# Kindergarten: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 18 concepts ready. In the app: https://ai.page/roadmap/pa-ela-kindergarten Part of: [Pennsylvania: English language arts](https://ai.page/roadmap/pa-ela.md) Goal: Pennsylvania academic standards: English language arts, Kindergarten ## 1. Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. - [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 ## 2. Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. - [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 - [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 - [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) - [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 - [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 - [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 ## 3. Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual - [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 - [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 - [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 - [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 - [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 - [Reading for Meaning](https://ai.page/c/reading-for-meaning/index.md): Understand that reading is about making meaning, not just saying words correctly — a text that can be decoded but not understood has not been read - [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 ## 4. Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between 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 ## 5. Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. - [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 - [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 - [Phonics Vocabulary](https://ai.page/c/phonics-vocabulary/index.md): Know and use the vocabulary of phonics and word structure — phoneme, grapheme, GPC (grapheme-phoneme correspondence), blend, segment, digraph, CVC, vowel, consonant, syllable, root word, suffix, prefix, and homophone — and understand that these words describe the building blocks that phonics instruction is built on ## Health: 0 of 100 Of its 18 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): - Listening and responding has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Grammar words: letter, word, sentence has no explanation yet - Building Writing Stamina has no explanation yet - Writing to inform has no explanation yet - Narrative Writing has no explanation yet - Writing opinions has no explanation yet - Discussing Texts as a Group has no explanation yet - Using New Vocabulary has no explanation yet - Connecting reading to experience has no explanation yet - Reading between the lines has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Reading for Meaning has no explanation yet - Different Types of Texts has no explanation yet - Main Topic of Informational Texts has no explanation yet - Understanding print has no explanation yet - Single Letter Sounds has no explanation yet - Phonics Vocabulary has no explanation yet Credit: The structure of Pennsylvania academic standards: English language arts (http://static.pdesas.org/content/documents/PA%20Core%20Standards%20ELA%20PreK-5%20March%202014.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.