Kindergarten Common Core

Language Arts Standards

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 Instructions:
Standard  
Each standard is organized like this:

I can ask and answer questions

about key details in a text. Code  
Strand    
 
 
Reading Literature: Key Ideas and Detail K.RL.1

Topic  

Displaying and Organizing the Standards:

There are several ways you can display your standards. I prefer to print
each standard and put them in sheet protectors. It makes it easy to
organize in a binder. Another option is to laminate each standard. I have
included subject headers that go with the standards. I usually place these
on the board and have the students recite the standards before we
begin our lessons.
 I can ask and
answer questions
about key
details in a text.

Reading Literature: Key Ideas and Details K.RL.1

 
 I can retell
familiar stories,
including key
details.

Reading Literature: Key Ideas and Details K.RL.2

 
 I can identify
characters,
settings, and
major events in
a story.

Reading Literature: Key Ideas and Details K.RL.3

 
 I can ask
and answer
questions
about unknown
words in a text.

Reading Literature: Craft and Structure K.RL.4

 
 I can recognize
common types
of texts.
e.g., storybooks, poems.

Reading Literature: Craft and Structure K.RL.5

 
 I can name the
author and
illustrator of a
story and tell you
their role.
Reading Literature: Craft and Structure K.RL.6
 
 I can describe
the relationship
between
illustrations and
the story.

Reading Literature: Integration of knowledge and ideas K.RL.7

 
 I can compare
and contrast the
adventures and
experiences of
characters in
familiar stories.
Reading Literature: Integration of knowledge and ideas K.RL.9
 
 I can actively
engage in group
reading activities
with purpose and
understanding.

Reading Literature: Range of Reading and Level of Text Complexity K.RL.10

 
 I can ask and
answer questions
about key
details in a text.

Reading Informational: Key Ideas and Details K.RI.1

 
 I can identify
the main topic
and retell key
details of a
text.

Reading Informational: Key Ideas and Details K.RI.2

 
 I can describe the
connection between
two individuals,
events, ideas,
or pieces of
information
in a text.
Reading Informational: Key Ideas and Details K.RI.3
 
 I can ask and
 

answer
questions about
unknown words
in a text.

Reading Informational: Craft and structure K.RI.4

 
 I can identify
the front
cover, back
cover, and title
page of a
book.
Reading Informational: Craft and Structure K.RI.5
 
I can name the author
and illustrator of
a text and define
the role of each in
presenting the
ideas or information
in a text.
Reading Informational: Craft and Structure K.RI.6
 
 I can describe the
relationship between
illustrations and the
text in which they
appear.
e.g., what person, place, thing, or idea in the
text an illustration depicts.

Reading Informational: Integration of knowledge and ideas K.RI.7

 
 I can identify
the reasons an
author gives to
support points
in a text.

Reading Informational: Integration of knowledge and ideas K.RI.8

 
 I can identify basic
similarities in and
differences
between two texts
on the same topic.
e.g., in illustrations, descriptions, or

procedures.
Reading Informational: Integration of knowledge and ideas K.RI.9
 
 I can actively
engage in group
reading
activities with
purpose and
understanding.
Reading Informational: Range of Reading and Level of Text Complexity K.RI.10
 
Demonstrate understanding of the organization and basic
features of print.

I can follow
words from
left to right,
top to bottom,
and page by
page.
Reading Foundational: Print Concepts K.RF. 1a
 
 Demonstrate understanding of the organization and basic
features of print.

I can recognize that

spoken words are
represented in
written language
by specific
sequences of letters.
 
Reading Foundational: Print Concepts K.RF. 1b
 
Demonstrate understanding of the organization and basic
features of print.

I can
The cat sat
understand  
 
on the mat.

that words are

 
 

Spaces

separated by
spaces in print.
Reading Foundational: Print Concepts K.RF. 1c
 
 Demonstrate understanding of the organization and basic
features of print.

I can recognize and name

all upper- and lowercase
letters of the alphabet.

Aa Bb Cc Dd Ee Ff Gg Hh Ii
Jj Kk Ll Mm Nn Oo Pp Qq Rr
Ss Tt Uu Vv Ww Xx Yy Zz.

Reading Foundational: Print Concepts K.RF. 1d

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

Hat Bat

I can Sit
Map
 
Hit
Tap

recognize and
Sip Lip

produce
rhyming
words.
 
 

Reading Foundational: Phonological Awareness K.RF. 2a

 
 Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
/c/a/t/ 3 sounds

I can count,
/Di/no/saur/
 
3 syllables
/d/o/g/= dog

pronounce, blend,
and segment
syllables in
spoken words.

Reading Foundational: Phonological Awareness K.RF. 2b

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

I can blend and

/c/-/at/ = cat
/d/-/og/ = dog
 
map = /m/-/ap/
mat = /m/-/at/

segment onsets
and rimes of
single-syllable
spoken words.
Reading Foundational: Phonological Awareness K.RF. 2c
 
Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).

I can isolate and

pronounce the
initial, medial vowel,
and final sounds in
/p/i/g/
three-phoneme
CVC words.
Reading Foundational: Phonological Awareness K.RF. 2d
 
Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).

I can add or
Cat Bat
Rat   Sat

substitute
Mat Pat

individual sounds in
simple, one-syllable
words to make
new words.
Reading Foundational: Phonological Awareness K.RF. 2e
 
Know and apply grade-level phonics and word analysis skills in decoding words.

I can demonstrate
basic knowledge of
letter-sounds by
producing the
primary sound for
each consonant.
Reading Foundational: Phonics and Word Recognition K.RF. 3a
 
Know and apply grade-level phonics and word analysis skills in decoding words.

I can associate  
 

A E I   O U
the long and short Go
Vowels!

sounds with the

common spellings
for the five
major vowels.
 

Reading Foundational: Phonics and Word Recognition K.RF. 3b

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

I can read
common high-
frequency words i g ht
S r ds
wo

by sight.
e.g., the. of. to, you, she. my, is, are.
do, does.

Reading Foundational: Phonics and Word Recognition K.RF. 3c

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

I can distinguish
between similarly
spelled words by
identifying the
sounds of the
letters that differ.
Reading Foundational: Phonics and Word Recognition K.RF. 3d
 
 I can read
emergent-reader
texts with
purpose and
understanding.

Reading Foundational: Fluency K.RF. 4

 
I can use drawing, dictating,
and writing to compose an
opinion piece in which I tell
the reader the topic or
the name of the book I
am writing about and
state an opinion about
the topic or the book.
e.g., My favorite book is . . .

Writing: Text Types and Purposes K.W. 1

 
 I can use drawing,
dictating and writing
to compose
informative/explanatory
texts in which I name
what I am writing about
and supply some
information about the
topic.
K.W. 2
 
Writing: Text Types and Purposes
 
 I can use drawing,
dictating, and writing to
narrate a single event
or several loosely linked
events, tell about the
Middle
events in the order in
which they occurred, and
provide a reaction to
what happened.
  Writing: Text Types and Purposes K.W. 3
 
 I can respond to
questions and suggestions
from peers and add
details to strengthen
writing as needed.

Writing: Production and Distribution of Writing K.W. 5

 
 I can explore a
variety of digital
tools to produce
and publish
writing, including
in collaboration
with peers.
Writing: Production and Distribution of Writing K.W. 6
 
 I can participate
in shared
research
and writing
projects.
e.g., explore a number of books by a favorite
author and express opinions about them.

Writing: Research to Build and Present Knowledge K.W. 7

 
 I can recall
information from
experiences or
gather information
from provided
sources to answer
a question.
Writing: Production and Distribution of Writing K.W. 8
 
 Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.

I can follow
I

agreed-upon
 
think…

rules for
discussions.
e.g., listening to others and taking
turns speaking about the topics and
texts under discussion.

Speaking and Listening: Comprehension and Collaboration K.SL. 1a

 
 Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.

I can continue a
conversation
through multiple
exchanges.

Speaking and Listening: Comprehension and Collaboration K.SL. 1b

 
 I can confirm my
understanding by ?
 

asking and answering

questions about key
details and requesting
clarification if
something is not
understood.
K.SL. 2
 
Speaking and Listening: Comprehension and Collaboration
 
 I can ask and
answer questions in ?  

order to seek help,

get information,
or clarify
something that is
not understood.
Speaking and Listening: Comprehension and Collaboration K.SL. 3
 
 I can describe
familiar people,
places, things, and
events and, with
prompting and
support, provide
additional detail.
Speaking and Listening: Presentation of Knowledge and Ideas K.SL. 4
 
 I can add drawings
or other visual
displays to
descriptions as
desired to provide
additional detail.

Speaking and Listening: Presentation of Knowledge and Ideas K.SL. 5

 
 I can speak
I like
audibly and to…
 

express thoughts,
feelings, and
ideas clearly.

Speaking and Listening: Presentation of Knowledge and Ideas K.SL. 6

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

I can print
many upper-
and lowercase
letters.

Language: Conventions of Standard English K.L. 1a

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

I can use
frequently
occurring nouns
and verbs.

Language: Conventions of Standard English K.L. 1b

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

I can form regular

plural nouns orally
by adding /s/ or
/es/.
e.g., dog. dogs; wish. wishes.
Cows

Language: Conventions of Standard English K.L. 1c

 
 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
What do
bugs
 

I can understand eat?

and use question

words.
e.g., who, what, where. when,
why, how.

Language: Conventions of Standard English K.L. 1d

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

On

I can use the

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

Language: Conventions of Standard English K.L. 1e

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

I can produce and

expand complete
sentences in
shared language
activities.

Language: Conventions of Standard English K.L. 1f

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

I can capitalize
the first word
in a sentence
and the
pronoun I.
Language: Conventions of Standard English K.L. 2a
 
 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

I can
recognize and ? . ?
. ! .
name end
! ? ?
punctuation. ! .

Language: Conventions of Standard English K.L. 2b

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

I can write a letter

or letters for
most consonant
and short-vowel
sounds.

Language: Conventions of Standard English K.L. 2c

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

I can spell simple

words phonetically,
drawing on
knowledge of
sound-letter
Hippo
relationships.
Language: Conventions of Standard English K.L. 2d
 
 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on kindergarten reading and content.

I can identify new

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

Language: Vocabulary Acquisition and Use K.L. 4a

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

I can use the most

frequently occurring
inflections and
affixes .
e.g., -ed. -s, re-, un-, pre-, -ful, -less as a
Hopeful
clue to the meaning of an unknown word.

Language: Vocabulary Acquisition and Use K.L. 4b

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

I can sort School

Supplies

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

Language: Vocabulary Acquisition and Use K.L. 5a

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

I can demonstrate Down

understanding of
frequently occurring
verbs and adjectives
by relating them to
their opposites. Up

Language: Vocabulary Acquisition and Use K.L. 5b

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

I can identify real-

life connections
between words and
their use
e.g., note places at school that are
colorful.

Language: Vocabulary Acquisition and Use K.L. 5c

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

I can distinguish
shades of meaning
among verbs
describing the same
general action
e.g., walk, march. strut, prance by
acting out the meanings.
Language: Vocabulary Acquisition and Use K.L. 5d
 
 I can use words and
phrases acquired
through conversations,
reading and being
read to, and
responding to texts.

Language: Vocabulary Acquisition and Use K.L. 6

 
 Language
Arts

Cut  and  laminate  language  arts  label.