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How to learn Kindergarten: English language arts

Georgia academic standards: English language arts, Kindergarten

0 of 30 concepts ready to learn · Markdown, for your AI

1. Texts (T) Students grow in their learning as they purposefully engage with texts. · Curating Sources & Evidence Reference parts of texts to address a specific topic or question and explore various sou

  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. Texts (T) Students grow in their learning as they purposefully engage with texts. · Research & Inquiry Build knowledge about the world by asking or generating questions about topics of interest, resea

  1. Shared Research Projects: Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question

3. Texts (T) Students grow in their learning as they purposefully engage with texts. · Poetic Techniques Identify and use poetic techniques to shape understanding.

  1. Writing Poetry: Write poetry, exploring patterns of language, rhyme and rhythm, and learning poems by heart for recitation with appropriate intonation

4. Texts (T) Students grow in their learning as they purposefully engage with texts. · Opinion Techniques Identify and use opinion techniques to shape understanding.

  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. Writing opinions: Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it
  3. Expressing & Justifying Opinions: Articulate and justify answers, arguments, and opinions; participate in discussions, presentations, performances, role play, and debates

5. Texts (T) Students grow in their learning as they purposefully engage with texts. · Expository Techniques Identify and use expository techniques to shape understanding.

  1. Writing to inform: Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it
  2. Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension

6. Texts (T) Students grow in their learning as they purposefully engage with texts. · Narrative Techniques Identify and use narrative techniques to shape understanding.

  1. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations

7. Texts (T) Students grow in their learning as they purposefully engage with texts. · Organization Identify and use organizational structures to craft meaning.

  1. Understanding print: Demonstrate understanding that print carries meaning, follows left-to-right top-to-bottom directionality, and is organised page by page in books
  2. Non-Fiction Text Features: Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information

8. Texts (T) Students grow in their learning as they purposefully engage with texts. · Authors & Speakers Investigate the relationships between authors and speakers in texts.

  1. 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

9. Texts (T) Students grow in their learning as they purposefully engage with texts. · Purpose & Audience Explain how authors of texts use language for a specific purpose and a target audience.

  1. 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

10. Language (L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determi

  1. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
  2. Sorting & Categorising Words: Sort common objects and words into categories to understand how concepts relate; demonstrate understanding of opposites (antonyms) for common verbs and adjectives
  3. Building sentences: Understand that words combine to make sentences — a sentence expresses a complete thought; produce and expand complete sentences in speech and writing
  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
  5. Basic Nouns & Verbs: Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing
  6. Regular Plural Nouns: Form and use regular plural nouns orally and in writing by adding -s or -es; understand that plural means more than one

11. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Presentation Use presentation skil

  1. Reciting Poetry: Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations

12. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Writing Processes Compose a range

  1. Writing Process Vocabulary: 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

13. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Transcription & Handwriting Fluency Use working memory skills to transcribe oral la

  1. Reading fluently: Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression

14. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Motor Skills & Letter/Word Formation Use fine motor skills to form legible letters

  1. Forming Capital Letters: Form capital letters correctly; print many upper- and lowercase letters legibly

15. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Encoding with Phonics Use grade-level phonics skills to encode words in context and

  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

16. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Alphabet Knowledge Demonstrate knowledge of the alphabet.

  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

17. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Conceptualizing Text Understand that texts communicate messages.

  1. 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

18. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Onsets & Rimes Blend and segment onsets and rimes in spoken words.

  1. Onsets & Rimes: 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

19. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Syllables Identify and manipulate syllables in spoken words.

  1. Syllables: Count, blend, and segment syllables in spoken words; divide written words into syllables as an aid to reading and spelling

20. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Compound Words Identify and manipulate separate words in compound words.

  1. Compound Words: Recognise and spell compound words by identifying the two component words that combine to form a single word

21. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Rhyme Identify and produce rhyme in spoken language and oral texts.

  1. 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