# Kindergarten: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 34 concepts ready. In the app: https://ai.page/roadmap/ri-ela-kindergarten Part of: [Rhode Island: English language arts](https://ai.page/roadmap/ri-ela.md) Goal: Rhode Island academic standards: English language arts, Kindergarten ## 1. Language Standards · 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 rea - [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 Standards · Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. - [Shades of Meaning](https://ai.page/c/shades-of-meaning/index.md): 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. Language Standards · Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized - [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 ## 4. Language Standards - [Starting and Ending Sentences](https://ai.page/c/starting-and-ending-sentences/index.md): 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 ## 5. Speaking and Listening · Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate - [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 - [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 ## 6. 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 ## 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 · Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audienc - [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 - [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 ## 11. Writing · Draw evidence from literary or informational texts to support analysis, interpretation, reflection, and research. - [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 ## 12. Writing · Use technology 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 ## 13. Writing · Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. - [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 - [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 - [Revising and editing (age 7+)](https://ai.page/c/revising-and-editing-age-7/index.md): Evaluate and edit writing by assessing effectiveness, proposing changes to grammar and vocabulary for consistency, and proof-reading for spelling, grammar and punctuation errors at Y3-4 level ## 14. Writing · Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured 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 ## 15. 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 ## 16. Reading Standards for Informational Text · Independently and proficiently read and comprehend complex literary and informational texts. - [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 Standards for Informational Text · Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. - [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 ## 18. Reading Standards for 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 ## 19. Reading Standards for Informational Text · Assess how point of view 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 ## 20. Reading Standards for Informational Text · Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text relate to each other and the whole. - [Book Features and Author's Reasons](https://ai.page/c/book-features-and-author-s-reasons/index.md): Identify front cover, back cover, and title page of a book; identify the reasons an author gives to support points in informational text - [Non-Fiction Text Features](https://ai.page/c/non-fiction-text-features/index.md): Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information ## 21. Reading Standards for Informational Text · Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word - [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 ## 22. Reading Standards for Informational Text · Determine central ideas or themes 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 ## 23. Reading Standards for 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 ## 24. Reading Standards for Literature · Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. - [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 ## 25. Reading Standards for 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 ## 26. Reading Standards for Foundational Skills - [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 - [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 ## Health: 0 of 100 Of its 34 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 - Shades of Meaning has no explanation yet - Discussing and Questioning New Words has no explanation yet - Starting and Ending Sentences has no explanation yet - Listening and responding has no explanation yet - Expressing & Justifying Opinions has no explanation yet - Describing Aloud 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 - Writing Process Vocabulary has no explanation yet - Building Writing Stamina has no explanation yet - Writing to inform has no explanation yet - Shared Research Projects has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Responding to Writing Feedback has no explanation yet - Revising and editing has no explanation yet - Revising and editing (age 7+) 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 - Main Topic of Informational Texts has no explanation yet - Pictures and Text Working Together has no explanation yet - Different Types of Texts has no explanation yet - Book Features and Author's Reasons comes before Understanding print, which it needs - Book Features and Author's Reasons has no explanation yet - Non-Fiction Text Features 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 - Comparing Characters Across Stories comes before Characters, settings, and events, which it needs - Comparing Characters Across Stories has no explanation yet - Reading for Meaning has no explanation yet - Characters, settings, and events has no explanation yet - Blending Sounds to Read Words has no explanation yet - Reading fluently has no explanation yet - Understanding print has no explanation yet Credit: The structure of Rhode Island academic standards: English language arts (https://www.ride.ri.gov/Portals/0/Uploads/Documents/Instruction-and-Assessment-World-Class-Standards/Standards/Rhode%20Island%20Core%20Standards%20ELA.June2021.pdf?ver=2021-06-22-115454-157); 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.