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How to learn Kindergarten: English language arts

Virginia Standards of Learning: English language arts, Kindergarten

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1. FOUNDATIONS OF WRITING

  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. 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
  3. Sitting and holding a pencil: Sit correctly at a table holding a pencil comfortably and correctly; form lower-case letters in the correct direction starting and finishing in the right place
  4. Planning Ideas Before Writing: Plan before writing by saying aloud or noting down what will be written, writing down ideas and key words, and encapsulating ideas sentence by sentence before composing
  5. 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
  6. Forming Capital Letters: Form capital letters correctly; print many upper- and lowercase letters legibly
  7. Understanding print: Demonstrate understanding that print carries meaning, follows left-to-right top-to-bottom directionality, and is organised page by page in books
  8. Writing Poetry: Write poetry, exploring patterns of language, rhyme and rhythm, and learning poems by heart for recitation with appropriate intonation

2. FOUNDATIONS OF READING

  1. 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
  2. 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
  3. 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
  4. Syllables: Count, blend, and segment syllables in spoken words; divide written words into syllables as an aid to reading and spelling
  5. 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
  6. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
  7. Predicting what happens next: Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events
  8. Retelling Stories with Structure: Retell stories including key details in sequence, describe characters, settings, and major events using evidence from the text, and describe the overall structure of a story (beginning, middle, ending)
  9. 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
  10. Basic Nouns & Verbs: Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing
  11. 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
  12. Connecting reading to experience: Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts
  13. Inferring Characters' Feelings and Motives: Draw inferences from independently-read texts, such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence from the text
  14. 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
  15. 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
  16. Reading for Meaning: 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

3. COMMUNICATION

  1. Asking Questions: Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood
  2. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions
  3. 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
  4. Irregular past tense verbs: Form and use the past tense of frequently occurring irregular verbs correctly (e.g., sat, hid, told, went, came, ran), recognising that these do not follow the regular -ed pattern
  5. Building sentences: Understand that words combine to make sentences — a sentence expresses a complete thought; produce and expand complete sentences in speech and writing
  6. Pronouns: Use personal, possessive, and indefinite pronouns correctly (e.g., I/me/my, they/them/their, anyone/everything), replacing nouns to avoid repetition