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How to learn Kindergarten: English language arts

South Carolina academic standards: English language arts, Kindergarten

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1. Kindergarten · Evaluate and critique ideas and concepts interactively through listening and speaking.

  1. Exploring Ideas Through Talk: Use spoken language to develop understanding through speculating, hypothesising, imagining, and exploring ideas; use strategies to build vocabulary through talk

2. Kindergarten · Through collaboration, react and respond to information while building upon the ideas of others and respecting diverse perspectives.

  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. Kindergarten · Organize and communicate ideas through a range of formats to engage a variety of audiences.

  1. Expressing & Justifying Opinions: Articulate and justify answers, arguments, and opinions; participate in discussions, presentations, performances, role play, and debates

4. Kindergarten · Write independently and legibly for a variety of tasks and purposes.

  1. Forming Capital Letters: Form capital letters correctly; print many upper- and lowercase letters legibly

5. Kindergarten · Revise writing to improve clarity and enhance style appropriate to audience, purpose, and task.

  1. Revising and editing: 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

6. Kindergarten · Demonstrate command of standard English grammar and conventions when writing.

  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

7. Kindergarten · Write narratives to develop real or imagined experiences using effective techniques.

  1. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations

8. Kindergarten · Write informative/expository texts to analyze and explain complex ideas and information.

  1. Writing to inform: Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it

9. Kindergarten · Use critical thinking skills to investigate, evaluate, and synthesize a variety of sources to obtain and refine knowledge.

  1. Shared Research Projects: Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question

10. Kindergarten · Evaluate and critique multimedia presentations of a text or subject, including their impact on an audience.

  1. Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension

11. Kindergarten · Build and apply a range of academic vocabulary, as well as grade-level appropriate morphology to apply to reading, writing, and speaking.

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

12. Kindergarten · Analyze word relationships and nuances in word meanings within literary and informational texts.

  1. Author's word choices: Recognise how an author's deliberate choices — of words, structure, tone, and perspective — create particular effects on you as a reader

13. Kindergarten · Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

  1. 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

14. Kindergarten · Evaluate and critique how an author uses words, phrases, and text structures to craft text.

  1. Non-Fiction Text Features: Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information
  2. Different Types of Texts: 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

15. Kindergarten · Evaluate and critique the development of themes and central ideas within and across texts.

  1. Main Topic of Informational Texts: Identify the main topic and retell key details of informational texts; describe connections between individuals, events, ideas, or pieces of information
  2. Comparing Characters Across Stories: Compare and contrast the adventures and experiences of characters in familiar stories; identify similarities and differences between two texts on the same topic

16. Kindergarten · Evaluate and critique key literary elements that enhance and deepen meaning within and across texts.

  1. Characters, settings, and events: 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

17. Kindergarten · Read and reread grade-appropriate texts with accuracy and expression at an appropriate rate 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

18. Kindergarten · Know and apply phonics and word analysis skills in decoding and encoding words.

  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. 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
  3. Syllables (age 6+): Decode words of two or more syllables by breaking them into syllable chunks, applying knowledge that every syllable must contain a vowel sound, and blending the parts together
  4. 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

19. Kindergarten · 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

20. Kindergarten · Demonstrate early phonological awareness to basic phonemic awareness in spoken words.

  1. 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