Kindergarten

Vocabulary Development and Word Analysis Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies and understanding textual features (e.g. sound-letter correspondence, sentence structure, context, graphics).

Reading Literature and Informational Texts - Craft and Structure Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

 Reading Literature and Informational Text - Comprehension, Response, and Analysis Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works, and literature from many periods.

 Writing – Processes and Features Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Grammar and Usage Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Speaking and Listening: Comprehension and Collaboration Students adjust their use of spoken language to communicate effectively with a variety of audiences and for different purposes.

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

Understand word relationships and phonological awareness 

Determine word meanings (based on kindergarten reading)

Use newly learned words acquired through conversations, reading and responding to texts

 Ask questions about unknown words in a text

Demonstrate understanding of the organization and basic features of print

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses

Recognize common genres of texts (e.g. storybooks, bible stories, poems, fiction, non- fiction)

Understand features of a book

Classify objects according to use and categories

Classify words based on stated characteristics in informational texts

Identify who is speaking at various points in a text

Know and use various text features

Use picture clues, word chunks, word patterns, structural clues and context clues to understand text 

Use context to understand word and sentence meaning

Identify a purpose for reading and appreciate various forms of literature

Compare and contrast the adventures of characters in familiar stories. (With prompting and support)

Recognize basic similarities and differences between two texts on the same topic (e.g., in illustrations or descriptions) (With prompting and support)

Read to and with others

Communicate thoughts, feelings, judgments, understanding, personal experiences and attitudes, draw conclusions and make predictions after reading or listening to material of grade level text

With support, distinguish between various types of literary genre

Read grade appropriate text with sufficient accuracy and fluency to support comprehension.

Apply Catholic values and teachings in the evaluation of literary themes and plots.

Use coordinated eye-hand movement

Demonstrate an understanding of the organization and basic features and conventions of print

distinguish among punctuation marks that can be used to end a sentence (period, question mark, exclamation point)

Use a combination of drawing, dictating, and writing to compose opinions in which they tell a reader the name of a book or the topic they are “ writing” about and give an opinion about the topic (e.g., My favorite book is...)

Use a combination of drawing, dictating, and writing to compose informative and explanatory texts

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 that they occurred, and provide a reaction to what happened

Add details to strengthen writing as needed through revision. (with guidance and support from adults)

Gather information from experience to answer a specific question

Explore his/her voice through the use of personal, high interest vocabulary when writing

 Organize and classify information

Write or draw for a specific purpose or audience

Observe conventions of grammar and usage in writing and speaking 

Observe conventions of capitalization, punctuation, and spelling

Participate in conversations with peers and adults about kindergarten topics and texts being studied in class

Confirm understanding of information presented orally or through media by asking and answering questions about the key details

Ask questions to get information, seek help, or clarify something not understood

Describe familiar people, places, things, and events,and with prompting and support, provide additional details

With prompting and support, speak with appropriate volume, enunciation, rate, fluency and expression

Recite short poems, scripture verses, rhymes, and songs

Practice the steps to focused listening

Recognize in sequence and name all upper and lowercase letters of the alphabet

Demonstrate basic knowledge of letter- sound correspondence by producing the primary or most frequent sound for each consonant 

Associate the long and short sounds of graphemes for the five major vowels

Read at least 25 very high frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does)

Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., bat vs. sat, cat, vs. can, hit vs. hot) 

Add or subtract individual phonemes in simple, one-syllable words to make new words (e.g. /at/-/sat/-/mat/-/map/

Isolate individual letter sounds 

Isolate individual letter sounds 

Demonstrate phonemic awareness by isolating, blending and pronouncing the initial, medial vowel and final phonemes (sounds) in three- phoneme (CVC) words This does not include CVCs ending with /l/, /r/, or/x.

Blend and segment consonants and rimes of spoken word (/g/-/oat/, /bl/-/ack/

Apply alphabetic principles through the first letter (3-4 words)

Demonstrate understanding of spoken words, syllables, and phonemes

Build real-life connections between words and their use. (e.g., note places in school thatare colorful)

Identify and match upper and lower case letters.

Choose the word with the same initial consonant sound or blend as a given word.

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

Identify words using the same ending consonant sound or blend as a given word 

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings

Demonstrate understanding of common nouns and adjectives that mean the same thing as a given word. (synonyms) (e.g. couch, sofa/happy, cheerful, joyful)

Use common adjectives to distinguish objects (e.g. the small, blue square; the shy, white rabbit)

Demonstrate understanding of common nouns, verbs and adjectives by relating them to their oppo sites (antonyms) (e.g. hot/cold, sit/stand, up/down)

Demonstrate understanding of common homonyms (e.g. to, two)

Choose among alternate meanings for common homographs in a sentence based on the context given in the sentence. (e.g. club, hand, bat, wind)

Use semantics to complete a sentence by choosing the noun, verb, adjective that best fits the context of the sentence

Infer the general meaning of a noun, verb, nonsense word based on the real life/familiar context given in a sentence 

Identify words that fit into a given word family

Recite and produce a rhyming words

Sort common objects into categories (e.g. shapes,food)

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

Identifies the correct base or root word to determine the meaning of a word

Use the most common affixes in English (e.g., - ed, -s, re-, un-, pre-, -ful, -less,) as a clue to the meaningofanunknownword

Determine the meaning of a given compound word

use new vocabulary in discussion and daily application

Identify the front cover, back cover, and title page of a book, table of contents, glossary, and diagrams 

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

Understand that words are separated by spaces in print

Recognize in sequence and name all upper and lowercase letters of the alphabet

Distinguish between fiction and non- fiction.

Locate the title, author and illustrator of a text and define the role of each

Describe how objects are grouped into general categories (e.g., desk, chair, sofa: furniture...)

Describe how a text groups information into general categories (e.g., cows, pigs, and horses are farm animals)

Use table of contents to locate information

Relate pictures or illustrations to the overall story or text in which they appear

Apply word chunks, word patterns, structural clues and context clues to decoding skills 

Sequence and retell events/parts of a story

Use context to understand word and sentence meaning after listening to or reading text

Begin to use context to understand word and sentence meaning

Analyze the purpose of everyday print materials.

Determine the author’s purpose (e.g. entertain, inform)

Select books related to class themes for a variety of reading purposes

Choose age and ability appropriate material for a variety of reading purposes

Identify words and phrases in stories or poems that suggest feelings or appeal to the sen

Discuss a book or story read aloud

Identify key words to draw conclusions

Make predictions based on the title of the book or about what will happen next

Identify main idea, theme and supporting details

Recognize cause and effect, explain why specific effect occurred based on context

Draw a picture to depict sequence after listening to or reading a text

Identify and summarize/retell important parts of a story in the correct order

Identify the characters and setting

Distinguish between fiction and non-fiction 

 Identify various genre (e.g. nursery rhyme, fantasy, folk tale, fable, parable, poem)

Reads using decoding strategies 

Read emergent or on-level texts with purpose and understanding.

Use context to confirm or self-correct word recognition and understanding

Work from left to right, top to bottom

Mark answers (underline, draw a line across, mark with X)

Locate pages

Hold pencil, marker or crayon correctly.

Fold paper

Complete puzzle

Cut along dotted lines

Trace around a template

Understand that print conveys meaning 

Increase use of correct letter formation

Write first and last name using upper and lower case letters 

Use uppercase letters in the beginning of names and sentences

Demonstrate left to right, top to bottom progression

Demonstrate proper spacing between letters and words

print all capital letters and lower case letter of the alphabet

demonstrate letter/sound correspondence through writing

Recognize the pronoun “I” should be capitalized

recognize the months of the year and days of the week require capitalization

Recognize parts of a sentence (capital letter at the beginning, punctuation at the end) 

Begin to write complete sentences 

Spell independently using an understanding of the sounds of the alphabet and knowledge of letter names

Distinguish among punctuation marks that can be used to end a sentence (period, question mark, exclamation point)

Write using pictures, letters, and words

Discuss ideas to include in a story

Tell a story that the teacher or other person will write

Name the topic

Share some information about the topic (e.g., My favorite animal is...I like this animal because it...)

 Identify pictures and charts as sources of information and begin gathering information from a variety of sources

Organize and classify information into categories of how and why (e.g., color, shape, size...)

Ask how and why questions about a topic of interest

Draw pictures and write words for a specific reason or audience

Form regular plural nouns orally by adding /s/ or/es/ (e.g., dog, dogs, fish, fishes) when speaking

Form regular past tense verbs orally (e.g., played,walked)

Understand and use the most frequently occurring prepositions in English (e.g., to/from, in/ out, on/off, for, of, by. With) when speaking 

Produce and expand complete sentences in shared language and writing activities

Understand and use questions words (e.g., who, what, where, when, why and how) in discussions

capitalize the first word in a sentence and the pronounI

name and identify end punctuation, including periods, questions marks, and exclamation points

spell simple words phonetically using knowledge of sound-letter relationships

Listen to others and take turns speaking

Continue a conversation through several exchanges 

Stay on topic when speaking

Demonstrate respect for others’ and their opinions in discussion 

Refrain from outbursts and interruptions

Retell stories with assistance 

Understand and follow one and two step spoken directions

Stop what they are doing and saying (calm themselves)

Clear away distractions

Look toward the focal point

Be able to tell the person what was heard or ask a question of the speaker

Move into action if directions are given