# Kindergarten: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 23 concepts ready. In the app: https://ai.page/roadmap/ne-ela-kindergarten Part of: [Nebraska: English language arts](https://ai.page/roadmap/ne-ela.md) Goal: Nebraska academic standards: English language arts, Kindergarten ## 1. Speaking and Listening · With prompting and support, describe familiar people, places, things, and events, and provide additional detail. - [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 ## 2. Speaking and Listening · With prompting and support, participate with peers and adults in structured discussions and routines about Kindergarten topics and texts. - [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. Writing · With prompting and support, use a recursive writing process to develop, strengthen, and produce writing appropriate to the discipline, audience, and/or context. - [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 - [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 - [Responding to Writing Feedback](https://ai.page/c/responding-to-writing-feedback/index.md): 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 - [Building Writing Stamina](https://ai.page/c/building-writing-stamina/index.md): 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. - [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 - [Regular Plural Nouns](https://ai.page/c/regular-plural-nouns/index.md): 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. - [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 - [Segmenting words into sounds](https://ai.page/c/segmenting-words-into-sounds/index.md): 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. - [Sitting and holding a pencil](https://ai.page/c/sitting-and-holding-a-pencil/index.md): 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 - [Forming Capital Letters](https://ai.page/c/forming-capital-letters/index.md): 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. - [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 - [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 - [Sorting & Categorising Words](https://ai.page/c/sorting-and-categorising-words/index.md): 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. - [Word Parts as Clues](https://ai.page/c/word-parts-as-clues/index.md): 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. - [Reading with Expression and Accuracy](https://ai.page/c/reading-with-expression-and-accuracy/index.md): 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. - [Single Letter Sounds](https://ai.page/c/single-letter-sounds/index.md): Know the primary sound for each consonant and the short and long sounds for the five major vowels; respond speedily to single-letter graphemes - [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 ## 11. Foundations of Reading · Demonstrate understanding of spoken words, syllables, and sounds (phonemes). - [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 - [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 ## 12. Foundations of Reading · Demonstrate knowledge of the organization and basic concepts of print. - [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 - [Knowing all letters](https://ai.page/c/knowing-all-letters/index.md): 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 ## Health: 0 of 100 Of its 23 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): - Describing Aloud has no explanation yet - Listening and responding has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Writing Process Vocabulary has no explanation yet - Responding to Writing Feedback has no explanation yet - Building Writing Stamina has no explanation yet - Building sentences has no explanation yet - Regular Plural Nouns has no explanation yet - Syllables has no explanation yet - Segmenting words into sounds comes before Single Letter Sounds, which it needs - Segmenting words into sounds comes before Onsets & Rimes, which it needs - Segmenting words into sounds has no explanation yet - Sitting and holding a pencil has no explanation yet - Forming Capital Letters has no explanation yet - Using New Vocabulary has no explanation yet - Discussing and Questioning New Words has no explanation yet - Sorting & Categorising Words has no explanation yet - Word Parts as Clues has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Single Letter Sounds comes before Knowing all letters, which it needs - Single Letter Sounds has no explanation yet - Blending Sounds to Read Words comes before Onsets & Rimes, which it needs - Blending Sounds to Read Words has no explanation yet - Onsets & Rimes has no explanation yet - Rhyming words has no explanation yet - Understanding print has no explanation yet - Knowing all letters has no explanation yet Credit: The structure of Nebraska academic standards: English language arts (https://cdn.education.ne.gov/wp-content/uploads/2021/10/ELA-Standards-Final-Draft-edited-10.6.21.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.