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How to learn Kindergarten: English language arts

Washington academic standards: English language arts, Kindergarten

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1. Language Standards

  1. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
  2. 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
  3. Starting and Ending Sentences: 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
  4. 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

2. Speaking and Listening Standards

  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
  2. 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. Asking Questions: Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood
  4. 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

3. Writing Standards

  1. Shared Research Projects: Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question
  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. 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
  4. Simple Stories with Beginning and Ending: Write simple narratives by sequencing sentences to describe events in order; narrate a single event or linked events with a beginning, middle, and ending or reaction
  5. Writing to inform: Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it
  6. Writing opinions: Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it

4. Reading Standards: Foundational Skills

  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. Understanding print: Demonstrate understanding that print carries meaning, follows left-to-right top-to-bottom directionality, and is organised page by page in books

5. Reading Standards for Informational Text

  1. Discussing Texts as a Group: Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities
  2. 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
  3. Book Features and Author's Reasons: Identify front cover, back cover, and title page of a book; identify the reasons an author gives to support points in informational text
  4. Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension
  5. 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
  6. 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
  7. 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

6. Reading Standards for Literature

  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
  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
  3. 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)

7. Language · Students explore word relationships and distinguish shades of meaning in the context of kindergarten conversations and reading about experiences, events, and ideas.

  1. Shades of Meaning: Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use
  2. Word Parts as Clues: Use knowledge of common inflections and affixes (-ed, -s, un-, -er) as clues to the meaning of unknown words; understand how the prefix un- changes meaning

8. Language · Students use words and phrases acquired through conversations, reading, and being read to.

  1. Regular Plural Nouns: Form and use regular plural nouns orally and in writing by adding -s or -es; understand that plural means more than one

9. Language · Students produce and expand complete sentences in group and individual activities in the context of conversations and writing about experiences, events, and kindergarten content.

  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

10. Language · Students notice when and why language is used differently at school, at home, and with peers.

  1. Basic Nouns & Verbs: Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing

11. Speaking, Listening, and Digital Forums · Students determine how to present themselves and their ideas.

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

12. Speaking, Listening, and Digital Forums · Students collaborate on projects and tasks.

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

13. Writing · Students revise their compositions.

  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

14. Reading · Students use texts they have read for purposes relevant to them.

  1. Connecting reading to experience: Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts

15. Reading · Students decode words with accuracy and fluency using grade-level word analysis skills.

  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
  2. Reading High-Frequency Words by Sight: Read common high-frequency and exception words automatically by sight, including words with irregular spelling patterns
  3. Syllables: Count, blend, and segment syllables in spoken words; divide written words into syllables as an aid to reading and spelling

16. Reading · Students know and apply how concepts of sounds, syllables, words, and silence function in speech (phonological awareness).

  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
  2. Single Letter Sounds: Know the primary sound for each consonant and the short and long sounds for the five major vowels; respond speedily to single-letter graphemes