# Kindergarten: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 41 concepts ready. In the app: https://ai.page/roadmap/co-ela-kindergarten Part of: [Colorado: English language arts](https://ai.page/roadmap/co-ela.md) Goal: Colorado academic standards: English language arts, Kindergarten ## 1. Writing and Composition · Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. - [Writing Poetry](https://ai.page/c/writing-poetry/index.md): Write poetry, exploring patterns of language, rhyme and rhythm, and learning poems by heart for recitation with appropriate intonation - [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 - [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 ## 2. Writing and Composition · Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. - [Building sentences](https://ai.page/c/building-sentences/index.md): Understand that words combine to make sentences — a sentence expresses a complete thought; produce and expand complete sentences in speech and writing - [Prepositions](https://ai.page/c/prepositions/index.md): Understand and use the most frequently occurring prepositions of location and direction (e.g. to, from, in, out, on, off, for, by, with) - [Question Words](https://ai.page/c/question-words/index.md): Understand and use question words (who, what, where, when, why, how) to form and answer questions - [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 - [Forming Capital Letters](https://ai.page/c/forming-capital-letters/index.md): Form capital letters correctly; print many upper- and lowercase letters legibly ## 3. Reading for All Purposes · Identify and manipulate sounds. - [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 - [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 ## 4. Reading for All Purposes · Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. - [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 for Meaning](https://ai.page/c/reading-for-meaning/index.md): Understand that reading is about making meaning, not just saying words correctly — a text that can be decoded but not understood has not been read ## 5. Reading for All Purposes · Know and apply grade-level phonics and word analysis skills in decoding words. - [Reading High-Frequency Words by Sight](https://ai.page/c/reading-high-frequency-words-by-sight/index.md): Read common high-frequency and exception words automatically by sight, including words with irregular spelling patterns - [Single Letter Sounds](https://ai.page/c/single-letter-sounds/index.md): Know the primary sound for each consonant and the short and long sounds for the five major vowels; respond speedily to single-letter graphemes ## 6. Reading for All Purposes · Demonstrate understanding of spoken words, syllables, and sounds (phonemes). - [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 - [Rhyming words](https://ai.page/c/rhyming-words/index.md): Recognise and produce rhyming words; join in with predictable phrases and rhymes in stories and poems; learn to appreciate and recite poems by heart ## 7. Reading for All Purposes · Demonstrate understanding of the organization and basic features of print. - [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 ## 8. Reading for All Purposes · Use Range of Reading and Level of Text Complexity to: - [Discussing Texts as a Group](https://ai.page/c/discussing-texts-as-a-group/index.md): Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities ## 9. Reading for All Purposes · Use Integration of Knowledge and Ideas to: - [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 - [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 - [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 - [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 ## 10. Reading for All Purposes · Use Craft and Structure to: - [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 - [Discussing and Questioning New Words](https://ai.page/c/discussing-and-questioning-new-words/index.md): Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known ## 11. Reading for All Purposes · Use Key Ideas and Details to: - [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 - [Retelling Stories with Structure](https://ai.page/c/retelling-stories-with-structure/index.md): Retell stories including key details in sequence, describe characters, settings, and major events using evidence from the text, and describe the overall structure of a story (beginning, middle, ending) ## 12. Oral Expression and Listening · Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. - [Listening and responding](https://ai.page/c/listening-and-responding/index.md): Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking - [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 ## 13. With guidance and support students can: - [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 - [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 - [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 - [Sharing and Publishing Your Writing](https://ai.page/c/sharing-and-publishing-your-writing/index.md): Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing - [Responding to Writing Feedback](https://ai.page/c/responding-to-writing-feedback/index.md): With teacher guidance, re-read own writing aloud to check it sounds right; listen and respond to questions and suggestions from teacher or peers to add detail, clarify meaning, and strengthen writing — this is the scaffolded beginning of writing self-evaluation, not an independent skill - [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 - [Writing opinions](https://ai.page/c/writing-opinions/index.md): Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it - [Onsets & Rimes](https://ai.page/c/onsets-and-rimes/index.md): Blend and segment onsets and rimes in single-syllable words; isolate and pronounce individual phonemes (initial, medial, final) in CVC words; add or substitute phonemes to make new words - [Using New Vocabulary](https://ai.page/c/using-new-vocabulary/index.md): Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing - [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 ## Health: 0 of 100 Of its 41 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): - Writing Poetry comes before Rhyming words, which it needs - Writing Poetry has no explanation yet - Revising and editing comes before Responding to Writing Feedback, which it needs - Revising and editing has no explanation yet - Starting and Ending Sentences comes before Building sentences, which it needs - Starting and Ending Sentences has no explanation yet - Building sentences has no explanation yet - Prepositions has no explanation yet - Question Words has no explanation yet - Regular Plural Nouns has no explanation yet - Basic Nouns & Verbs has no explanation yet - Forming Capital Letters has no explanation yet - Blending Sounds to Read Words comes before Single Letter Sounds, which it needs - Blending Sounds to Read Words comes before Onsets & Rimes, which it needs - Blending Sounds to Read Words has no explanation yet - Sorting & Categorising Words has no explanation yet - Word Parts as Clues has no explanation yet - Reading for Meaning has no explanation yet - Reading High-Frequency Words by Sight comes before Knowing all letters, which it needs - Reading High-Frequency Words by Sight has no explanation yet - Single Letter Sounds comes before Knowing all letters, which it needs - Single Letter Sounds has no explanation yet - Syllables has no explanation yet - Rhyming words has no explanation yet - Understanding print has no explanation yet - Knowing all letters has no explanation yet - Discussing Texts as a Group has no explanation yet - Reading between the lines comes before Characters, settings, and events, which it needs - Reading between the lines has no explanation yet - Book Features and Author's Reasons has no explanation yet - Pictures and Text Working Together has no explanation yet - Comparing Characters Across Stories comes before Characters, settings, and events, which it needs - Comparing Characters Across Stories has no explanation yet - Different Types of Texts has no explanation yet - Discussing and Questioning New Words has no explanation yet - Main Topic & Key Details has no explanation yet - Characters, settings, and events comes before Listening to Texts Read Aloud, which it needs - Characters, settings, and events has no explanation yet - Retelling Stories with Structure has no explanation yet - Listening and responding has no explanation yet - Group discussions has no explanation yet - Connecting reading to experience has no explanation yet - Shared Research Projects has no explanation yet - Asking Questions has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Responding to Writing Feedback has no explanation yet - Writing to inform has no explanation yet - Writing opinions has no explanation yet - Onsets & Rimes has no explanation yet - Using New Vocabulary has no explanation yet Credit: The structure of Colorado academic standards: English language arts (https://www.cde.state.co.us/coreadingwriting/2020cas-rw-p12); 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.