# Kindergarten: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 32 concepts ready. In the app: https://ai.page/roadmap/nc-ela-kindergarten Part of: [North Carolina: English language arts](https://ai.page/roadmap/nc-ela.md) Goal: North Carolina academic standards: English language arts, Kindergarten ## 1. Language · Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness lev - [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 ## 2. Language · Demonstrate understanding of figurative language and nuances in word meanings. - [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 ## 3. Language · Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions cont - [Revising and editing](https://ai.page/c/revising-and-editing/index.md): 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 ## 4. Language · Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum. - [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 ## 5. Speaking and Listening · Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. - [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 ## 6. Speaking and Listening · Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to tas - [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 - [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 ## 7. Speaking and Listening · Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. - [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 ## 8. Speaking and Listening · Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. - [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 ## 9. Speaking and Listening · Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and pe - [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 ## 10. Writing · Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. - [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 ## 11. Writing · Use digital tools and resources to produce and publish writing and to interact and collaborate with others. - [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 ## 12. Writing · Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. - [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 ## 13. Writing · Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. - [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 ## 14. Writing · Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. - [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 ## 15. Reading Foundational Skills - [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 - [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 - [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 - [Forming Capital Letters](https://ai.page/c/forming-capital-letters/index.md): Form capital letters correctly; print many upper- and lowercase letters legibly - [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 ## 16. Reading Informational Text · Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text. - [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 - [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 ## 17. Reading Informational Text · Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. - [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 ## 18. Reading Informational Text · Assess how point of view, perspective, or purpose shapes the content and style of a text. - [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 ## 19. Reading Informational Text · Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. - [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 ## 20. Reading Informational Text · Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas. - [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 ## 21. Reading Informational Text · Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusi - [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 ## 22. Reading Literature · Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. - [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 ## 23. Reading Literature · Analyze how and why individuals, events, and ideas develop and interact over the course of a text. - [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 ## 24. Reading Literature · Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas. - [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) ## Health: 0 of 100 Of its 32 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 - Revising and editing has no explanation yet - Grammar words: letter, word, sentence has no explanation yet - Describing Aloud has no explanation yet - Expressing & Justifying Opinions 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 - Group discussions has no explanation yet - Shared Research Projects has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Narrative Writing has no explanation yet - Writing to inform has no explanation yet - Writing opinions has no explanation yet - Onsets & Rimes has no explanation yet - Blending Sounds to Read Words has no explanation yet - Reading fluently has no explanation yet - Syllables has no explanation yet - Rhyming words has no explanation yet - Forming Capital Letters has no explanation yet - Understanding print has no explanation yet - Main Topic of Informational Texts has no explanation yet - Discussing Texts as a Group 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 - Basic Informational Writing has no explanation yet - Comparing Characters Across Stories comes before Characters, settings, and events, which it needs - Comparing Characters Across Stories has no explanation yet - Characters, settings, and events has no explanation yet - Retelling Stories with Structure has no explanation yet Credit: The structure of North Carolina academic standards: English language arts (http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/0417-adopted-ela-standards.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.