# Kindergarten: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 25 concepts ready. In the app: https://ai.page/roadmap/sc-ela-kindergarten Part of: [South Carolina: English language arts](https://ai.page/roadmap/sc-ela.md) Goal: South Carolina academic standards: English language arts, Kindergarten ## 1. Kindergarten · Evaluate and critique ideas and concepts interactively through listening and speaking. - [Exploring Ideas Through Talk](https://ai.page/c/exploring-ideas-through-talk/index.md): 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. - [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. Kindergarten · Organize and communicate ideas through a range of formats to engage a variety of audiences. - [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 ## 4. Kindergarten · Write independently and legibly for a variety of tasks and purposes. - [Forming Capital Letters](https://ai.page/c/forming-capital-letters/index.md): 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. - [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 ## 6. Kindergarten · Demonstrate command of standard English grammar and conventions when writing. - [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 ## 7. Kindergarten · Write narratives to develop real or imagined experiences using effective techniques. - [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 ## 8. Kindergarten · Write informative/expository texts to analyze and explain complex ideas and information. - [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 ## 9. Kindergarten · Use critical thinking skills to investigate, evaluate, and synthesize a variety of sources to obtain and refine knowledge. - [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 ## 10. Kindergarten · Evaluate and critique multimedia presentations of a text or subject, including their impact on an audience. - [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 ## 11. Kindergarten · Build and apply a range of academic vocabulary, as well as grade-level appropriate morphology to apply to reading, writing, and speaking. - [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 ## 12. Kindergarten · Analyze word relationships and nuances in word meanings within literary and informational texts. - [Author's word choices](https://ai.page/c/author-s-word-choices/index.md): 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. - [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 ## 14. Kindergarten · Evaluate and critique how an author uses words, phrases, and text structures to craft 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 - [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 ## 15. Kindergarten · Evaluate and critique the development of themes and central ideas within and across 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 - [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 ## 16. Kindergarten · Evaluate and critique key literary elements that enhance and deepen meaning within and across texts. - [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 ## 17. Kindergarten · Read and reread grade-appropriate texts with accuracy and expression at an appropriate rate 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 ## 18. Kindergarten · Know and apply phonics and word analysis skills in decoding and encoding words. - [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 - [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 - [Syllables (age 6+)](https://ai.page/c/syllables-age-6/index.md): 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 - [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 ## 19. Kindergarten · 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 ## 20. Kindergarten · Demonstrate early phonological awareness to basic phonemic awareness in spoken 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 ## Health: 0 of 100 Of its 25 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): - Exploring Ideas Through Talk has no explanation yet - Listening and responding has no explanation yet - Expressing & Justifying Opinions has no explanation yet - Forming Capital Letters has no explanation yet - Revising and editing has no explanation yet - Building sentences has no explanation yet - Narrative Writing has no explanation yet - Writing to inform has no explanation yet - Shared Research Projects has no explanation yet - Pictures and Text Working Together has no explanation yet - Using New Vocabulary has no explanation yet - Author's word choices has no explanation yet - Discussing and Questioning New Words has no explanation yet - Non-Fiction Text Features comes before Main Topic of Informational Texts, which it needs - Non-Fiction Text Features has no explanation yet - Different Types of Texts has no explanation yet - Main Topic of Informational Texts 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 - Characters, settings, and events has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Onsets & Rimes has no explanation yet - Blending Sounds to Read Words has no explanation yet - Syllables (age 6+) has no explanation yet - Knowing all letters comes before Understanding print, which it needs - Knowing all letters has no explanation yet - Understanding print has no explanation yet - Rhyming words has no explanation yet Credit: The structure of South Carolina academic standards: English language arts (https://ed.sc.gov/instruction/standards-learning/english-language-arts/standards/2023-sc-ccr-ela-standards-approved/); 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.