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How to learn Kindergarten: English language arts

Tennessee academic standards: English language arts, Kindergarten

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1. 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

  1. Building Writing Stamina: Write about real events and for different purposes, developing stamina for sustained writing across genres beyond narrative (e.g., recounts, letters, instructions)

2. Writing · Integrate relevant and credible information from multiple print and digital sources while avoiding plagiarism.

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

3. Writing · Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

  1. Sharing and Publishing Your Writing: Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing

4. Writing · Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

  1. Responding to Writing Feedback: 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

5. Writing · Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

  1. Structured Opinion Writing: Compose opinion pieces that introduce a topic, state a clear point of view, provide organised reasons linked with connecting words, and include a concluding statement or section

6. Writing · Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

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

7. Writing · Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

  1. Writing to inform: Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it
  2. Basic Informational Writing: Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section

8. Writing · Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  1. Writing opinions: Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it

9. Speaking and Listening · Adapt speech to a variety of contents and communicative tasks, demonstrating command of formal English when indicated or appropriate.

  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

10. Speaking and Listening · Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

  1. Engaging Listeners and Valuing Viewpoints: Gain, maintain and monitor the interest of listeners when speaking; consider and evaluate different viewpoints, attending to and building on others' contributions; begin to select appropriate language for different situations

11. Speaking and Listening · Present information, findings, and supporting evidence such that listeners can follow the line of reasoning; the organization, development, and style are appropriate to task,

  1. Describing Aloud: Describe familiar people, places, things, and events with detail; speak audibly and express thoughts, feelings, and ideas clearly; give well-structured descriptions and explanations

12. Speaking and Listening · Prepare for and participate effectively in a range of conversations and collaborations with varied partners, building on others' ideas and expressing their own clearly and per

  1. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions

13. Speaking and Listening · Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

  1. Asking Questions: Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood
  2. Expressing & Justifying Opinions: Articulate and justify answers, arguments, and opinions; participate in discussions, presentations, performances, role play, and debates

14. Speaking and Listening · Integrate and evaluate information presented in diverse media formats, such as visual, quantitative, and oral formats.

  1. Listening to Texts Read Aloud: 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

15. Reading Informational Text · Read and comprehend complex literary and informational texts independently and proficiently.

  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

16. Reading Informational Text · 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.

  1. Main Topic & Key Details: 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

17. Reading Informational Text · Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

  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

18. Reading Informational Text · Assess how point of view or purpose shapes the content and style of a text.

  1. 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

19. Reading Informational Text · Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusion

  1. Reading between the lines: Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do

20. Reading Literature · Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches an author takes.

  1. 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

21. Reading Literature · Interpret words and phrases as they are used in a text, including technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

  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

22. Reading Literature · Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

  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

23. Foundational Literacy · Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and p

  1. Grammar words: letter, word, sentence: Use basic grammatical terminology when discussing reading and writing: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark

24. Foundational Literacy

  1. 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
  2. Reading fluently: Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression
  3. Phonics Vocabulary: 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
  4. Understanding print: Demonstrate understanding that print carries meaning, follows left-to-right top-to-bottom directionality, and is organised page by page in books