# Kindergarten: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 35 concepts ready. In the app: https://ai.page/roadmap/in-ela-kindergarten Part of: [Indiana: English language arts](https://ai.page/roadmap/in-ela.md) Goal: Indiana academic standards: English language arts, Kindergarten ## 1. Communication and Collaboration · Students actively listen and participate in discussions using details and answering questions. - [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 - [Reciting Poetry](https://ai.page/c/reciting-poetry/index.md): Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations - [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 - [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 ## 2. Writing · Students produce writing for a variety of purposes, applying their knowledge of language and sentence structure. - [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 - [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 - [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 Comprehension · Students comprehend grade-level text, including fiction and nonfiction, and can demonstrate their comprehension orally and through writing. - [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 - [Non-Fiction Text Features](https://ai.page/c/non-fiction-text-features/index.md): Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information - [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 - [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 ## 4. Reading Foundations · Students develop word recognition by building on print concepts, phonological awareness, and phonics to decode. - [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 - [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 - [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 ## 5. Communication and Collaboration · Audibly recite poems, rhymes, and songs, and use complete sentences to describe familiar people, places, things, and events. With support, provide additional details - [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 - [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 ## 6. Writing · Demonstrate command of capitalization, punctuation, and spelling, focusing on: a. Capitalization – Capitalizing the first word in a sentence and the pronoun I. b. Punctuation – Recognizing a - [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 ## 7. Writing · Demonstrate command of English grammar and usage when writing or speaking, focusing on: a. Nouns/Pronouns – Using sentences that include singular and/or plural nouns (e.g., dog/dogs, cat/cat - [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 ## 8. Writing · With support, build understanding of a topic using various sources. a. Identify relevant pictures, charts, grade-appropriate texts, personal experiences, or people as sources of information - [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 ## 9. Writing · With support, apply the writing process to: a. Plan by generating ideas for writing through oral discussions and drawings; b. Develop drafts in pictorial or written form by organizing ideas; - [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 - [Planning Ideas Before Writing](https://ai.page/c/planning-ideas-before-writing/index.md): 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 ## 10. Writing · Use words, pictures, and dictation to narrate a single event or simple story, arranging ideas in order. (E) - [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 ## 11. Reading Comprehension · Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites) through oral discussions. (E) - [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 ## 12. Reading Comprehension · With support, retell the main idea and key details of a text. - [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 ## 13. Reading Comprehension · With support, make predictions about what will happen in a text. - [Predicting what happens next](https://ai.page/c/predicting-what-happens-next/index.md): Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events ## 14. Reading Comprehension · Identify important elements within a text (e.g., characters, settings, or events). (E) - [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 ## 15. Reading Comprehension · With support, retell familiar stories, poems, and nursery rhymes, including key details. (E) - [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) ## 16. Reading Foundations · Use letter-sound knowledge to decode words, including open and closed syllables, consonant digraphs, and blends. (E) - [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 ## 17. Reading Foundations · Use letter-sound knowledge to decode the sound of each consonant. (E) - [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 ## 18. Reading Foundations · Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. (E) - [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 ## 19. Reading Foundations · Recognize that written words are made up of sequences of letters. - [Compound Words](https://ai.page/c/compound-words/index.md): Recognise and spell compound words by identifying the two component words that combine to form a single word ## Health: 0 of 100 Of its 35 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): - Listening and responding has no explanation yet - Reciting Poetry comes before Describing Aloud, which it needs - Reciting Poetry has no explanation yet - Discussing Texts as a Group has no explanation yet - Asking Questions has no explanation yet - Group discussions has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Writing to inform comes before Writing Process Vocabulary, which it needs - Writing to inform has no explanation yet - Forming Capital Letters has no explanation yet - Different Types of Texts has no explanation yet - Non-Fiction Text Features has no explanation yet - Listening to Texts Read Aloud 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 - 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 - Reading fluently has no explanation yet - Understanding print has no explanation yet - Syllables has no explanation yet - Rhyming words has no explanation yet - Knowing all letters has no explanation yet - Describing Aloud has no explanation yet - Writing Poetry has no explanation yet - Starting and Ending Sentences has no explanation yet - Basic Nouns & Verbs has no explanation yet - Shared Research Projects has no explanation yet - Writing Process Vocabulary has no explanation yet - Planning Ideas Before Writing has no explanation yet - Simple Stories with Beginning and Ending has no explanation yet - Sorting & Categorising Words has no explanation yet - Main Topic & Key Details has no explanation yet - Predicting what happens next has no explanation yet - Characters, settings, and events has no explanation yet - Retelling Stories with Structure has no explanation yet - Syllables (age 6+) has no explanation yet - Single Letter Sounds has no explanation yet - Onsets & Rimes has no explanation yet - Compound Words has no explanation yet Credit: The structure of Indiana academic standards: English language arts (https://www.doe.in.gov/sites/default/files/standards/journalism-standards-updated-march-2020.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.