# Kindergarten: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 22 concepts ready. In the app: https://ai.page/roadmap/mn-ela-kindergarten Part of: [Minnesota: English language arts](https://ai.page/roadmap/mn-ela.md) Goal: Minnesota academic standards: English language arts, Kindergarten ## 1. Kindergarten · Thoughtfully and safely access, analyze, and create written, oral and digital content applicable to task, purpose, audience and discipline. - [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 ## 2. Kindergarten · Communicate with others, applying knowledge of vocabulary, language, structure and features of spoken language, considering audience and context. - [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 ## 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 - [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 ## 4. Kindergarten · Engage in inquiry-based learning and research processes to create texts and presentations for a variety of purposes and audiences. - [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 ## 5. Kindergarten · Write narratives, poetry and other creative texts with details and effective technique to express ideas. - [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 - [Narrative Writing](https://ai.page/c/narrative-writing/index.md): 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. - [Basic Informational Writing](https://ai.page/c/basic-informational-writing/index.md): 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. - [Expressing & Justifying Opinions](https://ai.page/c/expressing-and-justifying-opinions/index.md): 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. - [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 ## 9. Kindergarten · Demonstrate knowledge of oral language, orthography, grammar and mechanics to express ideas in writing. - [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 - [Forming Capital Letters](https://ai.page/c/forming-capital-letters/index.md): 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. - [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 ## 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 - [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 ## 12. Kindergarten · Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts. - [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 - [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 ## 13. Kindergarten · Read critically to comprehend, interpret and analyze themes and central ideas in complex literary and informational texts. - [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 - [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 ## 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 - [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 ## 15. Kindergarten · Demonstrate knowledge of oral language, phonological and phonemic awareness, phonics and morphology to read accurately and fluently. - [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 ## Health: 0 of 100 Of its 22 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): - Sharing and Publishing Your Writing has no explanation yet - Listening and responding has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Shared Research Projects has no explanation yet - Simple Stories with Beginning and Ending comes before Writing Process Vocabulary, which it needs - Simple Stories with Beginning and Ending has no explanation yet - Narrative Writing has no explanation yet - Basic Informational Writing has no explanation yet - Expressing & Justifying Opinions has no explanation yet - Writing Process Vocabulary has no explanation yet - Building sentences has no explanation yet - Forming Capital Letters has no explanation yet - Discussing and Questioning New Words has no explanation yet - Different Types of Texts has no explanation yet - Pictures and Text Working Together has no explanation yet - Non-Fiction Text Features comes before Main Topic of Informational Texts, which it needs - Non-Fiction Text Features has no explanation yet - Main Topic of Informational Texts has no explanation yet - Reading between the lines has no explanation yet - Main Topic & Key Details has no explanation yet - Connecting reading to experience 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 Credit: The structure of Minnesota academic standards: English language arts (https://education.mn.gov/MDE/dse/stds/ela/education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=PROD081705&RevisionSelectionMethod=latestReleased&Rendition=primary); 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.