# Kindergarten: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 37 concepts ready. In the app: https://ai.page/roadmap/ar-ela-kindergarten Part of: [Arkansas: English language arts](https://ai.page/roadmap/ar-ela.md) Goal: Arkansas academic standards: English language arts, Kindergarten ## 1. Language - [Starting and Ending Sentences](https://ai.page/c/starting-and-ending-sentences/index.md): Begin sentences with a capital letter and end them with the appropriate mark (full stop, question mark, or exclamation mark); recognise and name end punctuation - [Capitals for Names, Days and I](https://ai.page/c/capitals-for-names-days-and-i/index.md): Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I' - [Regular Plural Nouns](https://ai.page/c/regular-plural-nouns/index.md): Form and use regular plural nouns orally and in writing by adding -s or -es; understand that plural means more than one - [Basic Nouns & Verbs](https://ai.page/c/basic-nouns-and-verbs/index.md): Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing - [Subject-verb agreement](https://ai.page/c/subject-verb-agreement/index.md): Use singular and plural nouns with matching verbs in sentences, maintaining subject-verb agreement (e.g., 'He hops' vs 'We hop') - [Pronouns](https://ai.page/c/pronouns/index.md): Use personal, possessive, and indefinite pronouns correctly (e.g., I/me/my, they/them/their, anyone/everything), replacing nouns to avoid repetition ## 2. Collaborative Communication - [Describing Aloud](https://ai.page/c/describing-aloud/index.md): Describe familiar people, places, things, and events with detail; speak audibly and express thoughts, feelings, and ideas clearly; give well-structured descriptions and explanations - [Asking Questions](https://ai.page/c/asking-questions/index.md): Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood - [Group discussions](https://ai.page/c/group-discussions/index.md): Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions ## 3. Writing - [Shared Research Projects](https://ai.page/c/shared-research-projects/index.md): Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question - [Writing Process Vocabulary](https://ai.page/c/writing-process-vocabulary/index.md): Know and use the vocabulary of the writing process — compose, plan, draft, revise, edit, proofread, genre, audience, purpose, narrative, recount, instruction, paragraph, sequence, and detail — and understand that these words describe distinct steps and decisions that all writers make, not just tasks to tick off - [Revising and editing](https://ai.page/c/revising-and-editing/index.md): Proof-read own writing to check for errors in spelling, grammar, and punctuation; evaluate and revise writing with teacher/peer support, re-reading to ensure meaning is clear and tense is consistent - [Simple Stories with Beginning and Ending](https://ai.page/c/simple-stories-with-beginning-and-ending/index.md): Write simple narratives by sequencing sentences to describe events in order; narrate a single event or linked events with a beginning, middle, and ending or reaction - [Writing to inform](https://ai.page/c/writing-to-inform/index.md): Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it - [Structured Opinion Writing](https://ai.page/c/structured-opinion-writing/index.md): Compose opinion pieces that introduce a topic, state a clear point of view, provide organised reasons linked with connecting words, and include a concluding statement or section ## 4. Reading Comprehension - [Word Parts as Clues](https://ai.page/c/word-parts-as-clues/index.md): Use knowledge of common inflections and affixes (-ed, -s, un-, -er) as clues to the meaning of unknown words; understand how the prefix un- changes meaning - [Reading Inflectional Endings](https://ai.page/c/reading-inflectional-endings/index.md): Read words containing taught GPCs with common inflectional endings (-s, -es, -ing, -ed, -er, -est) and the prefix un-; read multi-syllable words with taught patterns - [Shades of Meaning](https://ai.page/c/shades-of-meaning/index.md): Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use - [Sorting & Categorising Words](https://ai.page/c/sorting-and-categorising-words/index.md): Sort common objects and words into categories to understand how concepts relate; demonstrate understanding of opposites (antonyms) for common verbs and adjectives - [Listening to Texts Read Aloud](https://ai.page/c/listening-to-texts-read-aloud/index.md): Listen to and discuss poems, stories, and non-fiction at a level beyond independent reading; confirm understanding of texts read aloud by asking and answering questions about key details - [Pictures and Text Working Together](https://ai.page/c/pictures-and-text-working-together/index.md): Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension - [Book Features and Author's Reasons](https://ai.page/c/book-features-and-author-s-reasons/index.md): Identify front cover, back cover, and title page of a book; identify the reasons an author gives to support points in informational text - [Main Topic of Informational Texts](https://ai.page/c/main-topic-of-informational-texts/index.md): Identify the main topic and retell key details of informational texts; describe connections between individuals, events, ideas, or pieces of information - [Main Topic & Key Details](https://ai.page/c/main-topic-and-key-details/index.md): Identify the main topic of a multi-paragraph informational text, determine the focus of specific paragraphs, and explain how key details support the main idea - [Characters, settings, and events](https://ai.page/c/characters-settings-and-events/index.md): Identify characters, settings, and major events in stories; become familiar with key stories, fairy tales, and traditional tales and retell them with key details in sequence - [Comparing Characters Across Stories](https://ai.page/c/comparing-characters-across-stories/index.md): Compare and contrast the adventures and experiences of characters in familiar stories; identify similarities and differences between two texts on the same topic - [Different Types of Texts](https://ai.page/c/different-types-of-texts/index.md): Recognise common types of texts (storybooks, poems, non-fiction); name the author and illustrator and define the role of each in telling or presenting a text - [Connecting reading to experience](https://ai.page/c/connecting-reading-to-experience/index.md): Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts - [Reading between the lines](https://ai.page/c/reading-between-the-lines/index.md): Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do ## 5. Foundational Reading - [Blending Sounds to Read Words](https://ai.page/c/blending-sounds-to-read-words/index.md): Apply phonic knowledge to blend sounds in unfamiliar words containing taught grapheme-phoneme correspondences; respond speedily to graphemes for all 40+ phonemes - [Reading fluently](https://ai.page/c/reading-fluently/index.md): Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression - [Understanding print](https://ai.page/c/understanding-print/index.md): Demonstrate understanding that print carries meaning, follows left-to-right top-to-bottom directionality, and is organised page by page in books - [Knowing all letters](https://ai.page/c/knowing-all-letters/index.md): Recognise and name all uppercase and lowercase letters of the alphabet; name the letters in order and use letter names to distinguish between alternative spellings - [Forming Capital Letters](https://ai.page/c/forming-capital-letters/index.md): Form capital letters correctly; print many upper- and lowercase letters legibly - [Syllables](https://ai.page/c/syllables/index.md): Count, blend, and segment syllables in spoken words; divide written words into syllables as an aid to reading and spelling - [Syllables (age 6+)](https://ai.page/c/syllables-age-6/index.md): Decode words of two or more syllables by breaking them into syllable chunks, applying knowledge that every syllable must contain a vowel sound, and blending the parts together - [Consonant Digraphs](https://ai.page/c/consonant-digraphs/index.md): Read and spell words containing consonant digraphs and less common consonant spellings (ch, sh, th, ck, tch, ng, ph, wh, k for /k/) ## Health: 0 of 100 Of its 37 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Starting and Ending Sentences has no explanation yet - Capitals for Names, Days and I has no explanation yet - Regular Plural Nouns has no explanation yet - Basic Nouns & Verbs has no explanation yet - Subject-verb agreement has no explanation yet - Pronouns has no explanation yet - Describing Aloud has no explanation yet - Asking Questions has no explanation yet - Group discussions has no explanation yet - Shared Research Projects has no explanation yet - Writing Process Vocabulary has no explanation yet - Revising and editing has no explanation yet - Simple Stories with Beginning and Ending has no explanation yet - Writing to inform has no explanation yet - Structured Opinion Writing has no explanation yet - Word Parts as Clues has no explanation yet - Reading Inflectional Endings comes before Blending Sounds to Read Words, which it needs - Reading Inflectional Endings has no explanation yet - Shades of Meaning has no explanation yet - Sorting & Categorising Words has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Pictures and Text Working Together has no explanation yet - Book Features and Author's Reasons comes before Understanding print, which it needs - Book Features and Author's Reasons has no explanation yet - Main Topic of Informational Texts has no explanation yet - Main Topic & Key Details has no explanation yet - Characters, settings, and events has no explanation yet - Comparing Characters Across Stories has no explanation yet - Different Types of Texts has no explanation yet - Connecting reading to experience has no explanation yet - Reading between the lines has no explanation yet - Blending Sounds to Read Words has no explanation yet - Reading fluently has no explanation yet - Understanding print has no explanation yet - Knowing all letters has no explanation yet - Forming Capital Letters has no explanation yet - Syllables has no explanation yet - Syllables (age 6+) has no explanation yet - Consonant Digraphs has no explanation yet Credit: The structure of Arkansas academic standards: English language arts (https://dese.ade.arkansas.gov/admin/Files/AR_2023_K-12_ELA_Standards_LS.pdf); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.