ai.page · roadmaps

How to learn Kindergarten: English language arts

Connecticut academic standards: English language arts, Kindergarten

0 of 45 concepts ready to learn · Markdown, for your AI

1. Language Standards

  1. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
  2. Discussing and Questioning New Words: Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known
  3. Starting and Ending Sentences: 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
  4. Grammar words: letter, word, sentence: Use basic grammatical terminology when discussing reading and writing: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark

2. College and Career Readiness Anchor Standards for Language

  1. Shades of Meaning: Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use

3. Speaking and Listening Standards

  1. Describing Aloud: Describe familiar people, places, things, and events with detail; speak audibly and express thoughts, feelings, and ideas clearly; give well-structured descriptions and explanations
  2. Listening and responding: Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking
  3. Asking Questions: Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood
  4. Listening to Texts Read Aloud: 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

4. College and Career Readiness Anchor Standards for Speaking and Listening

  1. Expressing & Justifying Opinions: Articulate and justify answers, arguments, and opinions; participate in discussions, presentations, performances, role play, and debates

5. Writing Standards

  1. Shared Research Projects: Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question
  2. Sharing and Publishing Your Writing: Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing
  3. Responding to Writing Feedback: 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
  4. Simple Stories with Beginning and Ending: 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
  5. Writing to inform: Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it
  6. Writing opinions: Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it

6. College and Career Readiness Anchor Standards for Writing

  1. Building Writing Stamina: Write about real events and for different purposes, developing stamina for sustained writing across genres beyond narrative (e.g., recounts, letters, instructions)
  2. Revising and editing: 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
  3. Structured Opinion Writing: 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. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations
  5. Basic Informational Writing: Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section

7. Reading Standards: Foundational Skills

  1. Blending Sounds to Read Words: Apply phonic knowledge to blend sounds in unfamiliar words containing taught grapheme-phoneme correspondences; respond speedily to graphemes for all 40+ phonemes
  2. Reading fluently: Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression
  3. Understanding print: Demonstrate understanding that print carries meaning, follows left-to-right top-to-bottom directionality, and is organised page by page in books

8. Reading Standards for Informational Text

  1. Discussing Texts as a Group: Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities
  2. Main Topic of Informational Texts: Identify the main topic and retell key details of informational texts; describe connections between individuals, events, ideas, or pieces of information
  3. Book Features and Author's Reasons: Identify front cover, back cover, and title page of a book; identify the reasons an author gives to support points in informational text
  4. Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension
  5. Different Types of Texts: 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
  6. Reading between the lines: Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do
  7. Main Topic & Key Details: 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

9. Reading Standards for Literature

  1. Characters, settings, and events: 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
  2. Comparing Characters Across Stories: Compare and contrast the adventures and experiences of characters in familiar stories; identify similarities and differences between two texts on the same topic
  3. Retelling Stories with Structure: 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)

10. College and Career Readiness Anchor Standards for Reading

  1. Characters' Viewpoints and Responses: Identify and compare characters' points of view, recognise who is narrating a story, describe how characters respond to events and challenges, and compare characters' experiences across different stories or versions of the same story

11. Early learning experiences will support children to convey meaning through drawing, letters and words.

  1. Exploring Ideas Through Talk: Use spoken language to develop understanding through speculating, hypothesising, imagining, and exploring ideas; use strategies to build vocabulary through talk
  2. Planning Ideas Before Writing: Plan before writing by saying aloud or noting down what will be written, writing down ideas and key words, and encapsulating ideas sentence by sentence before composing

12. Early learning experiences will support children to develop phonological awareness.

  1. Syllables (age 6+): 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
  2. Rhyming words: Recognise and produce rhyming words; join in with predictable phrases and rhymes in stories and poems; learn to appreciate and recite poems by heart

13. Early learning experiences will support children to gain knowledge of print and its uses.

  1. Knowing all letters: 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

14. Early learning experiences will support children to gain book appreciation and knowledge.

  1. Connecting reading to experience: Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts
  2. Predicting what happens next: Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events

15. Early learning experiences will support children to use language (expressive language).

  1. Basic Nouns & Verbs: Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing
  2. Pronouns: Use personal, possessive, and indefinite pronouns correctly (e.g., I/me/my, they/them/their, anyone/everything), replacing nouns to avoid repetition

16. Early learning experiences will support children to understand language (receptive language).

  1. Expressive and Sensory Language: Recognise recurring literary language in stories and poetry, identify words and phrases that suggest feelings or appeal to the senses, and discuss favourite words and phrases