# Kindergarten: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 40 concepts ready. In the app: https://ai.page/roadmap/mi-ela-kindergarten Part of: [Michigan: English language arts](https://ai.page/roadmap/mi-ela.md) Goal: Michigan academic standards: English language arts, Kindergarten ## 1. Language Standards - [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 - [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 - [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 - [Grammar words: letter, word, sentence](https://ai.page/c/grammar-words-letter-word-sentence/index.md): Use basic grammatical terminology when discussing reading and writing: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark ## 2. Speaking and Listening Standards - [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 - [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 - [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 - [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 ## 3. Writing Standards - [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 - [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 - [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 - [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 ## 4. Reading Standards: Foundational Skills - [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 ## 5. Reading Standards for Informational Text - [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 - [Main Topic of Informational Texts](https://ai.page/c/main-topic-of-informational-texts/index.md): Identify the main topic and retell key details of informational texts; describe connections between individuals, events, ideas, or pieces of information - [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 - [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 - [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 - [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 ## 6. Reading Standards for Literature - [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 - [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 - [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) ## 7. Students can comprehend text in increasingly complex ways. - [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 ## 8. Children will demonstrate emerging understanding of writing as a way to communicate. · 5 Years - [Revising and editing (age 8+)](https://ai.page/c/revising-and-editing-age-8/index.md): Read back your own writing critically and independently — notice where meaning is unclear, where a word could be stronger, or where the reader might be confused; make revisions without needing teacher prompts, using your own judgment about what is and isn't working - [Spaces Between Words](https://ai.page/c/spaces-between-words/index.md): Separate words with spaces in writing; understand that spaces mark word boundaries in print - [Saying Sentences Before Writing Them](https://ai.page/c/saying-sentences-before-writing-them/index.md): Say out loud what is going to be written; compose sentences orally before writing them down as preparation for independent writing - [Sitting and holding a pencil](https://ai.page/c/sitting-and-holding-a-pencil/index.md): Sit correctly at a table holding a pencil comfortably and correctly; form lower-case letters in the correct direction starting and finishing in the right place ## 9. Children will build their awareness of, and ability to work with, the sounds of language. · 5 Years - [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 - [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 ## 10. Children begin to understand that (in alphabetic languages like English) letters and letter sounds represent the sounds of the spoken language. · 5 Years - [Exploring Ideas Through Talk](https://ai.page/c/exploring-ideas-through-talk/index.md): Use spoken language to develop understanding through speculating, hypothesising, imagining, and exploring ideas; use strategies to build vocabulary through talk - [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 ## 11. Children construct meaning from text. · 5 Years - [Author's word choices](https://ai.page/c/author-s-word-choices/index.md): Recognise how an author's deliberate choices — of words, structure, tone, and perspective — create particular effects on you as a reader ## 12. Children construct meaning from text. · 4 Years - [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 ## 13. Children use social and conversational skills, beginning with their home language and cultural values. · 5 Years - [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 ## 14. Children use language to express themselves to others, beginning with their home language. · 4 Years - [Spelling Word Lists (age 7+)](https://ai.page/c/spelling-word-lists-age-7/index.md): Spell words from the statutory word list for Years 3 and 4, including commonly misspelt words that do not follow regular patterns ## Health: 0 of 100 Of its 40 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): - Using New Vocabulary has no explanation yet - Discussing and Questioning New Words has no explanation yet - Starting and Ending Sentences comes before Building sentences, which it needs - Starting and Ending Sentences has no explanation yet - Grammar words: letter, word, sentence comes before Building sentences, which it needs - Grammar words: letter, word, sentence has no explanation yet - Describing Aloud has no explanation yet - Listening and responding has no explanation yet - Asking Questions has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Shared Research Projects has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Responding to Writing Feedback has no explanation yet - Simple Stories with Beginning and Ending comes before Saying Sentences Before Writing Them, which it needs - Simple Stories with Beginning and Ending has no explanation yet - Writing to inform comes before Saying Sentences Before Writing Them, which it needs - Writing to inform has no explanation yet - Writing opinions comes before Saying Sentences Before Writing Them, which it needs - Writing opinions has no explanation yet - Blending Sounds to Read Words has no explanation yet - Reading fluently has no explanation yet - Understanding print has no explanation yet - Discussing Texts as a Group has no explanation yet - Main Topic of Informational Texts has no explanation yet - Book Features and Author's Reasons has no explanation yet - Pictures and Text Working Together has no explanation yet - Different Types of Texts 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 - Main Topic & Key Details has no explanation yet - Characters, settings, and events has no explanation yet - Comparing Characters Across Stories has no explanation yet - Retelling Stories with Structure has no explanation yet - Connecting reading to experience has no explanation yet - Revising and editing (age 8+) has no explanation yet - Spaces Between Words comes before Building sentences, which it needs - Spaces Between Words has no explanation yet - Saying Sentences Before Writing Them comes before Building sentences, which it needs - Saying Sentences Before Writing Them has no explanation yet - Sitting and holding a pencil has no explanation yet - Syllables (age 6+) has no explanation yet - Rhyming words has no explanation yet - Exploring Ideas Through Talk has no explanation yet - Knowing all letters has no explanation yet - Author's word choices has no explanation yet - Building sentences has no explanation yet - Group discussions has no explanation yet - Spelling Word Lists (age 7+) has no explanation yet Credit: The structure of Michigan academic standards: English language arts (http://www.corestandards.org/assets/CCSSI_ELA%20Standards.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.