: The foundational skills are directed toward fostering students’ understanding and working

knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system, including

handwriting. These foundational skills are necessary and important components of an effective, comprehensive reading program

designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. A systematic

approach to handwriting instruction (manuscript and cursive) in the elementary grades is essential for students to communicate

their ideas clearly. To achieve handwriting proficiency, students need to apply their handwriting skills to authentic writing activities.

Instruction in the foundational skills should be differentiated. The point is to teach students what they need to learn and not what

they already know – to discern when particular children or activities warrant more or less attention.

Kindergarten: ELA Standards, Clarifications and Glossary

Reading Standards for Foundational Skills

STANDARD

CLARIFICATION

GLOSSARY

Cluster: Print Concepts

RF.K.1

Demonstrate understanding of

the organization and basic features

of print.

a. Follow words from left to right,

top to bottom, and page by page.

b. Recognize that spoken words are

represented in written language

by specific sequences of letters.

c. Understand that words are

separated by spaces in print.

d. Recognize and name all upper-

and lowercase letters of the

alphabet.

Students understand the basic concepts of print.

• Students move from left to right across a page, from

the top to the bottom of a page, and from one page

to the next.

• Students know that words are made of letters and

that spoken words can be written to become a piece

of writing.

• Students know that letters together in a certain

sequence make words and these words are written

with spaces between them.

• Students name all letters in uppercase and

lowercase forms.

In the Classroom:

The teacher uses mentor texts to teach print features.

As the teacher reads a text to the class, he/she models

tracking text and moving correctly through a book.

Students practice as they move through texts with the

teacher and independently.

The teacher conducts whole class writing lessons,

where he/she shows the reading/writing connection.

As the teacher tells a story, he/she writes the

letters and words that represent what he/she is

saying. The teacher also models appropriate spacing

between words.

The teacher teaches letter names, integrated with

letter sounds and forming letters. Students use

flashcards containing the letter to practice naming the

letter, making its sound, and writing the letter.

sequence/sequence of events – a particular

(e.g., chronological, logical, etc.) way in which

events, ideas, etc. follow each other

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

Cluster: Handwriting

RF.K.2

Print upper- and lowercase letters.

Students write uppercase and lowercase letters.

In the Classroom:

The teacher models printing letters as he/she is

teaching the sounds of the letters. Students write the

letter in the air or on individual white boards as the

teacher prints the letter.

The teacher supplies handwriting paper that contains

traceable letters (this can be printed or teacher-

created) according to what letters are being taught at

that time. Students trace the letter using their fingers,

pencils, and/or crayons.

The teacher uses the “hand over hand” technique.

The teacher places his/her hand on the hand of the

student and guides him/her through the correct letter

formation, talking him/her through each movement.

Students will move along with the teacher, and then

they practice the formation independently.

Cluster: Phonological Awareness

RF.K.3

Demonstrate understanding of

spoken words, syllables, and sounds

(phonemes).

a. Recognize and produce

rhyming words.

b. Count, pronounce, blend,

and segment syllables in

spoken words.

c. Blend and segment onsets

and rimes of single-syllable

spoken words.

d. Isolate and pronounce the initial,

medial vowel, and final sounds

(phonemes) in three-phoneme

(consonant-vowel-consonant,

Students demonstrate phonological awareness at the

word level, syllable level, and sound level.

• Students identify and create rhyming words.

• Students divide words into syllables and count those

syllables. They say the sounds in the syllables and

blend them to create words.

• In single-syllable words, students blend and segment

the onset and rime (The onset in “mat” is /m/ and

the rime is /at/).

• Students segment CVC (consonant-vowel-consonant)

words (e.g. dot) so that each sound is heard in

isolation (e.g. /d//o//t/ is “dot” note: except for

CVC endings /l/, /r/, and /x/).

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

or CVC) words. (This does not

include CVCs ending with /l/, /r/,

or /x/.)

e. Add or substitute individual

sounds (phonemes) in simple,

one-syllable words to make

new words.

• Students manipulate phonemes (sounds) in single

syllable words to make new words (e.g. substitute

/c/ in “mat” to make “cat” or add /l/ to “fat” to

make “flat”).

In the Classroom:

The teacher demonstrates identifying syllables by

placing one hand under his/her chin while saying a

word. Each time the mouth drops, it marks a syllable.

Students practice this during guided instruction.

The teacher says a CVC word (e.g. “tap”), then taps a

finger to his/her thumb for each sound heard (e.g. /t/

(tap pointer finger to thumb)/a/(tap middle finger to

thumb)/p/(tap ring finger to thumb)). Students do this,

tap on their desks, or lay out objects to mark sounds.

Cluster: Phonics and Word Recognition

RF.K.4

Know and apply grade-level phonics

and word analysis skills in decoding

words.

a. Demonstrate basic knowledge of

one-to-one letter-sound

correspondences by producing

the primary sound or many of the

most frequent sounds for each

consonant.

b. Associate the long and short

sounds with common spellings

(graphemes) for the five major

vowels.

c. Read common high-frequency

words by sight.

d. Distinguish between similarly

spelled words by identifying the

sounds of the letters that differ.

Students read words using grade-level appropriate

strategies.

• Students produce all (or most) of the primary sounds

for consonants.

• Students know the long and short vowel sounds and

their common spellings.

• Students read frequently seen words by sight

(e.g. the, of, to, you, she, my, is, are, do, does).

• Students identify the sound that is different in two

similarly spelled words (e.g. went and want,

students identify that /e/ in went is different than

/a/ in want).

In the Classroom:

Students conduct a letter hunt. They identify, mark

and say the sound for the chosen consonant each time

they find it in a text.

analysis – a detailed examination of the

components of a subject to understand its

meaning and/or nature as a whole

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

The teacher introduces sight words using a familiar

mentor text. He/she writes the words on individual

cards and places them where students can access. As

students read independently, they can place stickers

on the cards if/when they find sight words in a text.

The teacher guides students in creating 'Spelling

Pattern' anchor charts that evolve as new words fitting

the focus pattern are added throughout the year.

Cluster: Fluency

RF.K.5

Read emergent-reader texts with

purpose and understanding.

Students read and understand texts that align with a

systematic phonics scope and sequence and give

emergent readers practice reading single consonants,

short vowels, several high-utility digraphs and endings,

and CVC words.

In the Classroom:

The teacher models the use of whisper phones and

how they are used to listen to one’s own reading.

Students use these to hear themselves read aloud.

The teacher and students choral read a grade

appropriate emergent text. After the choral reading,

students independently practice reading the text.

emergent-reader text – a text designed to help

beginning readers practice the reading skills they

have been instructed on. They should include

comprehensible decodables that exemplify the

skills/patterns that have been taught.

purpose – the reason for a particular action or

creation (e.g., literary work or speech); the reason

for which something exists (e.g., to persuade, to

inform, to express, and/or to entertain)

Kindergarten: ELA Standards, Clarifications and Glossary

KINDERGARTEN

WRITING STRAND: To be college and career ready, students should learn how to offer and support opinions/arguments,

demonstrate understanding of a topic under study, and convey real and/or imagined experiences. Students learn that a key purpose

of writing is to communicate clearly and coherently. The NC ELA Writing Standards emphasize the importance of writing routinely in

order to build knowledge and demonstrate understanding. The complete writing process (from prewriting to editing) is clear in the

first three writing standards. These standards define what students should understand and be able to do by the end of each grade.

CCR Anchor Standards for Writing Standards

Text Types, Purposes, and Publishing

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective

selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured

event sequences.

4. Use digital tools and resources to produce and publish writing and to interact and collaborate with others.

Research

5. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject

under investigation.

6. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the

information while avoiding plagiarism.

Kindergarten: ELA Standards, Clarifications and Glossary

Writing Guide for W.1, W.2 and W.3

W.K.1 Opinion writing is the first developing form of argument writing. Opinion writing has many purposes – to convince the reader

that the writer’s position is correct, change the reader’s position on a topic or encourage the reader to take action. Writers use

reasons to support their positions on topics or books under study. Kindergarten students identify the topic or the name of the book

they’re writing about and state an opinion. While most kindergarten students are not able to fully and logically support arguments,

they can offer opinions and provide details.

Students discuss thoughts with their peers and the teacher. Students state opinions by responding to simple questions such as,

“What is your favorite book?” After students learn to state their opinions orally, they begin to put their thoughts on paper. Early

writing in kindergarten often looks like squiggles and random marks on paper, and then progresses to strings or groups of letters.

This is valid writing for developing authors. Kindergarten students also draw pictures to add details. The teacher asks questions and

makes suggestions to help students strengthen their writing.

The teacher helps students grasp the idea of stating an opinion and providing support by practicing as a whole group. For example,

the teacher can create a chart with three columns, each labeled with a different pet. After a discussion about what makes a good

pet, students vote by writing their names on the chart under their favorite animals. The teacher models using a T-chart to show

students how to take a position (A dog is the best pet) on one side of the chart, while providing a detail (You can play ball with dogs)

on the other. Students use this model to create their own T-charts, construct sentences, write them on paper and illustrate them.

The teacher supports young writers by providing exposure to texts in which the author or a main character states and supports an

opinion. The teacher helps students brainstorm a list of topics on chart paper. Then students make their own lists of topics about

which they want to write.

Kindergarten students use graphic organizers such as the 4-square model to plan and complete their writing. The teacher provides a

print-rich environment in the classroom so students have exposure to lists, charts, and word walls to aid them in their writing.

Environmental print, such as pictures of road, restaurant, and store signs, is also an important part of the kindergarten classroom.

Kindergarten: ELA Standards, Clarifications and Glossary

W.K.2 Informative/explanatory writing communicates information. It has many purposes – to increase the reader’s understanding of

a topic, process, or procedure; to provide clarification on a topic, process, or procedure; and/or to answer “what,” “how,” and “why”

questions regarding the topic under study. Writers use previous knowledge and information from primary and secondary sources in

their pieces to increase the reader’s knowledge of a given topic. It is important for the teacher to emphasize that informative/

explanatory writing is not meant to convince people of a belief or influence people’s behaviors. Kindergarten students use dictating,

drawing, and writing to identify and supply information about a topic and demonstrate their knowledge about the topic.

Students work in groups and, with adult guidance, the class chooses a topic to research. With the help of adults, students research

facts about the topic and include the information in their writing. The teacher guides students in the use of print or digital media to

find facts about the subject. The teacher uses a chart or board to record information about the topic. Students then draw, dictate, or

write the name of the topic and facts about the topic.

For example, the teacher can introduce a non-fiction subject (ex: turtles) and guide the class in creating a T-chart. One side is

labeled, “What do I know about turtles?” and the other side is labeled, “What do I want to know about turtles?” The teacher and

students add information to the chart throughout the duration of the unit.

The teacher can also create a chart and place a picture of a turtle in the center. The teacher and students fill in the chart with

information as they read informational texts and learn about turtles. Students can even create their own turtle posters, drawing

diagrams and copying at least one piece of information from the class chart.

Throughout the writing process, the teacher meets with individual students to offer support and guidance, ask questions, and make

suggestions to help students strengthen their work. Students also meet with their peers to share their information and ask and

answer questions to help clarify writing.

Kindergarten: ELA Standards, Clarifications and Glossary

W.K.3 Narratives share an experience, either real or imagined, and use time as their core structures. Narratives can be stories,

novels, and plays, or they can be personal accounts, like memoirs, anecdotes, and autobiographies. Narrative writing has many

purposes—to inform, teach, persuade, or entertain readers. Writers utilize event sequencing and pacing, create characters, use vivid

sensory details and other literary elements to evoke reactions from and create effects on the reader. Kindergarten students learn to

share their many stories by developing their voices as narrative writers. Kindergarten students write about a single event or several

roughly related events in a sequential order and, with teacher support, provide a reaction to what happened.

Students’ first narratives are simply drawings. The teacher guides students to think of an event, picture the event in their head, and

tell a partner about it. After students share their stories, the teacher models drawing his/her story. As the teacher draws, she/he

tells the story out loud and adds details to the drawing as needed. Students think about, picture, tell, and draw their own stories.

Beginning writers use their developing phonemic awareness skills to label their pictures. Often, students simply write the beginning

and ending sounds of words. The teacher encourages this writing by asking students to “spell the best you can.” This gives young

writers the freedom to experiment with storytelling without fear of failure. Students begin by drawing and writing about a single

event, but eventually, they tell a story by connecting events in a sequence and writing multiple sentences to explain what happened.

Teachers ask students for reactions to their stories, using questions like “How did you feel?” Students share their emotions and

reactions as part of the story’s conclusion.

As kindergarten students begin to put words together to make short sentences, the teacher guides them to prewrite by drawing a

detailed picture, describing the picture orally, and then putting their descriptions on paper. The teacher helps students generate

ideas for narrative writing by providing multiple opportunities for discussions about life experiences. Students list story ideas in

journals, and they brainstorm ideas for class topics with the teacher. When conferencing with students, the teacher asks questions

and makes comments, encouraging students to add details to their drawings. Kindergarten writers dictate and copy statements

about their drawings.

Kindergarten: ELA Standards, Clarifications and Glossary

Writing Standards

STANDARD

CLARIFICATION

GLOSSARY

Cluster: Text Types, Purposes, and Publishing

W.K.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.

a. With guidance and support from

adults, respond to questions and

suggestions from adults and/or

peers and add details to

strengthen writing as needed.

See Writing Guide

dictating – to say or read aloud with the purpose

of having another write down what is spoken

respond – to say, show, and/or act in response

to a prompt which may be a question, an action

or event, a claim or counterclaim, etc.

strengthen – to increase the rhetorical and/or

argumentative impact of a written or spoken

work by revising for concision, clarity, and

cohesion; providing better and/or more evidence

as support for claims and value statements;

eliminating wordiness, redundancy, and

confusion; etc.

topic – the subject or matter being discussed or

written about in a text, speech, etc.

W.K.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.

a. With guidance and support from

adults, respond to questions and

suggestions from adults and/or

peers and add details to

strengthen writing as needed.

See Writing Guide

dictating – to say or read aloud with the purpose

of having another write down what is spoken

respond – to say, show, and/or act in response

to a prompt which may be a question, an action

or event, a claim or counterclaim, etc.

strengthen – to increase the rhetorical and/or

argumentative impact of a written or spoken

work by revising for concision, clarity, and

cohesion; providing better and/or more evidence

as support for claims and value statements;

eliminating wordiness, redundancy, and

confusion; etc.

topic – the subject or matter being discussed or

written about in a text, speech, etc.

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

W.K.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 with

guidance and support, provide a

reaction to what happened.

a. With guidance and support from

adults, respond to questions and

suggestions from adults and/or

peers and add details to strengthen

writing as needed.

See Writing Guide

dictating – to say or read aloud with the purpose

of having another write down what is spoken

event – a thing that happens; an occurrence

respond – to say, show, and/or act in response

to a prompt which may be a question, an action

or event, a claim or counterclaim, etc.

strengthen – to increase the rhetorical and/or

argumentative impact of a written or spoken work

by revising for concision, clarity, and cohesion;

providing better and/or more evidence as support

for claims and value statements; eliminating

wordiness, redundancy, and confusion; etc.

W.K.4

With guidance and support from

adults, explore a variety of digital

tools and resources to produce

and publish writing, either in

collaboration with peers or in a

whole group setting.

Students explore an assortment of digital tools and

resources to compose and publish original writing as a

class, small groups, or with partners. Teachers provide

support and guidance.

In the Classroom:

The teacher selects a topic. Students write two-three

sentences about the topic. The teacher assists students

as they use digital tools to produce the sentences.

The teacher demonstrates how to use digital tools to

research a topic. Students work in pairs and use digital

tools to explore the topic with assistance from adults.

digital tools – tools which are often web-based

through which students can dynamically create,

share, and collaborate, including tablets,

websites, video recording and editing software,

cloud-based applications, etc.

publish – to prepare and distribute for

consumption (i.e., reading, viewing, listening,

etc.) by the public; to print, either physically or

digitally in order to make something generally

known or available

setting – the time and place of the action in a

book, play, story, etc.

Cluster: Research

W.K.5

Participate in shared investigation

of grade appropriate topics and

writing projects.

As a class, students explore and write about a topic.

In the Classroom:

The teacher chooses a topic from grade K science or

social studies standards and introduces the topic to the

students by reading a variety of texts aloud, exploring

online resources, viewing pictures, etc. Students

topic – the subject or matter being discussed or

written about in a text, speech, etc.

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

are guided by their teacher through the process

and are given access to a wide variety of resources

and information in order to participate in the shared

investigation. Students discuss their knowledge

of this topic. Together, they create a class book,

"All About _____."

The teacher reads aloud several books by a familiar

author that the students enjoy. Each student expresses

his/her opinion (either in writing or teacher scribing)

of each book and gives at least one reason why

he/she feels that way. The teacher compiles the

students' opinions and creates a poster, bulletin board,

or class book.

W.K.6

With guidance and support from

adults, recall information from

experiences or gather information

from provided sources to answer

a question.

Students think about and use personal experiences

and/or collected information to provide answers

to a specific question. The teacher provides support

and guidance.

In the Classroom:

The teacher asks a question regarding a studied topic

and provides videos, texts, images, etc. for students

to explore. The class comes together to answer the

question based on the gathered information.

The teacher asks a question related to a recent

classroom experience (e.g. field trip, guest speaker,

science experiment). First, students discuss everything

they remember about that event that helps answer

the question. The teacher gathers their thoughts on a

class chart. Next, they discuss what information is still

missing. The teacher provides specific texts, pictures,

online resources, etc. and in groups, students explore

these. The class reconvenes to add their learning to the

chart and then answer the question.

KINDERGARTEN

Kindergarten: ELA Standards, Clarifications and Glossary

SPEAKING AND LISTENING STRAND: The K-12 Speaking and Listening Standards define what students should understand and be

able to do by the end of each grade. To become college and career ready, teachers must provide students with ample opportunities

to communicate their thinking orally through a variety of rich, structured conversations either in whole group or in small group

settings, or with a partner. To be a productive part of these conversations, students need to contribute accurate information,

respond and build on the ideas of others, use data and evidence effectively, and listen attentively to others.

CCR Anchor Standards for Speaking and Listening

Collaboration and Communication

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas

and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,

development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Kindergarten: ELA Standards, Clarifications and Glossary

Speaking and Listening Standards

STANDARD

CLARIFICATION

GLOSSARY

Cluster: Collaboration and Communication

SL.K.1

Participate in collaborative

conversations with diverse

partners about kindergarten topics

and texts with peers and adults in

small and larger groups.

a. Follow agreed-upon rules for

discussions.

b. Continue a conversation

through multiple exchanges.

Students discuss grade-level appropriate topics and texts

with different partners and adults in small group and

whole class settings.

• Students help develop, understand, and agree to

follow discussion rules and norms such as listening to

others and taking turns speaking about the topics and

texts under discussion.

• Students add to a conversation with appropriate

comments.

In the Classroom:

The teacher works with students to establish norms for

working collaboratively and discussing topics and texts.

This list is displayed on an anchor chart, then modeled,

taught, and reinforced.

During discussions, students stay on topic and continue

the conversation by adding thoughts, asking questions,

or responding to questions.

text – anything that students can read, write,

view, listen to, or explore, including books,

photographs, films, articles, music, art, and more

topic – the subject or matter being discussed or

written about in a text, speech, etc.

SL.K.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.

Students demonstrate their understanding by asking and

answering questions about important information in a

text read aloud, or on an oral presentation, or presented

in a different way.

In the Classroom

The teacher models how to ask a question when

something is not understood. While watching a video,

teacher may stop the video and say, “I noticed ________.

I wonder if ________.” Students can be given an

opportunity to do this with a partner as the teacher stops

again at another place that would prompt questions.

key details – specific and important parts of the

text that provide information, support, and

elaboration

text – anything that students can read, write,

view, listen to, or explore, including books,

photographs, films, articles, music, art, and more

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

Students refer to the words, pictures, or statements

made during the presentation or read aloud to answer

questions about key details, or to ask a question for

clarification.

SL.K.3

Ask and answer questions in

order to seek help, get

information, or clarify something

that is not understood.

Students ask questions if they need help, need

additional information, or need clarity. Students also

answer questions to provide information or make

information clear.

In the Classroom:

The teacher provides students with opportunities to

indicate on paper their level of understanding of a

presented topic. Students mark a star (shows

understanding) or a question mark (to show they

need clarification) on whiteboards or sticky notes.

Students hold them up to indicate if they have a

question or want to make a statement.

The teacher uses class KWL charts to accompany texts

that are read aloud. Students orally provide statements

of what they already know on the topic and questions

regarding what they want to know about the topic.

Cluster: Presentation of Knowledge and Ideas

SL.K.4

Speak audibly and express thoughts,

feelings, and ideas clearly.

Students speak so that they can be heard and understood

by the listener. Students verbally share enough details

and information about what they think or feel, as well as

ideas they have about a variety of topics, so that they can

be fully understood.

In the Classroom:

The teacher selects students to role-play how to be sure

that speaking is audible. Students role-play speaking too

softly, yelling, speaking with fingers in their mouths, or

speaking with paper or a book in front of their faces. The

remaining students discuss whether or not that person

can be understood and why or why not.

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

Teachers display picture cards and have students practice

sharing their thoughts and feelings about the object or

scene displayed. Students observe the object or scene,

create a response based upon their thoughts, feelings,

and ideas, and then share their responses.

SL.K.5

Add drawings or other visual

displays to descriptions as desired

to provide additional detail.

Students add pictures or other visuals to provide more

information to a description. The visuals should support

their descriptions and offer additional details.

In the Classroom:

The teacher writes a description of a common event

(e.g. lunch or recess). He/she begins a visual that will

add more detail to the description. Students tell the

teacher what details to add to make the visual more clear

and complete. Students apply this strategy to their own

visuals.

The teacher gives students a topic and lets them create

descriptions of the topic. Students then add drawings or

other visuals to their descriptions. Once finished,

students share their descriptions and why they chose to

add particular visuals or drawings.

Kindergarten: ELA Standards, Clarifications and Glossary

KINDERGARTEN

LANGUAGE STRAND: Language skills are inseparable from and vital to reading, writing, speaking, and listening. Even though these

skills are in a separate strand, it is important for students to use effective and correct language skills in all contexts. The NC ELA

Language Standards emphasize the use of accurate language skills, not just the identification of accurate language skills. The

Grammar and Conventions Grade Band Continuums allow for differentiation and re-teaching as needed. It is important that

students begin to demonstrate proficiency in the lower grade(s) of each band, while students in the highest grade of the band

should demonstrate proficiency of the listed language skills by the end of the school year.

CCR Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency

within the appropriate grade band grammar continuum.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate

proficiency within the appropriate grade band conventions continuum.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style,

and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful

word parts, word relationships, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking,

and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering

an unknown term important to comprehension or expression.

Kindergarten: ELA Standards, Clarifications and Glossary

K-5 Language Continuums Guide

What are the Language Continuums?

Language Standards 1 and 2 include two continuums, one for grammar and one for conventions. The skills within each continuum are arranged

by grade band rather than by grade to allow for multiple years of practice, differentiation, and scaffolding as needed. In the lower grade of the

band, the teacher is introducing and modeling the skill. In the higher grade(s) of the band, students are applying the skill to more complex text as

they work toward mastery. Some skills, such as subject-verb agreement, may require continued attention each year.

How do I read them?

The Language Continuums, when read horizontally, show the progression of the grade level bands in grammar and conventions. When read

vertically, they show the skills taught in the specific grade band. The supporting clarifications include suggestions for how to introduce, model,

build, and recognize mastery for each skill.

What does instruction look like in the classroom?

The skills are arranged by grade band to allow for two years of practice and eventual mastery.

● The use of formative assessment allows teachers to determine how well students have acquired learning and where they fall in the continuum.

● Teachers provide scaffolding based on formative assessments to meet students’ needs within the continuum. In the lower grade of the

band, the teacher introduces and models new skills allowing students to practice with teacher guidance. In the higher grade(s) of the band,

the teacher provides students with opportunities to independently practice these skills, use the skills with increasingly complex text, and

apply the skills to their writing and speaking.

How do I know where my students fall within the grade band?

Pre-assessments and formative assessments throughout the year can be helpful in determining where students fall within the band. One type of

assessment might be a writing sample completed without assistance.

Formative assessments should provide teachers with an understanding of students’ prior knowledge on a given skill. Teachers may build on this

prior knowledge rather than reintroducing the skill each year. Teachers may find they do not need to begin with the suggestions in the “How to

Introduce and Model” column of the continuum clarification document.

Kindergarten: ELA Standards, Clarifications and Glossary

How do I talk about the Language Continuums with colleagues?

Teacher communication and discussion within each grade level and among the grade levels is a vital component for ensuring student success.

Through PLC work, teachers should develop a shared understanding of the skills and how the continuums and support documents can be used to

support instruction.

Grade level PLCs

• Discuss and develop pre-assessments for each skill, or group of skills, to determine student readiness. Consider using flexible grouping

after reviewing pre-assessment results.

• Revisit the continuum clarification document for suggested teaching strategies. Consider possible mentor texts.

• Discuss providing feedback to students about specific skill use within their writing. Consider developing a standards-based rubric.

• Reflect on student work to plan for next steps. Consider students who need scaffolding as well as those who need enrichment.

Vertical PLCs

• Discuss how each grade level can build on the previous grade level’s instruction.

• Discuss the mentor texts and the strategies used to introduce and build skills.

• Look at the previous grade band in the Language Continuums to determine which skills have been introduced.

• Look at the previous grade band in the Language Continuums to determine which skills are being introduced for the first time.

Kindergarten: ELA Standards, Clarifications and Glossary

L1 – Grammar Continuum

SKILL

K-1

2-3

4-5

6-8

9-12

Subject/Verb

Agreement

• Use singular and plural

nouns with matching

verbs in basic sentences

• Ensure subject/verb

agreement

• Continue to ensure

subject/verb agreement

• Continue to ensure

subject/verb agreement

Students apply grammar and

usage skills to create a

unique style and voice when

writing or speaking with

increasing sophistication and

effect in grades 9-12. Skills

taught in previous grades

should be reinforced and

expanded.

Nouns

• Form frequently occurring

nouns; form regular plural

nouns (/s/ or /es/)

• Use common, proper, and

possessive nouns

• Explain the function

of nouns

• Use collective nouns

(such as group)

• Form and use frequently

occurring regular and

irregular plural nouns

• Use abstract nouns

(such as courage)

• Continue to use regular

and irregular plural nouns

Verbs

• Form frequently

occurring verbs

• Convey sense of time

• Explain the function

of verbs

• Form and use past tense

of frequently occurring

irregular verbs

• Form and use regular

and irregular verbs

• Form and use simple

verb tenses

• Form and use the perfect

verb tenses

• Convey sense of various

times, sequences

• Recognize inappropriate

shifts in verb tense

• Form and use progressive

verb tenses

• Use modal auxiliaries

(such as may or must)

• Continue to form and use

the perfect verb tenses

• Convey sense of various

times, sequences, states,

and conditions

• Recognize and correct

inappropriate shifts in

verb tense

• Explain the function of

verbals (such as gerunds

or participles)

• Form and use verbs in

active & passive voice

• Form and use indicative,

imperative, interrogative,

conditional moods

• Recognize and correct

inappropriate shifts in voice

and mood

• Form and use

transitive/intransitive verbs

Adjectives

• Use frequently occurring

adjectives

• Explain the function of

adjectives

• Accurately choose which

to use – adjective or

adverb

• Form and use

comparative and

superlative adjectives and

accurately choose which

to use—adjective

or adverb

• Form and use compound

adjectives

Kindergarten: ELA Standards, Clarifications and Glossary

SKILL

K-1

2-3

4-5

6-8

9-12

• Order adjectives within

sentences according to

conventional patterns

Students apply grammar and

usage skills to create a

unique style and voice when

writing or speaking with

increasing sophistication and

effect in grades 9-12. Skills

taught in previous grades

should be reinforced and

expanded.

Conjunctions

• Use frequently occurring

conjunctions

• Explain the function of

conjunctions

• Use coordinating and

subordinating

conjunctions

• Continue to use

coordinating and

subordinating

conjunctions

• Use correlative

conjunctions (such as

either/or)

Adverbs

• Accurately choose

which to use – adjective

or adverb

• Explain the function

of adverbs

• Form and use

comparative adverbs

• Form and use

comparative and

superlative adverbs

• Use relative adverbs

• Use adverbs that modify

adjectives

• Use adverbs that modify

adverbs

Sentences

• Produce and

expand simple,

compound,

declarative,

interrogative,

imperative, and

exclamatory

sentences

• Understand and

use question words

• Produce, expand, and

rearrange simple and

compound

sentences

• Produce complete

sentences, while

recognizing and

correcting inappropriate

fragments and run-on

sentences

• Produce, expand, and

rearrange simple,

compound, and

complex sentences

• Continue to produce

complete sentences, while

recognizing and correcting

inappropriate fragments

and run-on sentences

• Choose among simple,

compound, complex, and

compound-complex

sentences to signal differing

relationships among ideas

Prepositions

• Use frequently occurring

prepositions

• Explain the function of

prepositions

• Form and use

prepositional phrases

Pronouns

• Use personal, possessive,

and indefinite pronouns

• Explain the function of

pronouns

• Continue to use personal,

possessive, and indefinite

pronouns

• Use reflexive pronouns

• Ensure pronoun-

antecedent agreement

• Use relative pronouns

• Ensure that pronouns

are in the proper case

(subjective, objective,

possessive)

• Use intensive pronouns

Kindergarten: ELA Standards, Clarifications and Glossary

SKILL

K-1

2-3

4-5

6-8

9-12

• Recognize and correct

inappropriate shifts in

pronoun number and

person

• Recognize and correct

vague pronouns

• Continue to ensure

pronoun-antecedent

agreement

• Recognize and apply the

nominative case and

objective case

Students apply grammar and

usage skills to create a

unique style and voice when

writing or speaking with

increasing sophistication and

effect in grades 9-12. Skills

taught in previous grades

should be reinforced and

expanded.

Determiners

• Use determiners

• Correctly use a, an, and

the

Commonly

Confused

Words

• Correctly use common

homophones

• Correctly use frequently

confused words (such as

to, two, too)

• Continue to correctly use

frequently confused words

Interjections

• Explain the function of

and use interjections

• Continue to use

interjections

Phrases and

Clauses

• Explain the function of

phrases and clauses

• Recognize independent

and dependent phrases

and clauses

• Explain the function of

phrases and clauses in

general and their function

in specific sentences

• Place phrases and

clauses within a

sentence and recognize/

correct misplaced and

dangling modifiers

• Form and use

indirect/direct objects

Usage

• Recognize variations from

standard English in their

own and others’ writing

and speaking

Kindergarten: ELA Standards, Clarifications and Glossary

SKILL

K-1

2-3

4-5

6-8

9-12

• Identify and use strategies

to improve expression in

conventional language

Kindergarten: ELA Standards, Clarifications and Glossary

CLARIFICATIONS

L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate

proficiency within the K-1 grammar continuum.

Mastery: Teachers recognize and assess student mastery of the skills in the L.1 Continuum through student writing and speaking.

Students’ writing and speaking are assessed by the student, peers, and the teacher.

K-1 Skill

How to Introduce and Model

How to Build

Subject/Verb Agreement

Use singular and

plural nouns with

matching verbs in

basic sentences

The teacher directly introduces singular and plural nouns and

matching verbs by using a read aloud mentor text. The teacher

points out examples from the text and students discuss what they

notice about the nouns and matching verbs.

The teacher models singular and plural nouns and matching verbs

with age appropriate examples such as “Cat runs.”, “Cats run.”,

“Dog jumps.”, “Dogs jump.”, “He hops.”, “We hop.” He/she writes

the examples on the board.

During read aloud or shared reading time, the teacher compares

and contrasts singular and plural nouns and verbs.

The teacher creates an anchor chart that will be added to as students

read singular and plural nouns with matching verbs.

The teacher models reading and writing basic sentences using singular

and plural nouns with matching verbs.

Students work in pairs to orally generate sets of singular and plural

nouns with matching verbs. Students continue to practice this skill by

participating in skill-based performance activities such as matching cards,

computer games, and composing basic sentences.

Nouns

Form frequently

occurring nouns; form

regular plural nouns

(/s/ or /es/)

Forming frequently occurring nouns and regular plural nouns

(/s/ or /es/) is introduced as the teacher creates an anchor chart

with frequently occurring nouns and regular plural nouns heard

during a read aloud. Examples include: dog, dogs; wish, wishes.

Teacher thinks aloud about why and how he/she decides to add

/s/ or /es/ to form regular plural nouns.

The students say and write the frequently occurring nouns and

regular plural nouns on a whiteboard as the teacher writes them

on the anchor chart

During shared reading and writing, the teacher and students add other

frequently occurring nouns and regular plural nouns (/s/ or /es/) to the

anchor chart.

During partner reading, students form frequently occurring nouns and

regular plural nouns (/s/ or /es/) found in the text with pencils, markers,

pens, beans, counters, etc.

Students write frequently occurring nouns and regular plural nouns on

paper and add drawings/illustrations that correspond with the words.

Kindergarten: ELA Standards, Clarifications and Glossary

K-1 Skill

How to Introduce and Model

How to Build

Use common, proper,

and possessive nouns

The teacher directly introduces common, proper, and possessive

nouns by using a read aloud mentor text. During read aloud, the

teacher pauses when he/she comes to a common, proper, or

possessive noun such as dog, Pug, dog’s collar, and he/she thinks

aloud about which type of noun it is.

The students and teacher create a graphic organizer or anchor

chart that names common, proper, and possessive nouns. Students

turn to partners and practice using these nouns in sentences.

The teacher conducts a group writing activity. The teacher writes a

morning message, letter, story, etc. and uses common, proper, and

possessive nouns in the writing. Students raise their hands when they

see/hear the teacher write a common, proper, and/or possessive noun.

The teacher stops and discusses which type of noun it is and why.

In cooperative groups, students color-code the different types of

common, proper, & possessive nouns they find in a text.

Verbs

Form frequently

occurring verbs

Forming frequently occurring verbs is introduced as the teacher

creates an anchor chart with frequently occurring verbs heard

during a read aloud. Examples include: eat, ate, jump, hop,

run, play

Students turn to partners and use these verbs in sentences.

Students practice forming the verbs on paper, in sand, in rice,

with beans, etc.

As they read texts, students add more examples of frequently occurring

verbs to the anchor chart.

In pairs, students take turns choosing sentence starters. Students then

complete the sentences using verbs. Examples include: The rabbits hop.

The boys run. The girls play. I eat. The dog ate. The kangaroos jump.

Students say the sentences orally and write the sentences on

whiteboards or on paper.

Convey sense of time

Using the frequently occurring verbs anchor chart, the teacher

clearly explains, demonstrates, and models how verbs change

tense to convey a sense of time. The class creates sentences using

those verbs, conveying different senses of time.

The teacher writes examples (such as, “Yesterday I walked

home.”, “Today I walk home.”, “Tomorrow I will walk home.”)

on the board and circles or underlines what part of the sentence

conveys a sense of time.

Students choose a frequently occurring verb from the anchor chart and

use the verb in three sentences (orally and/or in writing) that convey a

sense of time.

In guided groups, students read and color-code words in a text that

convey a sense of time.

Kindergarten: ELA Standards, Clarifications and Glossary

K-1 Skill

How to Introduce and Model

How to Build

Adjectives

Use frequently

occurring adjectives

The teacher directly introduces frequently occurring adjectives by

using a read aloud mentor text. Thinking aloud, the teacher

models how frequently occurring adjectives describe and provide

more information about the nouns in the text. Examples include:

little dog, big chair, helpful boy, hot pot, tiny ant, ugly duckling.

The teacher dresses in an unusual way and students take turns

describing what he/she is wearing. The teacher records their

descriptions. Then the students provide oral/written responses

using frequently occurring adjectives to describe how the teacher

should dress the next day.

The teacher creates an anchor chart that will be added to as students

come across frequently occurring adjectives.

In guided groups, the teacher provides pictures with basic sentences

that are directly associated with the pictures. Students use frequently

occurring adjectives to describe and provide more information about

the nouns in the pictures and corresponding sentences.

Conjunctions

Use frequently

occurring

conjunctions

The teacher models the proper use of conjunctions. Frequently

occurring conjunctions include: and, but, or, so, because.

Visual representations help students understand the meaning and

usage for each. For example, while reviewing lunch choices, the

teacher reads a printed sentence, “Would you like pizza or a hot

dog for lunch?” The conjunction “or” is written in a bold color.

The teacher displays a picture of a child holding hands out to the

side, palms up, to represent alternatives. In this way, the students

learn that “or” represents a choice. You cannot have both pizza

and a hot dog. The teacher refers to the visuals, while modeling

use of conjunctions in written form. While reviewing the daily

schedule, the teacher writes, “It is raining, so we will stay inside.”

After reading a story aloud, the teacher says, “I liked the dog and the cat

in this story.” Students take turns sharing two things about the story. If

the student provides only one response, the teacher prompts the student

to use a conjunction and expand his/her sentence. While learning about

the weather, the students respond to the teacher’s sentence starter,

“It is cold today…so I will wear a coat.”

Students review their writing journals and highlight conjunctions they

have used.

Kindergarten: ELA Standards, Clarifications and Glossary

K-1 Skill

How to Introduce and Model

How to Build

Sentences

Produce and expand

simple, compound,

declarative,

interrogative,

imperative, and

exclamatory

sentences

The teacher models the usage of a variety of sentence types.

He/she writes a declarative sentence, “Today is a sunny day” as

part of calendar activities. While writing a morning message with

the class, the teacher elicits and includes simple sentences, “We

have art today” and compound sentences, “It is Matt’s birthday,

so we will have cupcakes.” The class reads the message together,

highlighting a specific sentence type each day.

After reading a story about a mean wolf, the teacher makes an

exclamatory remark, “The wolf was not nice!” The students

repeat the sentence with the same emotion.

The teacher models the use of a variety of sentence types in

written form by placing labels around the room with interrogative

sentences such as, “How will you go home today?” or imperative

sentences such as “Put papers here.” Highlighting the

punctuation will help call attention to the various sentence types.

The teacher leads students to identify a variety of sentence types in a

mentor text read aloud by highlighting each type in a different color.

In conversation, if a student responds with a single word or phrase, such

as “rode bike,” the teacher models an expanded sentence: “You rode

your bike? That’s great. Say, I rode my bike.” The student mimics the

teacher. The teacher increases the complexity of the sentence as a

student’s understanding increases.

In the writing center, students sort sentences by type. Differentiation can

occur by using color-coded clues.

Understand and use

question words

The teacher models the use of question words such as questions

that begin with who, what, where, when, why, and how. He/she

asks questions, following a read aloud of a mentor text, to

provide a retell, such as “What happened first?” The teacher

brings attention to the question words that he/she uses.

The class creates an anchor chart of question starters and

question words. Students turn to their shoulder buddies and ask

questions, using starters/words from the anchor chart. The

teacher models the use of question words and color-codes them.

The teacher engages students in oral and written language activities by

modeling, prompting, and guiding the usage of question words. If a

student asked “Water?” the teacher responds, “Are you asking where is

the water fountain?” or “When can you get water?”

The teacher uses Who, What, Where, When, Why, How word cards to

produce a class written sentence or short story. One child provides a

response to “Who?” A monkey. Another child supplies an idea of “what”

he is doing. Riding a bike. A monkey is riding a bike.

Kindergarten: ELA Standards, Clarifications and Glossary

K-1 Skill

How to Introduce and Model

How to Build

Prepositions

Use frequently

occurring prepositions

The teacher models the use of prepositions such as to, from, in,

out, off, for, of, by, with, during, beyond, and toward. Giving

directions offers many opportunities. For example, the teacher

might say, “During Guided Reading, you will work quietly in

centers.” or “After you write the word, color the picture.” or

“Turn toward the front of the room.” While on the playground,

the teacher’s directions may include, “Do not go beyond the

monkey bars.”

The teacher models use of prepositions in written form. Written

directions such as “Name on your paper.” “Put work in the

basket.” or “Line up by the door.” are posted in the classroom

with the prepositions highlighted or bolded.

The class develops student friendly definitions and illustrations

for future reference. For example, the students may define

after, “as what comes next” and use an illustration to represent

the preposition.

While leading a story retell, the teacher prompts students to name what

happened during the storm or after the girl went home.

The class uses prepositions to generate a chart of things they do upon

arrival. Take your folder out of your backpack. Bring notes from your

parents to the teacher. Sign up for your lunch choice. Say the pledge with

the class.

Students write a how-to book in the writing center. After they write,

students highlight the prepositions.

Pronouns

Use personal,

possessive, and

indefinite pronouns

The teacher models the use of personal (such as I, me, they),

possessive (such as my, their, yours) and indefinite (such as

anyone and everything) pronouns. Rules and expectations may be

stated, “We take care of our room. Anyone who wants a turn must

raise a hand.” The pronouns are highlighted. Speech bubbles to

the side explain whom the pronoun represents. We—all of us.

Our—the things that belong to us.

The teacher uses a think aloud strategy to model choosing

appropriate pronouns while writing a story.

The class creates an anchor chart of personal, possessive, and indefinite

pronouns. Students turn to their shoulder buddies and produce

sentences using pronouns from the anchor chart.

The teacher displays a variety of personal, possessive, and indefinite

pronouns, along with a couple of students’ names. The teacher makes a

statement such as “Ralph and Aiden are in our class.” Students take

turns, verbally adding details. “They like to ride their bikes. We like to

play with them.” The teacher scribes the sentences. The class-generated

stories are bound into a book to be re-read in the class library.

Kindergarten: ELA Standards, Clarifications and Glossary

K-1 Skill

How to Introduce and Model

How to Build

The teacher writes several sentences on the board, each using a

different pronoun. Students take turns changing the pronoun in

the sentences. The class discusses how different pronouns change

the meaning of the sentences.

Student names and pronouns cards, along with sentence starters, are

placed in the writing center for additional writing opportunities.

Determiners

Use determiners

The teacher introduces determiners such as articles and

demonstratives as a means of clarifying. The teacher presents a

classroom item and asks students to name it. The teacher models

using a determiner, such as “This is a pencil.” The teacher explains

that people use words a, an, and the to make sure we are

speaking or writing clearly and can be understood. The teacher

displays word cards a, an, the.

The teacher calls attention to the text of the previously read book

and points out places where the author uses determiners a, an,

the. The teacher connects the use of determiners in the text to

the illustrations. He/she makes the following distinctions:

• Determiners are used before a common noun.

• A is used to represent a single item in a general way. (A tree in

the forest refers to only one tree, but it could be one of many.)

• An is used in the same way but precedes words beginning with

a vowel, to make it easier to say. (A apple is not as easy to say

as an apple.)

• The is used to represent single or multiple items in a specific

way. (This is the book for your mother.)

During classroom transition, the teacher begins a chant of “This book is

my book” and calls on a child who names another object in the room,

“This chair is my chair.” Students continue, in turn. The class identifies the

determiners in the sentences.

The class composes an anchor chart with student friendly definitions of

determiners, along with visual representations. The students use the

anchor chart to provide written responses to a story read during guided

reading. They then trade with partners and highlight determiners (using

the anchor chart for reference.) Students trade back and discuss if they

used the correct determiners.

Kindergarten: ELA Standards, Clarifications and Glossary

L2 – Conventions Continuum

Skill

K-1

2-3

4-5

6-8

9-12

Capitalization

• Capitalize the first word in

a sentence

• Capitalize the pronoun “I”

• Capitalize dates and

names of people

• Capitalize holidays

• Capitalize product names

• Capitalize geographic

names

• Capitalize appropriate

words in titles

• Use correct capitalization

• Capitalize appropriate

words in titles

• Continue to use correct

capitalization

Students apply conventions

to create a unique style

and voice when writing or

speaking with increasing

sophistication and effect in

grades 9-12. Skills taught in

previous grades should be

reinforced and expanded.

Punctuation

• Recognize end

punctuation

• Name end punctuation

• Use end punctuation for

sentences

• Use commas in dates

• Use commas to separate

single words in a series

• Use commas in greetings

and closings of letters

• Use an apostrophe to form

contractions

• Use an apostrophe to form

frequently occurring

possessives

• Use commas in addresses

• Use commas in dialogue

• Form and use possessives

• Use quotation marks in

dialogue

• Use punctuation to

separate items in a series

• Continue to use commas

in addresses

• Continue to use commas

in dialogue

• Continue to use quotation

marks in dialogue

• Use a comma before a

coordinating conjunction

in a compound sentence

• Use commas and

quotations to mark direct

speech and quotations

from a text

• Use a comma to separate

an introductory element

from the rest of a

sentence

• Use a comma to set off

the words yes and no

• Use a comma to set off a

tag question from the rest

of the sentence

• Use a comma to indicate a

direct address

• Use punctuation to set off

nonrestrictive/parenthetical

elements

• Use a comma to separate

coordinate adjectives

• Use punctuation to indicate

a pause or break

• Use an ellipsis to indicate

an omission

• Use a semicolon to link two

or more closely related

independent clauses

• Use a colon to introduce a

list or quotation

• Apply hyphen conventions

Kindergarten: ELA Standards, Clarifications and Glossary

Skill

K-1

2-3

4-5

6-8

9-12

• Use underlining, quotation

marks, or italics to indicate

titles of works

Students apply conventions

to create a unique style

and voice when writing or

speaking with increasing

sophistication and effect in

grades 9-12. Skills taught in

previous grades should be

reinforced and expanded.

Spelling

• Write a letter or letters for

most consonant and short-

vowel sounds

• Spell simple words

phonetically, drawing on

knowledge of sound-letter

relationships

• Spell untaught words

phonetically, drawing on

knowledge of phonemic

awareness and spelling

conventions

• Use conventional spelling

for words with common

spelling patterns and for

frequently occurring grade

appropriate irregular

words

• Use conventional spelling

for high frequency and

other studied words and

for adding suffixes to base

words

• Use spelling patterns and

generalizations (such as

word families, position-

based spellings, syllable

patterns, ending rules, and

meaningful word parts)

when writing words

• Continue to use

conventional spelling for

high frequency words and

other studied words

• Continue to use

conventional spelling for

adding suffixes to

base words

• Continue to use spelling

patterns and

generalizations when

writing words

• Spell grade-appropriate

words correctly

• Consistently apply

conventional rules to spell

words correctly

References

• Consult reference

materials as needed to

check and correct spellings

• Continue to consult

reference materials as

needed to check and

correct spellings

• Continue to consult

reference materials as

needed to check and

correct spellings

Kindergarten: ELA Standards, Clarifications and Glossary

CLARIFICATIONS

L.2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate

proficiency within the K-1 conventions continuum.

Mastery: Teachers recognize and assess student mastery of the skills in the L.2 Continuum through student writing and speaking.

Students’ writing and speaking are assessed by the student, peers, and the teacher.

K-1 Skill

How to Introduce and Model

How to Build

Capitalization

Capitalize the first

word in a sentence

After reading a mentor text, the teacher calls attention to the

capital letter at the beginning of a sentence. He/she contrasts the

use of an uppercase letter at the beginning of the first word in a

sentence (The) with the lowercase letters used throughout the

sentence. (…boy is big.) The teacher locates other examples in the

text. He/she compares the author’s use of capitals in the book to

writing his/her own sentences. The teacher models writing a

sentence, capitalizing the first word and using lowercase letters in

the remaining words. He/she thinks aloud the while writing.

Students practice capitalizing the first word in sentences they

write.

The teacher models the correct use of capitalization in a shared writing

experience. Following a social studies or science lesson, the teacher

asks the class to recall information learned. As the teacher writes the

information, he/she involves the class by asking leading questions. “How

do I start the sentence? Should this be an uppercase or lowercase letter?”

The class creates an anchor chart stating, “Capitalize the first word in a

sentence.” Sample sentences are created with the capitalized letter

written in a different color.

Students write sentences in a writing center, capitalizing the first word in

sentences. When writing about a favorite school event or home activity,

students use uppercase letters to begin sentences and lowercase letters

for remaining words.

Capitalize the

pronoun “I”

The teacher explains the word, I, as a term referring to oneself.

The teacher provides written examples. He/she references her

name posted in the classroom, calling attention to the

capitalization. He/she explains that names begin with capital

letters because they refer to specific people. The teacher

personalizes the example by saying, “When I write about myself,

I use the pronoun, I. I am still referring to a specific person—

myself, so I capitalize I.” Another explanation might be a

sentence such as “Mrs. Jones and I read books.” The teacher

highlights the use of a capital letter in a person’s name and in the

word I. Both refer to specific people. The teacher highlights

examples of the pronoun, I, capitalized in books.

The teacher presents written questions using student names, such as

“Kathy, how old are you?” The teacher records a student response. For

example, “I am six.” A student traces over the capitalized letter, I, while

all other students skywrite the uppercase letter. The teacher repeats the

process with additional questions and responses. The class generates an

explanation regarding capitalizing the pronoun, I. The teacher records this

information for future reference.

Students capitalize the pronoun, I, in sentences. This includes writing

about favorite book characters, what they did over the weekend, or a

Valentine written to a friend.

Kindergarten: ELA Standards, Clarifications and Glossary

K-1 Skill

How to Introduce and Model

How to Build

Capitalize dates and

names of people

The teacher displays word cards such as boy, girl, and the names

of two students. He/she highlights the capital letter at the

beginning of the student’s name and contrasts it with the

lowercase letters in “boy” and “girl.” The teacher explains that boy

and girl could refer to any boy or girl in the class, so it is written

with lowercase letters. A proper noun, such as a name, refers to a

specific person and therefore begins with a capital letter.

In the same manner, the teacher presents word cards such as day,

month, Friday and October. He/she explains that day and month

are general terms that could refer to any day or month. Friday is

the name of a specific day. The teacher relates to a specific class

activity, such as “Friday is the day we have pizza. It is the name of

a specific day, so it is capitalized. October is the name of a specific

month, so it is also capitalized.” The teacher names a specific

child’s birthday in October or Halloween, to distinguish it from a

generic month.

While reading a mentor text, the teacher points out capitalized

dates and names of people.

Students write their names using capitalization correctly. They

write the months of their birthdays or the days of the week using

correct capitalization.

The teacher displays students’ names. He/she asks students to name the

beginning letter of a student’s name. The teacher prompts specific

responses, such as “capital K,” instead of “K.” After several examples, the

teacher asks students to identify what is common among each name

(begins with a capital letter). The teacher refers to the remaining letters

in a child’s name to identify these as lowercase letters. The students

create an explanation, which is posted with samples for future reference.

The class dictates the daily news of the classroom. The teacher records

while eliciting guidance from the students on capitalization of dates and

names of people.

The students cut out examples of names and dates in newspapers,

magazines, and other printed materials. The students circle the

beginning, capitalized letters and glue them on index cards to be used as

a reference for future writing.

Punctuation

Recognize end

punctuation

The teacher reads aloud a mentor text to the students in a shared

reading format. After reading, he/she points out the punctuation

at the end of a sentence. The teacher explains that the author

ends each sentence by using punctuation. This tells the reader

where to stop. It also lets the reader know when to ask questions

and when to be excited. The teacher reviews additional examples

of punctuation in the text.

The teacher reviews the author’s use of punctuation as a way to tell the

reader how to read the text. The teacher displays an enlarged text or

short story, asking students to look for punctuation at the end of a

sentence. The teacher reads aloud, underlining each word with her

finger. When students recognize an end punctuation, they clap.

Students recognize end punctuation as they read in a guided reading

group with the teacher.

Kindergarten: ELA Standards, Clarifications and Glossary

K-1 Skill

How to Introduce and Model

How to Build

Students use highlighting tape to recognize end punctuation in books in

the class library. Students circle or highlight end punctuation in teacher

created charts.

Name end

punctuation

The teacher displays a short story on chart paper that includes

sentences ending with a period, a question mark, and an

exclamation mark. He/she reads aloud the text and then

identifies the end punctuation of each sentence. He/she traces

over each punctuation with a contrasting marker. The teacher

provides the name of each punctuation along with the symbol.

He/she displays a word card with both the name and symbol for

each end punctuation.

The teacher reviews the name of end punctuation by referring to

previously displayed word cards. The teacher presents a variety of

sentences, asking students to look for end punctuation. The teacher

reads a sentence aloud, underlining each word with her finger. Students

say the name of the end punctuation aloud. For example, the teacher

reads, “The kite flew up in the air.” Students say “period” when the

teacher points to the period.

When reading in collaborative pairs in the literacy center, students name

end punctuation to partners. Students locate and name end punctuation

in teacher created sentences about a recent social studies unit.

Use end punctuation

for sentences

The teacher refers to a mentor text and locates end punctuation.

He/she relates the author’s purpose with the punctuation. For

example, “Tomie dePaola put a period at the end of a sentence to

tell the reader to stop.” The teacher repeats the explanation with

examples of question marks and exclamation marks. For example,

“Eric Carle uses a question mark as an end punctuation because

he is asking a question. Dr. Seuss ended this sentence with an

exclamation mark to show excitement.”

The teacher explains that punctuation at the end of the

sentence helps make the meaning of a sentence more clear.

He/she provides sentences with different end punctuation, and

students identify periods, question marks, and exclamation

points. As a class, they create their own example sentences using

each end punctuation.

The teacher and students write questions and answers about classroom

routines. Students identify the end punctuation needed for each

sentence. When completed, students review the use of end punctuation

by highlighting periods in one color, question marks in another color, and

exclamation marks in a third color. This activity may involve the teacher

writing all the sentences with student input, or the teacher may write on

the board while students write individually at their seats.

The teacher provides sentences selected from a previously read text,

omitting the end punctuation. Students rewrite each sentence using the

correct end punctuation. The students then locate the sentence in the

book to self-check their work.

Kindergarten: ELA Standards, Clarifications and Glossary

K-1 Skill

How to Introduce and Model

How to Build

Use commas in dates

The teacher writes the date on the board with the comma in the

proper place. The teacher uses different color markers for the

month, the date, and the year, in order to set the comma apart.

He/she states the punctuation is called a comma and explains it is

used to indicate a pause. The teacher highlights the comma,

reading the date aloud to model its effect. He/she compares

reading the date aloud without a comma and without a pause to

emphasize the importance of the punctuation for clarity and

understanding. The teacher displays additional sample dates and

repeats the process.

The teacher writes the current date on the board. Students add

the comma.

The teacher and class create a list of important dates for the current

month. As the students brainstorm, the teacher records each date. With

teacher guidance, as needed, the students indicate the proper use of

commas in dates.

The teacher and class create a chart with sample dates. Commas are

written in different colors. Arrows point to the commas, and a student

generated explanation of the proper use of commas in dates is recorded

for future reference.

Spelling

Write a letter or

letters for most

consonant and short-

vowel sounds

The teacher presents letter cards with pictures of objects

representing each letter sound. He/she models the process of

producing a consonant sound and making an association with a

specific picture and letter. The teacher then models writing the

letter, using the letter formation exemplified on the card. He/she

repeats the process with other consonant or short vowel sounds,

deliberately following the same procedure (produce sound,

identify with picture/letter, write letter). The teacher repeats this

process over many sessions. As students internalize the

connection between letters and sounds, they will eliminate the

need for specific picture card support.

Students draw pictures. They place a letter next to two of the

images in their drawings. For example, the student writes “h”

to label the house and “s” or “sn” to label the sun in a drawing.

The teacher makes a consonant sound. Students echo the sound. With

teacher support, as needed, the students make an association with a

specific picture and letter. The teacher writes the letter, using the letter

formation, while students write the letter on individual white boards.

The teacher and class repeat the process with other consonant or short

vowel sounds, allowing students additional involvement and practice

with producing the sound, identifying with a picture/letter, and writing

the letter.

Kindergarten: ELA Standards, Clarifications and Glossary

K-1 Skill

How to Introduce and Model

How to Build

Spell simple words

phonetically, drawing

on knowledge of

sound-letter

relationships

The teacher models spelling simple words phonetically. He/she

says a word, then repeats it slowly, isolating each phoneme. The

teacher models identifying the letter that represents each sound.

The teacher writes the letters representing the sounds in order to

complete the word. This process is repeated with multiple words.

The teacher guides the students to use sound-letter relationship

along with letter-sound cards, as needed, to write each letter. The

teacher records on the board, while the students write on

individual white boards.

The teacher and students spell simple words phonetically. The teacher

says a word. The class repeats the word slowly.

Students use magnetic letters to build words that match a picture of a

CVC word. They are reminded to say the name of the object in the

picture, isolate each sound they hear in the word, and match the

magnetic letter to the sound they hear.

Spell untaught words

phonetically, drawing

on knowledge of

phonemic awareness

and spelling

conventions

The teacher displays pictures relating to a previously taught

science/social studies lesson and names the object in each

picture. He/she models segmenting each sound in the word and

draws a line to represent each phoneme. For a picture of a bat,

the teacher says /b/ /a/ /t/ and writes __ __ __. The teacher

models the thought process of identifying letter(s) for each

phoneme and writes each on the corresponding line (b a t). The

teacher repeats the process with additional picture cards.

The teacher transfers information from a phonics lesson to

spelling and writing by summarizing, “If you are writing today,

remember to…” In this way, the teacher sets expectations and

models application of the information presented. This includes

spelling conventions, such as every word includes a vowel.

The teacher and students spell words phonetically as they label a

photograph of pets. The teacher leads the class in the process of naming

each pet, segmenting sounds, and drawing lines to represent each

phoneme. Then the class and teacher identify and write letter(s) on each

line, spelling untaught words phonetically.

The teacher leads the students to list supplies they use at school. While

the teacher models on the board, students spell phonetically on

individual white boards. With repeated practice, students eliminate the

step of drawing lines.

The class develops anchor charts to reflect spelling conventions

previously taught. The teacher models referencing the information during

shared writing activities.

Use conventional

spelling for words

with common spelling

patterns and for

frequently occurring

grade appropriate

irregular words

The teacher demonstrates the process of spelling words using

think aloud. He/she demonstrates spelling words with common

spelling patterns as well as words that have irregular spellings.

The teacher reminds students of the spelling patterns they have

learned and applies this knowledge to daily writing.

The teacher and students create an anchor chart of spelling patterns and

an anchor chart of irregular words. The teacher and students refer to the

anchor charts as they write about a field trip, list the supplies needed for

a project, or explain how to solve a math problem.

Students create word journals of words they like and use, spelling their

chosen words correctly.

Kindergarten: ELA Standards, Clarifications and Glossary

Language Standards

STANDARD

CLARIFICATION

GLOSSARY

Cluster: Conventions of Standard English

L.K.1

Demonstrate command of the

conventions of standard English

grammar and usage when

writing or speaking; demonstrate

proficiency within the

K-1 grammar continuum.

See Language Grammar Continuum

conventions of spoken and written standard

English – the generally accepted rules and

practices for speaking and writing in the

English language

grammar – the set of rules and conventions that

govern the way a particular language functions,

including how words and sentences are formed,

how punctuation is used, etc.

proficient/proficiently – competent, skilled,

and/or showing knowledge and aptitude in

doing something; the level at which one is able

to complete a particular skill, such as reading

complex texts, with success

usage – the manner in which language is used,

closely related to style and tone; the way in

which a word or phrase is used according to

standard English conventions

L.K.2

Demonstrate command of the

conventions of standard

English capitalization, punctuation,

and spelling when writing;

demonstrate proficiency within

the K-1 conventions continuum.

See Language Conventions Continuum

conventions of spoken and written standard

English – the generally accepted rules and

practices for speaking and writing in the

English language

proficient/proficiently – competent, skilled,

and/or showing knowledge and aptitude in

doing something; the level at which one is able

to complete a particular skill, such as reading

complex texts, with success

punctuation – marks (often small) that are used

to separate written elements, clarify meaning,

guide pacing, and indicate inflection (e.g., period,

comma, parentheses, question mark, etc.)

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

Cluster: Knowledge of Language

L.K.3

(Begins in grade 2)

Cluster: Vocabulary Acquisition and Use

L.K.4

Determine and/or clarify the

meaning of unknown words and

phrases based on kindergarten

reading and content:

context clues, word parts, and

word relationships.

Students figure out and/or confirm the meaning of grade

K words/phrases that are unfamiliar. When figuring out

and/or confirming the meaning of words/phrases, students

use context clues, word parts, and word relationships.

• Identify new meanings for familiar words and apply

them accurately: Students understand and identify

new meanings for familiar words. For example, roll is

a type of bread and a verb, to roll. Duck is a bird and

a verb, to duck.

• Use frequently occurring inflections and affixes as a clue

to the meaning of a word: Students read and use prefixes

and suffixes to understand the meaning of a word.

Examples include –ed, -s, re-, un-, pre-, -ful, and -less.

• Identify real-life connections between words and their

use: Students think about new words in familiar

contexts. For example, when learning about the word

colorful, students identify places around school that

are colorful.

In the Classroom:

Students help the teacher create an anchor chart that

lists common root words and examples of the word with

different inflections and affixes (e.g., color: colors,

colored, colorful). When doing read alouds, the teacher

models using the anchor chart to determine and/or

clarify the meaning of unknown words or phrases in the

text. New words are frequently added to the anchor chart.

The teacher creates a matching game for words with

multiple meanings. Each match includes a word and two

pictures. Examples include bat (animal and sports

equipment), wave (with a hand and in the ocean), bark

(like a dog and on a tree). The class works together to

match the pictures to the correct words.

context clues – refers to elements preceding and

following an unknown or ambiguous word,

phrase, or reference which can help define or

identify it

phrase(s) – a small group of words representing

a conceptual unit, containing either a subject or

a verb, but not both. Both a subject and a verb

would constitute a clause (e.g., “Running

through the forest, she breathed in the fresh,

crisp air.”)

word relationship – the manner in which words

relate to one another (e.g., synonyms, antonyms,

homophones, etc.)

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

L.K.5

With guidance and support from

adults, explore nuances in word

meanings.

a. Sort common objects into

categories to gain a sense of the

concepts the categories

represent.

b. Demonstrate understanding of

frequently occurring verbs and

adjectives by relating them to

their opposites (antonyms).

c. Distinguish shades of meaning

among verbs describing the

same general action by acting

out the meanings.

Students investigate subtle differences in word

meanings. Teachers and/or other adults provide

guidance and support.

• Students sort known objects into categories to better

understand the categories that they represent, such as

food, shapes, and animals.

• Students explain common verbs (action words) and

adjectives (describing words) by exploring their

opposites (antonyms).

• Students act out the meanings of verbs to show the

differences in meanings. Examples include walk,

march, strut, and prance.

In the Classroom:

The class sits in a circle and the teacher gives each

child a picture card that contains objects that are circles

(ball, plate), triangles (ice cream cone, piece of pizza),

and squares (box, book). The students sort the objects by

shape and discuss features of each shape.

Students spread out around the classroom, and the

teacher calls out verbs for the children to act out. The

teacher models the action and helps students mimic the

behavior. They discuss how those actions look and feel

different from each other.

adjective – a word that modifies a noun

by providing more detailed information

(e.g., fast car)

nuance – a subtle difference or variation in a

shade of meaning, significance, or expression

(e.g., happy compared to giddy)

L.K.6

Use words and phrases learned

through conversations, reading

and being read to, and responding

to texts.

Students use words and phrases in their speaking and

writing. The words and phrases are learned through

conversations with peers and adults, texts that they read

or that have been read to them, and responses to texts,

both oral and written.

In the Classroom:

When doing a read aloud, the teacher points out a word

or phrase that is unfamiliar, unknown, or compelling. The

teacher gives a brief definition of the word or phrase and

prompts students to use it when turning and talking to

phrase(s) – a small group of words representing a

conceptual unit, containing either a subject or a

verb, but not both. Both a subject and a verb

would constitute a clause (e.g., “Running through

the forest, she breathed in the fresh, crisp air.”)

text – anything that students can read, write,

view, listen to, or explore, including books,

photographs, films, articles, music, art, and more

Kindergarten: ELA Standards, Clarifications and Glossary

STANDARD

CLARIFICATION

GLOSSARY

elbow partners. For example, when learning that

“creature” means animal, students turn to partners and

say, “My favorite creature is ____ because ____.”

When doing read alouds, the teacher and students select

words and phrases from texts to create a class dictionary.

The teacher puts the words/phrases and simple pictures

on big note cards. The note cards are displayed on the

“Word Wall” or in a designated spot in the classroom. The

teacher draws attention to the wall whenever students

use the words or phrases in their speaking or writing.

The teacher designates a “Word of the Day.” During

morning meeting, the teacher introduces and defines a

new word or phrase. Students are encouraged to use the

word in their speaking or writing throughout the day.