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How to learn Kindergarten: English language arts

Minnesota academic standards: English language arts, Kindergarten

0 of 22 concepts ready to learn · Markdown, for your AI

1. Kindergarten · Thoughtfully and safely access, analyze, and create written, oral and digital content applicable to task, purpose, audience and discipline.

  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

2. Kindergarten · Communicate with others, applying knowledge of vocabulary, language, structure and features of spoken language, considering audience and context.

  1. 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. Kindergarten · Exchange ideas in discussion and collaboration, as listener, speaker and participant, A) including the voices and perspectives of Dakota and Anishinaabe people as well other perspective

  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

4. Kindergarten · Engage in inquiry-based learning and research processes to create texts and presentations for a variety of purposes and audiences.

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

5. Kindergarten · Write narratives, poetry and other creative texts with details and effective technique to express ideas.

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

6. Kindergarten · Write informative or explanatory texts to examine and convey complex ideas and information clearly and accurately through use of informational and literary text, considering audience.

  1. 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. Kindergarten · Write arguments to support claims and to persuade in an analysis of topics or texts, using valid reasoning and evidence while considering audience.

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

8. Kindergarten · Develop and strengthen writing by using a writing process including planning, drafting, revising, editing and publishing.

  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

9. Kindergarten · Demonstrate knowledge of oral language, orthography, grammar and mechanics to express ideas in writing.

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

10. Kindergarten · Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational texts.

  1. 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

11. Kindergarten · Analyze influences on content, meaning and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in c

  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

12. Kindergarten · Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts.

  1. Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension
  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

13. Kindergarten · Read critically to comprehend, interpret and analyze themes and central ideas in complex literary and informational texts.

  1. 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
  2. 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
  3. 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

14. Kindergarten · Read and comprehend independently A) both self-selected and teacher-directed texts, B) complex literary and informational texts, and C) from multiple sources representing perspectives a

  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

15. Kindergarten · Demonstrate knowledge of oral language, phonological and phonemic awareness, phonics and morphology to read accurately and fluently.

  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