How to learn Kindergarten: English language arts

Nebraska academic standards: English language arts, Kindergarten

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1. Speaking and Listening · With prompting and support, describe familiar people, places, things, and events, and provide additional detail.

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 and Listening · With prompting and support, participate with peers and adults in structured discussions and routines about Kindergarten topics and texts.

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. Writing · With prompting and support, use a recursive writing process to develop, strengthen, and produce writing appropriate to the discipline, audience, and/or context.

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. 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
3. 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
4. Building Writing Stamina: Write about real events and for different purposes, developing stamina for sustained writing across genres beyond narrative (e.g., recounts, letters, instructions)

4. Writing · With prompting and support, form and use complete simple sentences in shared language activities.

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. 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. Writing · Demonstrate sound-letter concepts when writing.

1. Syllables: Count, blend, and segment syllables in spoken words; divide written words into syllables as an aid to reading and spelling
2. Segmenting words into sounds: Segment spoken words into phonemes and spell CVC and simple phonetically regular words by writing a letter or letters for each sound

6. Writing · Demonstrate basic handwriting skills.

1. Sitting and holding a pencil: 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
2. Forming Capital Letters: Form capital letters correctly; print many upper- and lowercase letters legibly

7. Vocabulary · Interpret an author's use of figurative, connotative, and technical language in grade-level literary and informational text.

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

8. Vocabulary · Recognize and use conversational and grade-level academic vocabulary.

1. Word Parts as Clues: Use knowledge of common inflections and affixes (-ed, -s, un-, -er) as clues to the meaning of unknown words; understand how the prefix un- changes meaning

9. Foundations of Reading · Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension.

1. Reading with Expression and Accuracy: Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct

10. Foundations of Reading · Know and apply phonics and word analysis skills in decoding and encoding (spelling) words.

1. 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
2. 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

11. Foundations of Reading · Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

1. Onsets & Rimes: 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
2. 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

12. Foundations of Reading · Demonstrate knowledge of the organization and basic concepts of print.

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
2. Knowing all letters: 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