Reading Standards: Foundational Skills

Topic
Standard
Application in the Lesson
Print Concepts RF.K.1 Demonstrate understanding of the organization and basic features of print Students build their understanding of concepts of print when they:

  • match and name letters of the alphabet with magnetic letters;
  • make a 1-1 match as they read a book;
  • are focused by their teacher on noticing initial letters and sounds in words;
  • engage in interactive writing to contribute letters, spaces, and punctuation;
  • sequence and read a cut-up sentence.

The teacher supports each child’s understanding of print concepts by praising 1-1 matching and children’s contributions throughout the lesson, and individually prompting as needed.

Phonological Awareness RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes) Students develop and use phonemic awareness when they:

  • participate in sound sorts;
  • pronounce familiar words, listening for the initial consonant sounds (e.g., “b” in “build”)
  • listen for sounds they hear in interactive writing.
Phonics and Word Recognition RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words Students develop and apply a variety of strategies for word recognition when they:

  • recognize and write high frequency words (“we”, “can”);
  • use initial consonant letter recognition in combination with pictures to make appropriate attempts to identify words as they read their books (“b” in “build”);
  • match letters with their sounds as they work with magnetic letters;
  • write words and word parts that they know or can find in various sources (e.g., word wall, book read) during interactive writing.
Fluency RF.K.4 Read emergent-reader texts with purpose and understanding. Students develop fluency when they:

  • are engaged in a supportive book introduction to a new book;
  • monitor their reading using letter knowledge and pictures to notice if it is making sense;
  • make a 1-1 match as they read;
  • talk about the ideas in the book they are reading and how they relate to their own lives;
  • have multiple opportunities to reread a text.

 

Reading Standards: Literature

Topic
Standard
Application in the Lesson
Key Ideas and Details RL.K.1 With prompting and support, ask and answer questions about key details in a text
 
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. 		Students attend to key ideas and details in the story when they:

  • are introduced to the characters, setting, and basic book concepts in the book introduction;
  • make predictions about the characters’ actions from the pictures in the book introduction;
  • use information from the book introduction to assist them in carrying meaning through their independent reading of the text.

The teacher supports attention to key ideas and details in the story as she prompts individual students to use their background knowledge, picture support, and initial letters in words as they read (e.g., “What are they doing with the blocks?”).

Integration of Knowledge and Ideas RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear Students integrate knowledge and ideas when they:

  • predict events in the story from the picturesl
  • are cued to consider alternate possibilities for their predictions (e.g., “Are they drawing or writing?”, “You know what, those are blocks [not presents]. What can they do with those blocks?”)
Range of Reading RL.K.10 Actively engage in group reading activities with purpose and understanding. Students engage in group reading activities purposefully when they:

  • practice reading books chosen to correspond with their current capabilities and stretch them to meet appropriate new challenges in text;
  • participate in creating a sentence during interactive writing, and take turns reassembling and rereading it.

 

Writing Standards

Topic
Standard
Application in the Lesson
Text Types and Purposes 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. Students develop skills in informative writing when they:

  • participate in writing a sentence related to the book read and their personal experiences (“We can read books now”);

 

Speaking and Listening Standards

Topic
Standard
Application in the Lesson
Comprehension and Collaboration SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
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… 		Students participate in conversations related to texts when they:

  • Take turns describing things they do at school;
  • Answer questions and make predictions about the characters’ actions during the book introduction;
Presentation of Knowledge and Ideas SL.K.4 Describe familiar people, places, things, and events…
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. 		Students practice presenting their knowledge and ideas when they:

  • Describe things they do at school;
  • Respond to the teacher’s questions and prompts throughout the lesson.

 

Language Standards

Topic
Standard
Application in the Lesson
Conventions of Standard English L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 
L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 		Students practice conventions of standard English when they:

  • write letters or words they know in interactive writing;
  • add spacing, capitalization and periods to sentences in interactive writing;
  • repeat the sentence parts as the sentence is constructed in interactive writing;
  • are introduced to new words, letters, word parts, and conventions that the teacher writes in interactive writing;
  • are prompted to notice and repeat language structures during the book introduction (e.g., “We can”)
Vocabulary Acquisition and Use L.K.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
 
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts 		Students explore word relationships, and use words and phrases acquired through reading when they:

  • use meaning to check if a word makes sense in their reading;
  • are prompted to make reasonable predictions as they choose between possible words in a sentence;
  • make connections with real-life experiences of what they do at school;
  • use words from the text in their written stories.