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How to learn Kindergarten: English language arts

Missouri academic standards: English language arts, Kindergarten

0 of 40 concepts ready to learn · Markdown, for your AI

1. Speaking/Listening · Speak clearly, audibly using conventions of language when presenting individually or with a group by:

  1. Describing Aloud: Describe familiar people, places, things, and events with detail; speak audibly and express thoughts, feelings, and ideas clearly; give well-structured descriptions and explanations

2. Speaking/Listening · Speak clearly using conventions of language when presenting individually or with a group by:

  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
  2. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions

3. Language · In written text:

  1. Capitals for Names, Days and I: Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I'
  2. 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
  3. Starting and Ending Sentences: 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
  4. Forming Capital Letters: Form capital letters correctly; print many upper- and lowercase letters legibly

4. Language · In speech and written form, apply standard English grammar to:

  1. Question Words: Understand and use question words (who, what, where, when, why, how) to form and answer questions
  2. Building sentences: Understand that words combine to make sentences — a sentence expresses a complete thought; produce and expand complete sentences in speech and writing
  3. Grammar words: letter, word, sentence: Use basic grammatical terminology when discussing reading and writing: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark
  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
  5. Basic Nouns & Verbs: Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing

5. Writing · With assistance, apply research process to:

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

6. Writing · With assistance, draw or write fiction or non-fiction narratives and poems that:

  1. Writing to inform: Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it
  2. 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
  3. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations

7. Writing · With assistance, draw/write opinion texts that:

  1. Writing opinions: Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it
  2. Structured Opinion Writing: Compose opinion pieces that introduce a topic, state a clear point of view, provide organised reasons linked with connecting words, and include a concluding statement or section

8. Writing · With assistance from adults/peers:

  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

9. Writing · Reread, revise, and edit drafts, with assistance from adults/peers, to:

  1. Responding to Writing Feedback: 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
  2. Revising and editing: Proof-read own writing to check for errors in spelling, grammar, and punctuation; evaluate and revise writing with teacher/peer support, re-reading to ensure meaning is clear and tense is consistent

10. Writing · Appropriate to genre type, develop a draft from prewriting by:

  1. Planning Ideas Before Writing: 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

11. Writing · Follow a writing process, with assistance, to generate a writing plan through:

  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

12. Reading Foundations · Develop phonics in the reading process by:

  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

13. Reading Foundations · Develop phonemic awareness in the reading process by:

  1. 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

14. Reading Foundations · Develop print awareness in the reading process by:

  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

15. Reading · With assistance, develop an awareness of media literacy by:

  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

16. Reading · With assistance, read, infer and draw conclusions to:

  1. Characters, settings, and events: 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
  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
  4. Asking Questions: Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood
  5. Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension
  6. Comparing Characters Across Stories: Compare and contrast the adventures and experiences of characters in familiar stories; identify similarities and differences between two texts on the same topic
  7. 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

17. Reading · With assistance, develop an understanding of vocabulary by:

  1. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
  2. 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
  3. 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

18. Reading · With assistance, develop and demonstrate reading skills in response to read alouds by:

  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. Predicting what happens next: Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events