How to learn Kindergarten: English language arts

Idaho academic standards: English language arts, Kindergarten

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1. Grammar and Conventions · Demonstrate command of the conventions of English grammar and usage when writing or speaking.

1. Building sentences: Understand that words combine to make sentences — a sentence expresses a complete thought; produce and expand complete sentences in speech and writing
2. Prepositions: Understand and use the most frequently occurring prepositions of location and direction (e.g. to, from, in, out, on, off, for, by, with)
3. Question Words: Understand and use question words (who, what, where, when, why, how) to form and answer questions
4. 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

2. Vocabulary Development · With support, explore word relationships and nuances in word meanings.

1. 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
2. Defining Words: Define words by category and by one or more key attributes (e.g., 'a duck is a bird that swims'), making real-life connections between words and their use
3. 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
4. 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. Reading Comprehension · With support, use evidence from nonfiction works read aloud to demonstrate of grade-level 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
2. 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. Foundational Reading · Use knowledge of grade-level phonics and word analysis skills in decoding words.

1. Single Letter Sounds: Know the primary sound for each consonant and the short and long sounds for the five major vowels; respond speedily to single-letter graphemes
2. Reading High-Frequency Words by Sight: Read common high-frequency and exception words automatically by sight, including words with irregular spelling patterns
3. 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

5. Foundational Reading · Demonstrate understanding of spoken words, syllables, and sounds.

1. Syllables: Count, blend, and segment syllables in spoken words; divide written words into syllables as an aid to reading and spelling
2. 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
3. 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

6. Foundational Reading · Demonstrate understanding of the basic features of print.

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. 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