Mississippi College and Career Readiness Standards for
English Language Arts Scaffolding Document
Kindergarten
College- and Career-Readiness Standards for English Language Arts
Page 2 of 70-September 2016
Kindergarten
CCR.R.1: Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence and when
writing or speaking to support conclusions drawn from the text.
RL.K.1
With prompting and support, ask
and answer questions about key
details in a text.
Desired Student Performance
A Student Should Know
(Prerequisite Knowledge)
Questions are sentences that
require answers.
Questions can be answered from
text.
Questions often begin with who,
what, where, when, and why.
How to, with prompting and
support, explain the difference
between questions and answers.
Text refers to words that are
written, such as stories, poems,
song lyrics, etc.
A question mark is an end
punctuation mark that tells the
reader the sentence is a question.
A Student Should Understand
(Conceptual Understanding)
Growing readers listen actively and
spontaneously and ask questions
before, during, and after reading.
Growing readers understand
listening to others’ questions
inspires new questions of their
own.
Growing readers know key details
are part of the story that will help
them understand the story.
Growing readers ask and answer
questions to clarify meaning and
focus on specific parts of the text.
Growing readers understand that
both questions and responses are
stated in complete sentences.
Growing readers understand that
sentences express a complete
thought.
A Student Should Be Able to Do
(Evidence of Knowledge)
Ask and respond to questions
about important details in a story.
Decide if the answers to their
questions can be found in the text
or whether they need to infer
and/or draw a conclusion from the
text.
Create questions and/or answers
that show understanding of key
details in a text.
Ask questions as follow-ups to
previous questions asked by the
teacher or peers.
Respond to questions in complete
sentences.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
questions, answer, detail, literary text, story, evidence, infer, conclusion, decide, provide, ask
College- and Career-Readiness Standards for English Language Arts
Page 3 of 70-September 2016
Kindergarten
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.K.2
With prompting and support,
retell familiar stories, including
key details.
Desired Student Performance
A Student Should Know
(Prerequisite Knowledge)
A story is an account of
imaginary or real people, places,
things, and/or events told for
entertainment.
Stories have characters and
settings.
Stories have a beginning,
middle, and end.
How to listen to a story to learn
information about the
characters and setting.
How to listen to a story and
determine the beginning,
middle, and end.
Readers can use what they
know about a topic/subject to
ask and answer questions.
A Student Should Understand
(Conceptual Understanding)
Growing readers listen to a text
or read text independently.
They think about which parts of
a text are the most important.
They use these parts to retell
familiar stories.
Authors include key details to
help readers make sense of
what they are reading.
Growing readers know that
retelling a story is when a
reader tells the story again in
his or her own words.
A Student Should Be Able to Do
(Evidence of Knowledge)
Retell (orally or through
writing/drawing/dictating) a
story including the main
character(s) and setting.
Retell (orally or through
writing/drawing/dictating) a
story including the beginning,
middle, and end in the order
that they occurred in the text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
detail, lesson, retelling, beginning, middle, ending, prompt, support, listen, question, character, setting, plot
College- and Career-Readiness Standards for English Language Arts
Page 4 of 70-September 2016
Kindergarten
CCR.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
RL.K.3
With prompting and
support, identify characters,
settings, and major events
in a story.
Desired Student Performance
(Prerequisite Knowledge)
Parts of a familiar story are
characters, setting, and plot.
A character is a person or
animal in a story.
The setting is where and
when a story takes place.
Stories have a beginning,
middle, and end.
A story may have a problem
and solution.
A major event is something
important that happens in
the story.
(Conceptual Understanding)
Authors write stories that
have story elements:
characters, setting, and plot
(major events).
Growing readers identify and
understand how story
elements help them
understand what is taking
place in the story.
Readers use details in the
text to help them identify or
infer the main events.
(Evidence of Knowledge)
Identify and name the
characters in a story.
Identify and describe the
settings (when and where) in
a story.
Identify the events that occur
at the beginning of the story.
Identify the events that occur
in the middle of the story.
Identify the events that occur
at the end of the story.
Identify the problem and
solution in the story.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
character, setting, major event, details, identify, story elements, problem, solution, beginning, middle, end
College- and Career-Readiness Standards for English Language Arts
Page 5 of 70-September 2016
Kindergarten
CCR.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
RL.K.4
Ask and answer questions
about unknown words in a
text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Understand that a word has
meaning.
Understand that pictures
help to tell a story.
How to use the picture clues
provided in the text to
develop understanding of the
words in a story.
How to ask and answer
questions about the text.
How to identify
corresponding sounds with
the first and last letters of
the word.
How to listen to a story to
gain meaning.
A student should understand
(Conceptual Understanding)
Growing readers use
strategies to help them figure
out unknown words within a
text.
Growing readers use picture
clues, sound clues, and the
words around an unknown
word to help them gain
understanding.
Growing readers ask and
answer questions about an
unknown word.
A student should be able to do
(Evidence of Knowledge)
Use the picture clues from
the story to determine the
meanings of unknown words
in the text.
Ask and answer questions
about unknown words in the
story.
Reread and study visual cues
in the text to unlock word
meaning.
(RL.K.4 continued) KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
question, answer, picture, clue, sound-symbol relationships, strategies, unknown, statement, text
College- and Career-Readiness Standards for English Language Arts
Page 6 of 70-September 2016
Kindergarten
CCR.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
RL.K.5
Recognize common types of
texts (e.g., storybooks,
poems).
Desired Student Performance
(Prerequisite Knowledge)
Fiction texts refer to texts
about imaginary people,
animals, or events.
A storybook tells a story;
sometimes it contains more
than one story.
A song is a piece of music
that has words called lyrics.
A poem is a text that
sometimes has rhyming
words and shares an idea in
fewer words.
Informational/explanatory
texts teach the reader some
type of real information.
(Conceptual Understanding)
Authors write different types
of texts to share their
messages.
Some of the types of texts
they write are storybooks,
poems, songs, and
informational texts.
Growing readers set a
purpose for reading based on
the types of text they are
going to read. This helps
them gain deeper meaning of
what they are reading.
(Evidence of Knowledge)
Demonstrate the ability to
recognize and name common
types of literary texts.
o storybooks, poems,
songs, and
informational texts
Differentiate between
different types of texts based
on formatting, style, etc.
(RL.K.5 continued) KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
storybook, fiction, poem, song, informational /explanatory text, imaginary, rhyme, text, real, purpose, recognize
College- and Career-Readiness Standards for English Language Arts
Page 7 of 70-September 2016
Kindergarten
CCR.R.6: Assess how point of view or purpose shapes the content and style of a text.
RL.K.6
With prompting and
support, name the author
and illustrator of a story and
define the role of each in
telling the story.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
The author is the person who
wrote the story.
The illustrator is the person
who created the pictures or
art for the story.
A student should understand
(Conceptual Understanding)
Illustrators are the people
that create the pictures that
match the meaning of the
words the author has written
in the story.
Illustrations are pictures, art,
or graphics.
Growing readers use the
illustrations to help them
make meaning of the text.
The author’s words are often
represented by artwork or
illustrations.
A student should be able to do
(Evidence of Knowledge)
Locate, identify, and name
the author of the story.
Locate, identify, and name
the illustrator of a story.
Explain the author’s role in
telling the story.
o The author writes the
story.
Explain the illustrator’s role
in telling the story.
o The illustrator draws
the pictures.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
author, illustrator, illustrations, story, role, name, locate, cover, identify, write, pictures
College- and Career-Readiness Standards for English Language Arts
Page 8 of 70-September 2016
Kindergarten
CCR.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in
words.
RL.K.7
With prompting and
support, describe the
relationship between
illustrations and the story in
which they appear (e.g.,
what moment in a story an
illustration depicts).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Illustrations may be pictures,
drawings, artwork, paintings,
sketches, and photographs.
How to describe what is
pictured in an illustration.
Anything that is visual that is
NOT words can be
considered illustrations.
Story elements include the
character(s), setting,
problem, solution, and
events.
A student should understand
(Conceptual Understanding)
Authors use illustrations to
help tell their stories.
Growing readers “read” the
illustrations. They are the
pictures that tell more about
the words the author has
written.
Illustrations help readers
understand the story.
Readers can explain how
pictures help them
understand the story they
are reading.
A student should be able to do
(Evidence of Knowledge)
Describe how illustrations
and the text (words) are
related in the order they
appear in the text.
Use illustrations and text in a
story to describe the
characters, setting, and
events.
Present information orally or
through a combination of
writing and drawing gained
from the illustration in the
story.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
illustration, relationship, describe, characters, setting, events, pictures, art, photographs, sketches,
College- and Career-Readiness Standards for English Language Arts
Page 9 of 70-September 2016
Kindergarten
CCR.R.8: 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.
RL.K.8
Not applicable to literature.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A student should understand
(Conceptual Understanding)
A student should be able to do
(Evidence of Knowledge)
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
College- and Career-Readiness Standards for English Language Arts
Page 10 of 70-September 2016
Kindergarten
CCR.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches
the authors take.
RL.K.9
With prompting and
support, compare and
contrast the adventures and
experiences of characters in
familiar stories.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Characters are the people or
animals in a story.
Characters have adventures
and experience in a story.
Compare refers to things that
are the same.
Contrast refers to things that
are different.
A student should understand
(Conceptual Understanding)
Authors create stories with
experiences and adventurous
for their characters.
Growing readers often read
familiar stories about
characters and their
experiences.
Readers study characters’
actions, feelings, and
motivations to deepen their
understanding of a story.
Growing readers begin to
think about how characters’
actions, feelings, and motives
are the same and different.
A student should be able to do
(Evidence of Knowledge)
Identify and name the
characters in multiple stories.
Identify and describe the
settings (when and where) in
multiple stories.
Identify and explain the
major events in multiple
stories.
Compare the adventures and
experience of characters in
multiple familiar stories.
Contrast the adventures and
experience of characters in
multiple familiar stories.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
characters, adventures, experiences, feelings, actions, motives, events, compare, contrast, multiple, familiar
College- and Career-Readiness Standards for English Language Arts
Page 11 of 70-September 2016
Kindergarten
CCR.R.10: Read and comprehend complex literary and informational texts independently and proficiently.
RL.K.10
Actively engage in group
reading activities with
purpose and understanding.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to listen to and read
text from a variety of text
genres.
A student should understand
(Conceptual Understanding)
Growing readers participate
in rich, small- and whole-
group reading activities
where they focus on
comprehending within and
beyond the text.
A student should be able to do
(Evidence of Knowledge)
Utilize comprehension
strategies to gain deeper
understanding in small and
large group readings, e.g.
o activating relevant
background
knowledge
o creating visual
images, drawing
inferences
o asking questions
o determining
important ideas
o synthesizing
information
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
background knowledge, visual images, draw inferences, ask questions, determine importance, synthesize
College- and Career-Readiness Standards for English Language Arts
Page 12 of 70-September 2016
Kindergarten
CCR.R.1: Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence and when writing or speaking
to support conclusions drawn from the text.
RI.K.1
With prompting and
support, ask and answer
questions about key details
in a text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Text refers to written words in a variety of
forms (e.g., books, articles, emails, letters,
etc.)
Questions often begin with who, what,
where, when, and why.
A question is a sentence that requires an
answer.
Details are pieces of information that
clarify information about a topic.
How to, with prompting and support, be
able to explain the difference between
questions and answers.
Questions can be generated based on the
topic to help students make predictions
about the text.
A question mark is an end punctuation
mark that tells the reader the sentence is
a question.
A student should be able to do
(Evidence of Knowledge)
Set a purpose for reading and
identify type of text
(informational).
Provide questions and
answers that show
understanding of key details
in a text.
Look at text and illustrations
to generate questions and/or
answers about the text.
Use background knowledge
and information from the text
to make inferences when
asking or answering
questions.
Respond to questions in
complete sentences.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
questions, statement, clarify, background knowledge, details, informational text, predictions, key details, illustrations, inference, draw conclusions, evidence from
the text
College- and Career-Readiness Standards for English Language Arts
Page 13 of 70-September 2016
Kindergarten
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
RI.K.2
With prompting and
support, identify the main
topic and retell key details
of a text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Informational text has a main
topic or main idea (what the
text is mostly about).
A key detail is a piece of
information that provides
more information about the
main topic or main idea.
How to retell or describe
details from informational
read aloud.
Types of informational texts
include literary nonfiction,
informational, technical
texts, etc.
A student should understand
(Conceptual Understanding)
Authors of informational text
write about topics.
They include key details to
help their readers better
understand the topic.
Readers use text and graphic
features as sources to
identify the main topic and
think about key details.
Growing readers begin to
take notes using pictures or
images and words. This helps
them to think about what
they have learned to form a
retelling on a topic.
A student should be able to do
(Evidence of Knowledge)
Provide a statement of the
main topic or main idea of a
text.
Identify key details that
support the main topic or
main idea.
Retell the key ideas for the
main topic or main idea.
Participate in a discussion
about the main topic or main
idea to recall one or more
details from the text.
Respond to questions about
the topic and details.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
main topic, key details, retell, informational text, images, graphics
College- and Career-Readiness Standards for English Language Arts
Page 14 of 70-September 2016
Kindergarten
CCR.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
RI.K.3
With prompting and
support, describe the
connection between two
individuals, events, ideas, or
pieces of information in a
text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Informational text provides
information that teaches the
reader about people, places,
events, and ideas.
Authors use text features
such as bold words,
photographs, captions, etc.,
to help the reader
understand more about the
people, places, things, or
events that they are writing
about.
How to use background
knowledge and experiences
to identify and discuss how
personal experiences, ideas,
or pieces of information are
the same and different from
a piece of text.
A student should understand
(Conceptual Understanding)
Describe means to explain or
give details about a person,
place, event or, ideas in a
text.
The information in the
informational texts can be
used to help the reader
understand people, events,
and ideas in a text.
Authors sometimes make
connections between two
individuals, events, ideas, or
pieces of informational text.
This helps readers make
meaning of what they read.
A student should be able to do
(Evidence of Knowledge)
Identify and name
individuals, events, and ideas
or pieces of information
(details) in a text.
Provide a description of the
connection between two
individuals in a text.
Provide a description of the
connections between two
events.
Provide a description of the
connections between two
ideas or pieces of
information.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
connection, individuals, events, ideas, information, relationship, text features, informational text
College- and Career-Readiness Standards for English Language Arts
Page 15 of 70-September 2016
Kindergarten
CCR.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
RI.K.4
With prompting and
support, ask and answer
questions about unknown
words in a text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Understand that a word has
meaning.
Understand that pictures help to
provide information and details in a
text.
How to use the picture clues
provided in the text to develop
understanding of the words in a
story.
How to ask and answer questions
about the text.
How to identify corresponding
sounds with the first and last
letters of a word.
How to listen to a text to gain
meaning of unknown words.
A student should understand
(Conceptual Understanding)
Growing readers actively seek
meaning of unknown words and
phrases by asking and answering
questions to clarify meaning.
Authors use words that create
mental images to create meaning
in informational text.
Readers use a variety of print
features and graphic aids (size of
font, illustrations/ photographs,
drawings, maps, etc.) to identify
meanings of unknown words.
Authors often give clues to help the
reader determine the meaning of
unknown words within a text.
A student should be able to do
(Evidence of Knowledge)
Identify unknown words in a text.
Ask and answer questions about
unknown words in a text to
determine the meaning of a word.
Listen carefully to a story being
read aloud and listen for clues
within the text to determine the
meaning of an unknown word.
Read and reread the visual images,
print features, and other words in
the text to identify context clues
that aid in determining the
meaning of unknown words.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
question, answer, statement, background knowledge, phrases, mental images, print features, graphic aids, context clues, vocabulary words
College- and Career-Readiness Standards for English Language Arts
Page 16 of 70-September 2016
Kindergarten
CCR.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
RI.K.5
Identify the front cover,
back cover, and title page of
a book.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to identify books from
other types of text.
Books are read from front to
back and left to right.
How to identify and name
the parts of a book (e.g.,
front cover, title page, and
back cover).
A student should understand
(Conceptual Understanding)
Readers know the front of
the book contains a title and
author/illustrator.
The back cover shares a
snapshot of the information
contained in the book.
The title page restates the
title, author, and illustrator
and tells the name of the
company that published the
book and when the book was
published.
These elements assist
readers to make predictions
of what the informational
text might teach them.
A student should be able to do
(Evidence of Knowledge)
Identify and name the front
cover of a book.
Identify and name the back
cover of a book.
Identify and name the title
page of a book.
Use the title page and
illustrations to make
predictions about meaning
and events.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
front cover, title page, back cover, parts of a book, informational text, prediction, author, illustrator, publisher
College- and Career-Readiness Standards for English Language Arts
Page 17 of 70-September 2016
Kindergarten
CCR.R.6: Assess how point of view or purpose shapes the content and style of a text.
RI.K.6
Name the author and
illustrator of a text and
define the role of each in
presenting the ideas or
information in a text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
The author of an
informational text chooses
the ideas and/or information
to be shared with readers.
The illustrator or
photographer of
informational text provides
the images to help readers
make meaning of what they
are reading.
A student should understand
(Conceptual Understanding)
The author is the person who
writes the book or text.
An illustrator is the person
who makes or draws the
pictures for the text.
A photographer is the person
that takes the photographs
for the text.
Visual images provide
information or ideas in a text.
Words and visual images
work together to teach
information.
A student should be able to do
(Evidence of Knowledge)
Identify the author of a text.
Explain what the author’s
role is in presenting the ideas
or information in that text.
Identify the illustrator or
photographer of a text.
Explain what the illustrator’s
role is in presenting the ideas
or information in that text.
Explain how the words and
illustrations work together to
teach the reader new
information.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
author, illustrator, photographer, visual images, informational text, ideas, role
College- and Career-Readiness Standards for English Language Arts
Page 18 of 70-September 2016
Kindergarten
CCR.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in
words.
RI.K.7
With prompting and
support, describe the
relationship between
illustrations and the text in
which they appear (e.g.,
what person, place, thing, or
idea in the text an
illustration depicts).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Authors of informational text
include illustrations and
photographs to teach new
information.
Photographs and illustrations
build understanding of text.
How to preview a piece of
text then discuss the
information learned from
scanning the text features.
A student should understand
(Conceptual Understanding)
Growing readers use
illustrations, including
photographs and drawings,
to help them gain new
knowledge when reading
informational text.
Illustrations are pictures
included in informational
text.
Readers make connections
between details provided by
the illustrator/photographer
and the information the
author shared.
A student should be able to do
(Evidence of Knowledge)
Identify and explain people,
places, things, or ideas in a
text.
Identify people, places,
things, or ideas in the text
that are represented in the
illustrations.
Describe the relationship
between the illustration and
the text in which it appears
(e.g., what person, place,
think, or idea from the text is
depicted in an illustration).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
illustrations, drawings, photographs, ideas, informational text, cross-check, author, details, text features, scanning, relationship
College- and Career-Readiness Standards for English Language Arts
Page 19 of 70-September 2016
Kindergarten
CCR.R.8: 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.
RI.K.8
With prompting and
support, identify the
reasons an author gives to
support points in a text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Authors write informational
texts about specific topics.
Authors use key or supporting
details to make their points
and to provide more
information about the topic.
A student should understand
(Conceptual Understanding)
Authors of informational texts
use reasons and examples to
provide support to their points
and ideas and to provide more
information about the topic.
Growing readers identify the
reasons and examples authors
use to support their points and
ideas. This helps readers make
meaning of informational text.
A student should be able to do
(Evidence of Knowledge)
Identify the topic or main idea.
Identify the points an author
makes in a text.
Identify supporting points an
author makes in a text.
Answer questions about
details and how they support
the points an author makes in
informational text.
o What does this
sentence tell the
reader about the
topic?
o What can the reader
learn about the topic
from the information
the author gives in the
text?
o Why did the author
include this sentence?
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
authors, informational text, key details, supporting details, points, relevant, irrelevant, reasons, examples, support
College- and Career-Readiness Standards for English Language Arts
Page 20 of 70-September 2016
Kindergarten
CCR.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches
the authors take.
RI.K.9
With prompting and
support, identify basic
similarities in and
differences between two
texts on the same topic
(e.g., in illustrations,
descriptions, or
procedures).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to identify the topic of
multiple texts
How to recognize texts with
the same topic
How to discuss objects that
are similar or different
A student should understand
(Conceptual Understanding)
Authors of informational text
use text features (e.g., labels,
illustrations, captions, etc.) to
share information on their
topics.
Readers focus on text
features (e.g., labels,
illustrations, captions, etc.) to
gain more information about
topics.
Readers focus on the words
in informational texts to gain
more information about the
topic.
Growing readers identify how
two texts written on the
same topic may be similar or
different.
A student should be able to do
(Evidence of Knowledge)
Listen to or read multiple
texts on the same topic.
Identify illustrations,
descriptions, procedures, or
other text features presented
in one text.
Identify illustrations,
descriptions, procedures, or
other text features presented
in other texts on the same
topic.
Provide an identification of
the basic similarities and
differences between two
texts on the same topic.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
topics, details, similar, different, informational text, text features, labels, captions, illustrations, photographs
College- and Career-Readiness Standards for English Language Arts
Page 21 of 70-September 2016
Kindergarten
CCR.R.10: Read and comprehend complex literary and informational texts independently and proficiently.
RI.K.10
Actively engage in group
reading activities with
purpose and understanding.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to listen to and/or read
text from a variety of text
genres on a kindergarten
reading level with guidance
and support.
How to choose appropriate
text for independent reading.
A student should understand
(Conceptual Understanding)
Growing readers understand
the characteristics of
informational text.
Growing readers participate
in rich, small- and whole-
group readings where they
focus on comprehending
within and beyond the text.
A student should be able to do
(Evidence of Knowledge)
Utilize comprehension
strategies, e.g.
o activating relevant
background
knowledge
o creating visual images
o drawing inferences
o asking questions
o determining
important ideas
o synthesizing
information to gain
deeper understanding
of text independently
and in small and large
group settings.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
monitor thinking, utilize prior knowledge, ask questions, visualize information, determine importance, summarize, synthesize, just right text,
complex text, literary, informational, variety of genres, comprehension within/beyond the text
College- and Career-Readiness Standards for English Language Arts
Page 22 of 70-September 2016
Kindergarten
CCR.RF.1.: Demonstrate understanding of the organization and basic features of print.
RF.K.1a
Follow words from left to
right, top to bottom, and
page by page.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Texts are constructed with
words.
Words are organized in an
order on a page.
Words progress in meaning
from left to right, top to
bottom, and page to page.
Print on a page should be
read.
Illustrations are used on a
page to support the text.
A student should understand
(Conceptual Understanding)
Sentences are built to be
read from left to right.
Pages are designed to be
read from top to bottom.
Print is designed to be read
from left to right, top to
bottom, and page by page.
Reading begins with the first
word on a page.
Reading progresses from left
to right by moving across the
page.
Print continues down the
page from top to bottom.
Reading progresses from
page to page.
A student should be able to do
(Evidence of Knowledge)
Find the print on a page.
Identify a word.
Track words in print.
Track print from left to right.
Track print from top to
bottom.
Track print page by page.
Use return sweeps.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
demonstrate, follow, progress, identify, track, find, words, left, right, top, bottom, page
College- and Career-Readiness Standards for English Language Arts
Page 23 of 70-September 2016
Kindergarten
CCR.RF.1.: Demonstrate understanding of the organization and basic features of print.
RF.K.1b
Recognize that spoken
words are represented in
written language by specific
sequences of letters.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Words can be written or
spoken.
Words spoken can also be on
a printed page.
Letters are organized in
specific order to create
words.
A student should understand
(Conceptual Understanding)
Letters are organized to build
words.
Words are represented by
letters.
Letters in words represent
sounds of a word.
The first letter in a word
makes the initial or beginning
sound.
The last letter in the word
makes the final sound.
Sounds between the initial
and final sounds of the word
are medial sounds.
Words are organized into
sentences.
A student should be able to do
(Evidence of Knowledge)
Point to a word.
Demonstrate understanding
of letter-sound relationships.
Begin to identify words in
print such as sight words.
Recognize words in print
from letters in print.
o Exceptions are one
letter words such as I
and a.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
know, recognize, understand, demonstrate, show, letters, words, spaces, separated, sequence, spoken, print, written, graphemes,
phonemes
College- and Career-Readiness Standards for English Language Arts
Page 24 of 70-September 2016
Kindergarten
CCR.RF.1.: Demonstrate understanding of the organization and basic features of print.
RF.K.1c
Understand words are
separated by spaces in print.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Realize written language
corresponds with spoken
language.
How to recognize a one-to-
one correspondence for
words in a sentence or on a
page.
How to distinguish the
difference between letters,
words, and spaces.
A student should understand
(Conceptual Understanding)
Know words are put together
to build a sentence.
Know to read a sentence in a
left to right progression.
Understand when reading
line by line there should be a
return sweep to the
progression.
Know that there is a space
between each word to
separate one word from the
next word.
A student should be able to do
(Evidence of Knowledge)
Place the left and right
pointer finger around a word
to “frame a word.”
Show how words are
separated with spaces.
Point out spaces between
words.
Track and count words in a
sentence.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
demonstrate, show, understand, spaces, words, letters, separated, sequence, spoken, print, written
College- and Career-Readiness Standards for English Language Arts
Page 25 of 70-September 2016
Kindergarten
CCR.RF.1.: Demonstrate understanding of the organization and basic features of print.
RF.K.1d
Recognize and name all
upper- and lower-case
letters of the alphabet.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Distinguish letters from
shapes.
Distinguish letters from
numbers.
Distinguish letters from
words.
A student should understand
(Conceptual Understanding)
Capital letters are different
from lowercase letters of the
alphabet.
Letters are different from
other printed symbols (e.g.,
numbers).
Letters are different from
punctuation.
A student should be able to do
(Evidence of Knowledge)
Point to letters while stating
their names.
Sort capital and lowercase
letters in appropriate
categories.
Identify and match
uppercase to lowercase
letters (e.g., using a letter
grid).
Name capital and lowercase
letters when prompted (e.g.,
using letter cards).
Write both upper and
lowercase letters when
prompted.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
uppercase letters, lowercase letters, show, point, sort, name
College- and Career-Readiness Standards for English Language Arts
Page 26 of 70-September 2016
Kindergarten
CCR.RF.2.: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2a
Recognize and produce
rhyming words.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Understand basic
phonological awareness.
Understand words are made
up of sounds.
Understand rhyming words
have the same ending sound
or rime.
Distinguish between onset
(beginning sound) and rime
(ending sounds).
A student should understand
(Conceptual Understanding)
Understand words that
rhyme sound the same at the
end.
Understand the ending sound
of a word will help decide if
the words rhyme.
How to identify similar
sounds in oral speech.
Understand which part of the
word (rime) is important for
rhyming.
A student should be able to do
(Evidence of Knowledge)
Match rhyming words using
picture cards.
Given a list of rhyming words,
produce other words that
rhyme with those on the list.
Identify two words that
rhyme when a list is given
orally.
Determine if spoken pairs of
words rhyme (e.g., Do these
words rhyme? ball, call).
Produce a spoken word with
the same rhyme of a spoken
word (e.g., Can you tell me a
word that rhymes with ball?).
State which spoken words
rhyme (e.g., Which words in
this list rhyme? ball, fall,
mat).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
rhyming words, sounds, ending sounds, match, sound the same, rime
College- and Career-Readiness Standards for English Language Arts
Page 27 of 70-September 2016
Kindergarten
CCR.RF.2.: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2b
Count, pronounce, blend,
and segment syllables in
spoken words.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Understand one-to-one
correspondence of letters
and words.
There is a part to whole
relationships for letters and
words.
Syllables have one vowel
sound.
A student should understand
(Conceptual Understanding)
A word broken into its
syllables can have its sounds
blended together.
Spoken words can be
blended together to make
compound words.
Word parts can be put
together to make a bigger
word.
How to segment spoken
words into parts (e.g.,
compound words).
Syllables are parts of words.
A student should be able to do
(Evidence of Knowledge)
Clap parts of a word.
Use a strategy to determine
the number of syllables.
Break a word into its parts.
Pronounce syllables in
spoken words (e.g., Clap and
state the parts of a word).
Count syllables in spoken
words (e.g., Clap the parts of
a word and state how many
parts it has).
Blend syllables into spoken
words (e.g., Put the parts
together to make a whole).
Segment spoken words into
syllables (e.g., Break the
word into two smaller parts).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
count, say, pull a part, stretch, blend, pronounce, clap, break, segment
College- and Career-Readiness Standards for English Language Arts
Page 28 of 70-September 2016
Kindergarten
CCR.RF.1.: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2c
Blend and segment onsets
and rimes of single-syllable
spoken words.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to make the beginning
sound of a word.
How to make the ending
sound of a word.
A student should understand
(Conceptual Understanding)
Words can be blended.
Words can be broken down
into parts.
Spoken words have initial
sounds.
How to identify initial sounds
in spoken words.
How to determine rime when
onset is deleted from a given
word.
A student should be able to do
(Evidence of Knowledge)
Create the beginning sound
of a word and add the rime in
order to blend a word
together.
Break a word apart by
separating the beginning
sound from the rime.
Blend the onset and rime to
state the complete word
(e.g., Put the parts together
to make a whole: /c/ + /at/.).
Segment sounds of a spoken
word into onset and rime
(e.g., Say cat in two parts—
the first sound then the rest
of the word.).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
make, use, sound, demonstrate, sounds, syllables, beginning sounds, ending sounds, blend, segment, rime
College- and Career-Readiness Standards for English Language Arts
Page 29 of 70-September 2016
Kindergarten
CCR.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2d
Isolate and pronounce the
initial, medial vowel, and
final sounds (phonemes) in
three-phoneme (consonant-
vowel-consonant, or CVC)
words.* (This does not
include CVCs ending with
/l/, /r/, or /x/.)
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Show awareness of
phonological awareness
with counting words in
sentences and rhyme.
Understand letter-sound
correspondence.
Words consist of different
speech sound.
Listening to words can help
one identify each individual
speech sound in a word.
A student should understand
(Conceptual Understanding)
Listen to a word to identify
each individual phoneme
within a word.
Count, pronounce, blend,
and segment syllables in
spoken words.
Blend and segment onsets
and rimes of single-syllable
spoken words.
Demonstrate an
understanding of sequence
of sounds in words (e.g., first,
middle, last).
Demonstrate an
understanding of words
being made up of sounds.
A student should be able to do
(Evidence of Knowledge)
Isolate the initial sound in a
three-phoneme word.
o What sound do you
hear at the beginning
of the word cat? /k/
Isolate the medial sound in a
three-phoneme word.
o What sound do you
hear in the middle of
the word cat? /a/
Isolate the final sound in a
three-phoneme word.
o What sound do you
hear at the end of the
word cat? /t/
Pronounce the initial sound
in a three-phoneme word.
Pronounce the medial sound
in a three-phoneme word.
Pronounce the final sound in
a three-phoneme word.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
isolate, pronounce, initial sounds, medial sounds, final sounds, demonstrate, say, phoneme
College- and Career-Readiness Standards for English Language Arts
Page 30 of 70-September 2016
Kindergarten
CCR.RF.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2e
Add or substitute individual
sounds (phonemes) in
simple, one-syllable words
to make new words.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to pronounce letter
sounds.
Be aware of individual
phonemes or sounds within
words.
Be able to identify individual
phoneme in words.
Words with the CVC pattern
are constructed of individual
sounds.
A student should understand
(Conceptual Understanding)
Words are made up of
individual phonemes or
sound.
Listening for phonemes
(sounds) within a word
can help you identify or
read the word.
Blending phonemes
(sounds) together creates
words.
New words can be made
by adding or substituting
or changing phonemes
(sounds) to a given word.
A student should be able to do
(Evidence of Knowledge)
In the given word, add or change
the initial sound to a new phoneme
and state the new word.
o Add a /k/ to the word at.
The word is cat.
o Change the /k/ in cat to a
/m//. The word is mat.
In a given word, change the medial
phoneme (sound) to create a new
word.
o Change the /a/ in bat it /i/.
The word is bit.
In a given words, change the final
phoneme (sound) to create a new
word.
o Change the /p/ in cap to
/n/. The word is can.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
add, substitute, phoneme, one-syllable words, CVC pattern
College- and Career-Readiness Standards for English Language Arts
Page 31 of 70-September 2016
Kindergarten
CCR.RF.3.: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3a
Demonstrate basic
knowledge of one-to-one
letter-sound
correspondences by
producing the primary or
many of the most frequent
sound for each consonant.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Letters are different from
numbers, shapes, etc.
Letters represent sounds.
Letters can represent various
sounds.
A student should understand
(Conceptual Understanding)
How to identify and name
consonants.
Each letter can make one
sound inside a word.
A student should be able to do
(Evidence of Knowledge)
Identify the name and sound
of each consonant letter.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
one-to-one letter-sounds, consonants, name, sounds
College- and Career-Readiness Standards for English Language Arts
Page 32 of 70-September 2016
Kindergarten
CCR.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3b
Associate the long and short
sounds with common
spellings (graphemes) for
the five major vowels.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Letters are made of vowels
and consonants.
Vowels have specific sounds.
Vowels can have different
sounds.
A student should understand
(Conceptual Understanding)
How to identify vowels.
How to name the vowels.
A student should be able to do
(Evidence of Knowledge)
Identify short vowel sounds.
Identify long vowel sounds.
Differentiate between long
and short vowel sounds.
Know when a given sound is
a short vowel or a long vowel
sound.
Know the long and short
vowel sounds for each vowel.
Recognize how the vowel
sound also represents the
vowel.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
vowels, sounds, long vowel sounds, short vowel sounds
College- and Career-Readiness Standards for English Language Arts
Page 33 of 70-September 2016
Kindergarten
CCR.RF.3.: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3c
Read common high-
frequency words by sight
(e.g., the, of, to, you, she,
my, is, are, do, does).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Words can be learned from
environmental print.
Some words have a high
frequency of use.
A student should understand
(Conceptual Understanding)
Some words do not follow
the phonics rules.
Some words are sight words
or words seen frequently in
text.
A student should be able to do
(Evidence of Knowledge)
Identify grade appropriate
sight words.
Differentiate between sight
words and phonetic words.
Read high-frequency words
when presented randomly on
a kindergarten level.
Identify or read grade
appropriate sight words in
print.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
words, high-frequency words, sight words
College- and Career-Readiness Standards for English Language Arts
Page 34 of 70-September 2016
Kindergarten
CCR.RF.3.: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3d
Distinguish between
similarly spelled words by
identifying the sounds of
the letters that differ.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Letters represent sounds in a
word.
Each word will have its own
sounds based on the order of
the letters.
A student should understand
(Conceptual Understanding)
How to recognize and
produce multiple sounds of
vowels and consonants that
can make several sounds.
A student should be able to do
(Evidence of Knowledge)
Identify a given vowel sound
that has been changed from
the original word (e.g., mat
changed to mitt).
Identify sounds changed on
words that are spelled
similarly.
Identify sound consonants
changes in the spelling of
similar word (e.g., rat
changed to cat).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
letter sounds, identify, vowel, consonant
College- and Career-Readiness Standards for English Language Arts
Page 35 of 70-September 2016
Kindergarten
CCR.RF.4.: Read emergent-reader texts with purpose and understanding.
RF.K.4
Read emergent-reader texts
with purpose and
understanding.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Meaning and understanding
should be gained from
reading text.
How to use one-to-one
matching which connects
spoken and written words.
Possess control over most
consonant sounds.
Recognize the difference
between letters and words.
How to track words from left
to right.
How to identify onset and
rimes of simple words.
How to identify grade
appropriate sight words.
How to blend words with
CVC patterns.
Understand that pictures can
help readers understand the
text.
A student should understand
(Conceptual Understanding)
Beginning readers can read
simple text by identifying
sight words.
Beginning readers can read
simple text by blending the
letters to make simple words
(e.g., words with CVC
pattern) to make sense out of
text.
Beginning readers can read
by looking for the repetitive
patterns of words of simple
text.
A student should be able to do
(Evidence of Knowledge)
Use picture clues to help in
comprehending text.
Use word skills to begin to
read text.
Read grade appropriate sight
words in emergent-readers
texts.
Blend simple words to read
words in emergent-readers
texts.
Tell about the story from
emergent-readers text:
o Tell who is in the
story.
o Tell what happened in
the story.
o Answer simple
questions about the
story.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
read, emergent-reader, text, purpose, understanding, questions, characters, setting, plot
College- and Career-Readiness Standards for English Language Arts
Page 36 of 70-September 2016
Kindergarten
CCR.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and
sufficient evidence.
W.K.1
Use a combination of
drawing, dictating, and
writing to compose opinion
pieces in which they tell a
reader the topic or the
name of the book they are
writing about and state an
opinion or preference about
the topic or book (e.g., My
favorite book is...).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
An opinion tells what someone
likes or thinks.
A preference is choosing the
thing one likes better when
offered choices.
Opinions on a topic can be
shared orally or through
drawing and/or writing.
There must be reasons that
support the opinion.
How to add details to drawings
to provide more information for
the reader.
A student should understand
(Conceptual Understanding)
Growing writers can identify
and share their opinions or
preferences.
Growing writers can identify the
opinion of the author by looking
for clues in the text.
Growing writers include the
topic or name of the book they
are writing about when sharing
their opinions.
Authors share their opinions
through talking, drawing, or in
writing.
Growing writers begin with a
draft, reread to add and/or
delete details.
Growing writers learn how to
write from other writers.
A student should be able to do
(Evidence of Knowledge)
Using a combination of drawing,
dictating, and writing to:
Name the topic.
o My Favorite Animal
State an opinion or preference
about a topic or book.
o I like apples.
o My favorite ____ is…
Identify how the author feels
about a topic based on clues from
the text.
o e.g., The author likes
dogs because he says
dogs make good pets.
Add pictures, words, phrases, or
sentences (details) to make
writing more interesting for the
reader.
o I like apples. They taste
good. I eat them every
day.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
opinion, fact, introduction, support, topic, reasons, details, conclusion, compose, dictating, preference, opinion,
College- and Career-Readiness Standards for English Language Arts
Page 37 of 70-September 2016
Kindergarten
CCR.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through
the effective selection, organization, and analysis of content.
W.K.2
Use a combination of
drawing, dictating, and
writing to compose
informative/explanatory
texts in which they name
what they are writing about
and supply some
information about the topic.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Informational texts convey
facts or information about a
topic.
Explanatory texts explain how
something works, or how to
do something.
Informative and explanatory
writing teaches the reader
about a topic.
Labels for drawing can add
important information to
writing.
How to sketch or draw
information learned from a
piece of text.
There are different types of
informational/ explanatory
writing (e.g., labels,
procedures, friendly letters).
A student should understand
(Conceptual Understanding)
Growing writers write books
or short pieces that are
enjoyable for the reader plus
teach the reader about a new
topic.
Authors of informational text
use text features (labels,
illustrations, labels, captions,
etc.) to provide information to
their reader.
Writers convey main idea
using supporting details to
help their reader understand
the topic.
A student should be able to do
(Evidence of Knowledge)
Use a combination of drawing,
dictating, and writing to:
State the topic.
o Frogs
Explain about the topic.
o Frogs are amphibians.
Provide information about the
topic.
o Frogs live in the water
and on land.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
informational text, explanatory text, facts, details, topic, labels, drawing, sketches, information, procedures, nonfiction, beginnings, endings, notes,
compose, topic
College- and Career-Readiness Standards for English Language Arts
Page 38 of 70-September 2016
Kindergarten
CCR.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-
structured event sequences.
W.K.3
Use a combination of
drawing, dictating, and
writing to narrate a single
event or several loosely
linked events, tell about the
events in the order in which
they occurred, and provide
a reaction to what
happened.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Narrative writing is a story or
an account (small moment)
of a series of events, real or
imagined.
Pre-telling and drawing serve
as graphic organizers.
Events usually occur in a
sequence that includes a
beginning, middle, and an
ending.
Stories should be important
to the writer.
Simple words show the
passage of time (e.g., then,
after).
A student should understand
(Conceptual Understanding)
Authors provide some
descriptive details to make
their story more interesting
for their reader.
Writers tell stories from their
own lives that are often
based on memories.
Growing writers express their
feelings, actions, and
thoughts before, during, and
after an event using words or
pictures.
Growing writers tell then
write stories across several
pages to develop the story or
idea.
A student should be able to do
(Evidence of Knowledge)
Tell a narrative story about a
real or imaginary person,
place, or thing using pictures,
writing, or dictating.
Tell a story describing events
that occurred in his/her life.
Create a made-up story
about a person, place, or
thing.
Describe a single moment or
sequence of events in
different ways and elaborate
on what happens during the
event(s).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
personal narrative, story, small moment, pre-telling, drawing, dictating, writing, events, details, authors, feelings, order, sequence,
beginning, middle, ending
College- and Career-Readiness Standards for English Language Arts
Page 39 of 70-September 2016
Kindergarten
CCR.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
W.K.4
Begins in grade 3.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A student should understand
(Conceptual Understanding)
A student should be able to do
(Evidence of Knowledge)
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
College- and Career-Readiness Standards for English Language Arts
Page 40 of 70-September 2016
Kindergarten
CCR.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.K.5
With guidance and support
from adults, respond to
questions and suggestions
from peers and add details
to strengthen writing as
needed.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Revision is making changes to
a piece of writing.
Revision suggestions may
come from peers and/or
adults.
How to follow agreed upon
rules for discussion (e.g.,
listening to others with care,
speaking one at a time about
topics under discussion).
Details help readers
understand the author’s
thoughts, feelings, and
actions.
A student should understand
(Conceptual Understanding)
Growing writers work with
peers and adults to revise
their work by adding details
(e.g., thoughts, feelings,
actions). These details help
their readers create mental
images.
Writers make revisions to
their writing to improve their
words and message. The
final step is to edit
capitalization, punctuation,
and spelling errors.
A student should be able to do
(Evidence of Knowledge)
Provide a response to
questions and suggestions
from adults and peers about
a piece of writing.
Make revisions to drafts to
help the reader fully
understand events or ideas.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
revise, revision, edit, details, thoughts, feelings, actions, mental images, rewrite, draft, punctuation, capitalization, spelling
College- and Career-Readiness Standards for English Language Arts
Page 41 of 70-September 2016
Kindergarten
CCR.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
W.K.6
With guidance and support
from adults, explore a
variety of digital tools to
produce and publish writing,
including in collaboration
with peers.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Digital tool may be used to
produce and publish writing
(e.g., paint programs, word
processing, podcasts).
Digital tools may be used for
communication (e.g., texting,
email, blogging, twitter,
digital images).
A student should understand
(Conceptual Understanding)
Writers use digital tools to
enhance their writing (e.g.,
word processing, paint
programs, cameras, and
audio recordings, podcasts)
Authors determine the digital
tools to be utilized based on
the task or purpose (e.g.,
blog, text, power-point, back-
channel, audio track, etc.)
A student should be able to do
(Evidence of Knowledge)
Use a variety of digital tools
(e.g., storytelling software,
drawing software, voice
recording software, word
processing, etc.) to produce,
share, and publish writing.
Collaborate with peers and
adults to produce, share, and
publish writing, using a
variety of digital tools.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
digital tools, word processing, paint programs, digital images, audio recordings, podcasts, blogging, email, twitter, text, power-point,
backchannel, audio tracks, produce, publish, collaborate, draft, revise, edit
College- and Career-Readiness Standards for English Language Arts
Page 42 of 70-September 2016
Kindergarten
CCR.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of
the subject under investigation.
W.K.7
Participate in shared
research and writing
projects (e.g., explore a
number of books by a
favorite author and express
opinions about them).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Research is the process of
collecting information, facts,
and data.
How to participate in
conversations with peers and
adults with an agreed upon
set of rules for discussion
(e.g., listening to others with
care, speaking one at a time
about topics under
discussion).
A student should understand
(Conceptual Understanding)
Authors read and take notes
from text and visual images
through drawings and in
writing to hold on to the
information they learn about
their topic.
Writers can share their
research in a variety of ways
(e.g., photographs with
captions and labels,
cutaways, sequence of
events, maps, etc.)
Growing writers decide
which important information
should be included in their
research project.
A student should be able to do
(Evidence of Knowledge)
Using drawing, writing or
dictating to:
Listen to different texts or
books about a topic and use
the information to write
about the topic
Watch videos or digital clips
such as those from the
Internet to research a topic
and then write about the
topic
Look at pictures, diagrams, or
other graphic aids to gain
information about a text to
writing about the topic
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: research, writing project, collecting information, facts, data, notes, text
features (e.g., photographs, captions, labels, etc.), discussion
College- and Career-Readiness Standards for English Language Arts
Page 43 of 70-September 2016
Kindergarten
CCR.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
W.K.8
With guidance and support
from adults, recall
information from
experiences or gather
information from provided
sources to answer a
question.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Information is found in a
source (e.g., book, magazine,
Internet, etc.) or from a
person’s experiences.
A question is a statement
that asks for information.
Answers provide the
information to address a
question.
Past experiences may be
important when answering a
question.
A student should understand
(Conceptual Understanding)
Researchers gather
information to help answer a
question. They take notes
using pictures and words.
Authors use and cite multiple
sources to gather
information so they will have
accurate information.
Writers review the
information they collect to
come up with the most
accurate answer to their
question.
A student should be able to do
(Evidence of Knowledge)
Respond to a question using
drawing, writing, or dictating.
Tell about an experience to
answer a question.
Gather information from
provided print and digital
sources to answer a question
in a product that includes
drawing dictation, and/or
writing.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
information, recall, question, answer, sources, accurate
College- and Career-Readiness Standards for English Language Arts
Page 44 of 70-September 2016
Kindergarten
CCR.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.K.9
Begins in grade 4.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A student should understand
(Conceptual Understanding)
A student should be able to do
(Evidence of Knowledge)
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
College- and Career-Readiness Standards for English Language Arts
Page 45 of 70-September 2016
Kindergarten
CCR.W.10 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 audiences.
W.K.10
Begins in grade 3.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A student should understand
(Conceptual Understanding)
A student should be able to do
(Evidence of Knowledge)
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
College- and Career-Readiness Standards for English Language Arts
Page 46 of 70-September 2016
Kindergarten
CCR.SL.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults
in small and larger groups.
SL.K.1a
Follow agreed-upon rules
for discussions (e.g.,
listening to others and
taking turns speaking about
the topics and texts under
discussion).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Rules help everyone play fair.
Discussions are when two
people talk about a topic or a
text.
A student should understand
(Conceptual Understanding)
Understand the class rules
for discussions.
Understand the proper
expectations for following
the agreed-upon rules for
classroom discussions.
A student should be able to do
(Evidence of Knowledge)
Listen to classmates share
and discuss a topic.
Wait one’s turn to speak.
Provide information about a
topic to peers in a group
discussion when prompted
by the teacher.
Respond to questions or
prompts when prompted by
the teacher.
Respond to peers’ responses
when discussing a topic.
Share about their knowledge
of a given topic when
prompted by the teacher.
Stop talking and listen when
others are speaking.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
class rules, discussions, expectations, share, talk about, peers
College- and Career-Readiness Standards for English Language Arts
Page 47 of 70-September 2016
Kindergarten
CCR.SL.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults
in small and larger groups.
SL.K.1b
Continue a conversation
through multiple exchanges.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Rules help everyone play fair.
Discussions are when two
people talk about a topic or a
text.
A student should understand
(Conceptual Understanding)
Understand how to listen to
a peer’s comments on a
given topic and then
continue the discussion by
providing more information.
Understand how to listen to
a peer’s comments on a
given topic and then
continue the discussion by
restating what has been
shared.
Listen to others’ discussion in
a group and wait to respond
when a turn arises.
A student should be able to do
(Evidence of Knowledge)
Listen to peers’ comments
during a discussion.
Consider what to share
during the discussion.
Ask questions to further the
discussion.
Share information about the
topic during the discussion.
Decide as the discussion
continues if he/she can share
more information.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
listen, peer, comment, given topic, provide more, restate, wait
College- and Career-Readiness Standards for English Language Arts
Page 48 of 70-September 2016
Kindergarten
CCR. SL.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.K.2
Confirm understanding of a
text read aloud or
information presented
orally or through other
media by asking and
answering questions about
key details and requesting
clarification if something is
not understood.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
When information is
presented, understanding
should take place.
Questions can be asked when
one does not understand the
information.
How to listen to text read
aloud to gain meaning.
A student should understand
(Conceptual Understanding)
Understand how to share
what is understood from a
read aloud or information
presented orally or through
other media.
Understand how to ask
questions about key details
needing clarification from a
read aloud or information
presented orally or through
other media.
Understand how to answer
questions about key details
needing clarification from a
read aloud or information
presented orally or through
other media.
A student should be able to do
(Evidence of Knowledge)
Share what is understood
from a read aloud or
information presented orally
or through other media.
Ask questions about key
details needing clarification
from a read aloud or
information presented orally
or through other media.
Answer questions about key
details needing clarification
from a read aloud or
information presented orally
or through other media.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
share, ask, answer, clarification
College- and Career-Readiness Standards for English Language Arts
Page 49 of 70-September 2016
Kindergarten
CCR.SL.3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
SL.K.3
Ask and answer questions in
order to seek help, get
information, or clarify
something that is not
understood.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Know when information is
presented, understanding
should take place.
Know questions can be asked
when you do not understand
information.
A student should understand
(Conceptual Understanding)
Understand how to ask
others for help when
clarification is needed.
Understand how to ask
others for more information
to clarify when something is
not understood.
Understand how to ask for
clarification when something
is not understood.
Understand how to answer
others when they request
clarification.
A student should be able to do
(Evidence of Knowledge)
Ask others for help when
clarification is needed.
Ask others for more
information to clarify when
something is not understood.
Ask for clarification when
something is not understood.
Answer others when they
request clarification.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
ask, clarification, answer, questions,
College- and Career-Readiness Standards for English Language Arts
Page 50 of 70-September 2016
Kindergarten
CCR. SL. 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.
SL.K.4
Describe familiar people,
places, things, and events
and, with prompting and
support, provide additional
detail.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Experiences from our lives
can be described using
words.
Adjectives help to describe
people, places, things, and
event.
Understand that to describe a
person, place, thing, or event,
specific details will need to be
given in order to help others
understand.
A student should understand
(Conceptual Understanding)
Use their memories to think
about a person, place, thing,
or event.
Tell about the person, place,
thing, or event to describe it.
Use adjectives to describe the
person, place, thing, or event.
Listen to questions asked by
the teacher to help provide
additional information.
A student should be able to do
(Evidence of Knowledge)
When prompted by the teacher…
o Describe a familiar person
o Describe a familiar place
o Describe a specific thing
o Describe familiar event
When prompted by the teacher,
add additional information
o Tell more about….
o What color is it…
o Who was there….
o What else happened…
o How did you feel when…
o What happened first…
o What happened next…
o What happened last…
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
familiar, adjectives, describe, people, places, things, event, prompting, support additional details
College- and Career-Readiness Standards for English Language Arts
Page 51 of 70-September 2016
Kindergarten
CCR.SL.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of
presentations.
SL.K.5
Add drawings or other
visual displays to
descriptions as desired to
provide additional detail.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Pictures can help tell a story.
Pictures can be used to tell
stories about people, places,
things, or events that are
familiar to students.
Illustrators draw pictures for
books to help the author tell
a story.
A student should understand
(Conceptual Understanding)
Understand drawings help
someone understand what is
happening in text.
Understand visual displays
help someone understand
what is happening in text.
A student should be able to do
(Evidence of Knowledge)
Draw what is described in
print.
Add visuals to information
described in print.
Add drawings to give more
details to what has been
described.
Use drawings to tell a story
about a person, place, thing,
or event that is familiar to
the student.
Use pictures to explain or tell
about a nonfiction topic.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
draw, add visuals, detail
College- and Career-Readiness Standards for English Language Arts
Page 52 of 70-September 2016
Kindergarten
CCR.SL.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated
or appropriate
SL.K.6
Speak audibly and express
thoughts, feelings, and ideas
clearly.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Understand conversations
help express thoughts clearly.
Understand conversations
help express thoughts clearly.
A student should understand
(Conceptual Understanding)
Understand that in order to
express a thought to others,
thoughts need to be
communicated, sometimes
through speech.
Understand that in order to
express something one must
express thoughts, feelings, and
ideas in a way for others to
understand them.
A student should be able to do
(Evidence of Knowledge)
Verbally express thoughts to
others.
Verbally express thoughts,
feelings, and ideas in a way for
others to understand them.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
speak, listen, share, ideas, feelings, conversations
College- and Career-Readiness Standards for English Language Arts
Page 53 of 70-September 2016
Kindergarten
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding)
or speaking.
L.K.1a
Print many upper- and
lowercase letters.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Letters can be written in
uppercase and lowercase.
Distinguish between letters
and shapes.
A student should understand
(Conceptual Understanding)
The alphabet is made up of
letters that can be printed in
upper- and lowercase.
Letters look different when
printed in upper- versus
lowercase.
Letters make up words.
The printed alphabet has a
standard form that is
universally used.
Printing letters correctly
allows the reader to
understand what has been
written.
Printing letters correctly
allows the student to write
using Standard English.
A student should be able to do
(Evidence of Knowledge)
Distinguish the difference
between upper- and
lowercase letters.
Write in standard print many
upper- and lowercase letters.
Recognize that writing keys
produce a letter, number,
and symbol.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
alphabet, uppercase, lowercase, print, standard form, distinguish, write, letters, words, demonstrate, command, conventions, Standard
English, grammar, usage, writing, speaking
College- and Career-Readiness Standards for English Language Arts
Page 54 of 70-September 2016
Kindergarten
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding)
or speaking.
L.K.1b
Use frequently occurring
nouns and verbs.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Letters make up words.
Words in sentences can be
classified into different
groups.
Words in sentences serve
different purposes.
A student should understand
(Conceptual Understanding)
Nouns name something such
as people, places, or things.
Verbs express an action,
occurrence, or state of being.
Words can be classified as
nouns and verbs.
Nouns and verbs are used for
different purposes.
The classification of a word
as a noun or verb determines
how it will be used in a
sentence.
A student should be able to do
(Evidence of Knowledge)
Identify and name nouns.
Identify and name verbs.
Use nouns and verbs in
sentences when speaking
and writing.
Explain the difference
between a noun and a verb.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
frequently, nouns, verbs, classification, purposes, identify, difference, demonstrate, command, conventions, Standard English, grammar,
usage, writing, speaking
College- and Career-Readiness Standards for English Language Arts
Page 55 of 70-September 2016
Kindergarten
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding)
or speaking.
L.K.1c
Form regular plural nouns
orally by adding /s/ or /es/
(e.g., dog, dogs; wish,
wishes).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Singular means one.
Plural means more than one.
Nouns name people, places, or
things.
Some nouns can become plural by
adding /s/ or /es/ to the end of the
word (preK standard).
A student should understand
(Conceptual Understanding)
Nouns can be singular or plural.
Some nouns can become plural by
adding /s/ or /es/ to the end of the
word.
Pictures of nouns can show both
singular and plural nouns.
A student should be able to do
(Evidence of Knowledge)
Distinguish the difference between
singular and plural nouns.
Identify regular nouns and irregular
nouns.
Add /s/ or /es/ to regular singular
nouns to make them plural.
Identify and name singular nouns
and their plurals.
Identify and name plural nouns in
isolation from the singular form of
the word.
Sort nouns by singular or plural
categories using words or pictures.
Identify pictures that represent
singular and plural nouns.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
regular nouns, singular nouns, plural nouns, orally, explain, add, demonstrate, command, conventions, Standard English, grammar,
usage, writing, speaking, distinguish, identify, difference
College- and Career-Readiness Standards for English Language Arts
Page 56 of 70-September 2016
Kindergarten
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding)
or speaking.
L.K.1d
Understand and use
question words
(interrogatives (e.g., who,
what, where, when, why,
how).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Certain words are used to ask
questions.
There is a difference
between questions and
statements.
A statement is a telling
sentence, and a question is
an asking sentence.
A student should understand
(Conceptual Understanding)
Certain words are used at the
beginning of sentences to ask
questions.
Interrogatives are used for
specific purposes (i.e., ask
different types of questions).
Interrogatives are used to
help create question
sentences.
A student should be able to do
(Evidence of Knowledge)
Identify all question words
(interrogatives: who, what,
where, when, why, how).
Understand the difference
among interrogatives
(knowing when to use who
versus what and when versus
where).
Listen to questions with
interrogatives, and identify
the interrogative words
within the sentence.
Use interrogatives to ask
questions.
Correctly answer a question
posed with an interrogative.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
understand, use, interrogatives, question, purposes, difference, ask, questions, demonstrate, command, conventions, Standard English,
grammar, usage, writing, speaking, identify, answer
College- and Career-Readiness Standards for English Language Arts
Page 57 of 70-September 2016
Kindergarten
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding)
or speaking.
L.K.1e
Use the most frequently
occurring prepositions (e.g.,
to, from, in, out, on, off, for,
of, by, with).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Prepositions are used to
describe.
Prepositions can be used to
show location (e.g., in, out,
on, off).
A student should understand
(Conceptual Understanding)
Prepositions are used with a
noun or pronoun to show
direction, location, or time.
Prepositions can help clarify
when used in a sentence.
A student should be able to do
(Evidence of Knowledge)
Identify and name frequently
occurring prepositions.
Explain how and why
prepositions are used.
Use frequently occurring
prepositions in written and
spoken sentences.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
preposition, noun, pronoun, direction, location, time, identify, explain, speaking, writing, use, frequently, sentences, demonstrate,
command, conventions, Standard English, grammar, usage, writing, speaking
College- and Career-Readiness Standards for English Language Arts
Page 58 of 70-September 2016
Kindergarten
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding) or speaking.
L.K.1f
Produce and expand
complete sentences in
shared language activities.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Complete sentences can be formed
while speaking during shared
language activities (e.g., student to
student, student to teacher).
Complete sentences contain a
subject and verb.
A student should understand
(Conceptual Understanding)
Sentences are made up of, at a
minimum, a subject and a verb.
Subjects can be nouns or pronouns.
Subjects and verbs must agree.
A verb is the action or the state of
being in the sentence.
A student should be able to do
(Evidence of Knowledge)
Write and speak complete
sentences in collaboration with
other students and the teacher.
Expand upon basic sentences in
collaboration with other students
and the teacher.
Add descriptive words to expand
sentences with teacher guidance
during a shared language lesson.
o The dog barks.
o The black dog barked.
o The large black dog
barked.
o The large black dog barked
loudly.
o The large black dog barked
loudly all night.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
produce, expand, complete sentences, collaboration, subject, verb, agree, demonstrate, command, conventions, Standard English,
grammar, usage, writing, speaking
College- and Career-Readiness Standards for English Language Arts
Page 59 of 70-September 2016
Kindergarten
CCR.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2a
Capitalize the first word in a
sentence and the pronoun I.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Write one’s first name
capitalizing the first letter.
Differentiate between an
upper- and lowercase letter.
A student should understand
(Conceptual Understanding)
The first word of a sentence
is always capitalized.
The pronoun I is always
capitalized in a sentence.
A student should be able to do
(Evidence of Knowledge)
Identify capitalized words in
text.
Choose a correctly capitalized
sentence (first word and I).
Write a sentence capitalizing
the first word.
Write a sentence capitalizing
the pronoun I.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
capitalize, first word, sentence, pronoun, I, choose, demonstrate, command, conventions, Standard English, capitalization, punctuation,
spelling, writing
College- and Career-Readiness Standards for English Language Arts
Page 60 of 70-September 2016
Kindergarten
CCR.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2b
Recognize and name end
punctuation.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Sentences have end
punctuation.
All sentences have end
punctuation.
End punctuation alerts the
reader that the sentence is
complete.
A student should understand
(Conceptual Understanding)
A sentence is a complete
thought.
Each end punctuation mark
serves a different purpose.
A period comes at the end of
a telling or declarative
sentence.
A question mark comes at
the end of an asking or
integrative sentence.
An exclamation mark comes
at the end of an exclamatory
sentence.
A student should be able to do
(Evidence of Knowledge)
Recognize the different types
of end punctuation.
Name the different types of
end punctuation.
Differentiate between the
types of end punctuation.
Explain why certain end
punctuation marks are used.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
recognize, name, end punctuation, sentences, demonstrate, command, conventions, Standard English, capitalization, punctuation,
spelling, writing
College- and Career-Readiness Standards for English Language Arts
Page 61 of 70-September 2016
Kindergarten
CCR.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2c
Write a letter or letters for
most consonant and short-
vowel sounds (phonemes).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Letters and sounds have a
relationship.
Letter(s) can show the sound
a consonant and vowel
makes.
A student should understand
(Conceptual Understanding)
Letters represent sounds.
Consonants are non-vowels.
Vowels can have short or
long sounds.
A student should be able to do
(Evidence of Knowledge)
Recognize the sounds that
letters make.
Distinguish between
consonants and vowels.
Distinguish between short
and long vowel sounds.
Write a letter or letters for
most consonant sounds.
Write a letter or letters for
short-vowel sounds.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
write, letter(s), consonant, short-vowel, long-vowel, phonemes, relationship, sounds, recognize, distinguish, demonstrate, command,
conventions, Standard English, capitalization, punctuation, spelling, writing
College- and Career-Readiness Standards for English Language Arts
Page 62 of 70-September 2016
Kindergarten
CCR.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2d
Spell simple words
phonetically, drawing on
knowledge of sound-letter
relationships.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Letters and sounds have a
relationship.
A student should understand
(Conceptual Understanding)
Letters represent sounds.
Some words can be spelled
when you know the sounds
the letters make.
A student should be able to do
(Evidence of Knowledge)
Recognize the relationship
between letters and sounds.
Say the sound(s) letters
make.
Spell simple words
phonetically, using sound and
letter relationships.
Distinguish the difference
between words that can be
spelled phonetically and
those that cannot.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
spell, simple words, phonetically, sound-letter relationships, recognize, demonstrate, command, conventions, Standard English,
capitalization, punctuation, spelling, writing, distinguish, difference, say
College- and Career-Readiness Standards for English Language Arts
Page 63 of 70-September 2016
Kindergarten
CCR.L.3
L.K.3
Begins in grade 2.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A student should understand
(Conceptual Understanding)
A student should be able to do
(Evidence of Knowledge)
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
College- and Career-Readiness Standards for English Language Arts
Page 64 of 70-September 2016
Kindergarten
CCR.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.K.4a
Identify new meanings for
familiar words and apply
them accurately (e.g.,
knowing duck is a bird and
learning the verb to duck).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
All words have meanings.
Some words have more than one
meaning.
New meanings can be applied for
familiar words with prompting and
support in a preK text.
Unknown and multiple meaning
words can be explored with
prompting and support in a preK
text.
A student should understand
(Conceptual Understanding)
Words can be classified into larger
groups.
Words can have more than one
meaning.
A student should be able to do
(Evidence of Knowledge)
Determine or clarify new meanings
for familiar words.
Apply new meanings for familiar
words accurately.
Look at pictures to determine the
meaning of a multiple meaning
word.
o e.g., Show students a
picture of duck as an
animal and a picture of a
person ducking. Have
students determine which
picture goes with each
definition.
Listen to a story with the word, and
determine which meaning is used
of a multiple meaning word.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
identify, familiar words, apply, classified, groups, meaning, words, determine, clarify, new, unknown words, multiple-meaning words,
phrases, context clues, analyzing, word parts, consulting, reference materials
College- and Career-Readiness Standards for English Language Arts
Page 65 of 70-September 2016
Kindergarten
CCR.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.K.4b
Use the most frequently
occurring inflections and
affixes (e.g., -ed, -s, re-, un-,
pre-, -ful, -less) as a clue to
the meaning of an unknown
word.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Meanings of unknown words with
inflections and affixes can be
determined with prompting and
support in a preK text.
All words have meanings.
An affix is an additional element
placed at the beginning or end of a
root, stem, or word.
An inflection is a change in the
form of a word (typically the
ending) to express a grammatical
function or attribute such as tense,
mood, person, number, case, and
gender.
A student should understand
(Conceptual Understanding)
Sometimes word parts are added
to words.
Word parts can be added to the
beginning or end of words.
These word parts have meanings.
Word parts are affixes known as
prefixes or suffixes.
Knowing the meanings of
inflections and affixes can help
determine the meanings of
unknown words.
A student should be able to do
(Evidence of Knowledge)
Name and define most frequently
occurring inflections and affixes.
Determine or clarify the meaning
of an unknown word by using the
most frequently occurring
inflections and affixes as clues to
the meaning of the word.
Look at words, and sort words with
similar affixes.
Listen to words in a story and
select word with affixes.
Identify affixes within a text either
during read alouds or from words
in print.
Orally separate a word and its affix.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
use, inflections, affixes, clue, meaning, determine, clarify, new, unknown words, multiple-meaning words, phrases, context clues,
analyzing, word parts, consulting, reference materials
College- and Career-Readiness Standards for English Language Arts
Page 66 of 70-September 2016
Kindergarten
CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.K.5a
Sort common objects into
categories (e.g., shapes,
foods) to gain a sense of the
concepts the categories
represent.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Objects can be sorted into
categories based on
similarities and differences.
Categories for kindergarten
can be types of nouns, noun
and verbs, singular and
plural, same colors, types of
food, same shapes, letters
and numbers, etc.
A student should understand
(Conceptual Understanding)
Sorting objects into
categories helps to gain a
sense of the concept the
categories represent.
Gaining a sense of the
concept categories
represented helps in the
understanding of word
relationships and nuances in
word meanings.
Categories represent
similarities among objects.
A student should be able to do
(Evidence of Knowledge)
Identify categories that
objects will be sorted
into.
Sort objects into
categories.
Identify how objects were
selected to be sorted into
each category.
Use picture cards or word
cards to sort words into
categories.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
sort, common, objects, categories, shapes, foods, sense, concepts, represent, shows, understanding, word relationships, nuances, word
meanings, demonstrate, figurative language
College- and Career-Readiness Standards for English Language Arts
Page 67 of 70-September 2016
Kindergarten
CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.K.5b
Demonstrate understanding
of frequently occurring
verbs and adjectives by
relating them to their
opposites (antonyms).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
All words have meanings.
An antonym is a word that
means the opposite of
another word.
Frequently occurring verbs
and adjectives (run/walk,
hard/soft) have opposites
(antonyms).
A student should understand
(Conceptual Understanding)
Some words have meanings
that can be different from or
opposite to other words.
These words are known as
antonyms.
Some verbs and adjectives
have antonyms.
A student should be able to do
(Evidence of Knowledge)
Identify frequently occurring
verbs and adjectives.
Name their opposites
(antonyms).
Listen to a story and identify
a verb and give or identify its
opposite.
Use picture cards to match a
word to its antonym.
Orally give the antonym of a
verb or adjective.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
demonstrate, understanding, frequently occurring, verbs, adjectives, opposites, antonyms, shows, word relationships, nuances, word
meanings, relating , figurative language
College- and Career-Readiness Standards for English Language Arts
Page 68 of 70-September 2016
Kindergarten
CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.K.5c
Identify real-life connections
between words and their
use (e.g., note places at
school that are colorful).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Know that all words have
meanings.
Words are a part of their daily
lives.
Know the connection between
words and their use (i.e.,
describe things that are
smooth).
Know that there are objects in
their environments that relate
to words they are learning.
A student should
understand
(Conceptual
Understanding)
Words are useful
when describing things
in real-life scenarios.
Words should be used
in the context of a
real-life situation.
A student should be able to do
(Evidence of Knowledge)
Identify the meaning of words, and find
objects at home or school that represents
the word.
o e.g., round
o Students can name things at their
homes or in their class that are
round.
Identify common nouns and/or
adjectives.
o Find someone or something that
represents a noun at home or
school. e.g., My teacher, mother,
sister, and grandmother are girls.
o List people, places, or things that
relate to the adjectives. e.g., My ball,
toy truck, coat, and desk are brown.
Use these adjectives to describe objects
(i.e., things that are fast, things in the
classroom that are round, etc.)
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
identify, real-life, connections, words, use, context, shows, understanding, word relationships, nuances, word meanings, demonstrate, figurative
language, adjectives
College- and Career-Readiness Standards for English Language Arts
Page 69 of 70-September 2016
Kindergarten
CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.K.5d
Distinguish shades of
meaning among verbs
describing the same general
action (e.g., walk, march,
strut, prance) by acting out
the meanings.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Verbs describe actions.
Some words mean the same
thing but to varying degrees.
Words can be sorted into
categories known as parts of
speech.
A student should understand
(Conceptual Understanding)
Verbs represent words that
show actions or something
that a person or thing can do.
Verbs can have the same
general action but have
subtle differences.
A student should be able to do
(Evidence of Knowledge)
Identify verbs that have the
same general action.
Listen to stories or sentences,
and determine the action
verb.
Act out the meaning of these
verbs to show the difference
among them.
Look at pictures, and
determine the verb.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
distinguish, shades of meaning, verbs, describing, same, general action, shows, understanding, word relationships, nuances, word
meanings, acting out, demonstrate, figurative language, identify, difference
College- and Career-Readiness Standards for English Language Arts
Page 70 of 70-September 2016
Kindergarten
CCR.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when encountering an unknown term important to comprehension or expression.
L.K.6
Use words and phrases
acquired through
conversations, reading and
being read to, and
responding to texts.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to, with prompting and
support, use words and
phrases acquired through
conversations, experiences,
shared reading, being read
to, and responding to texts.
A student should understand
(Conceptual Understanding)
Words and phrases that have
been learned can be applied
to new situations.
Expanding one’s vocabulary
can provide for rich dialogue
when speaking, rich text
when writing, and increased
reading comprehension and
enjoyment.
A student should be able to do
(Evidence of Knowledge)
Acquire new words and
phrases through
conversations, reading and
being read to, and
responding to texts.
Use these new words and
phrases (through speaking
and/or writing) in a different
context or scenario.
Use knowledge of words and
phrases that have been
acquired to decipher the
meaning of unknown
vocabulary in text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
use, words, phrases, acquire, conversations, reading, being read to, responding to texts, shows, understanding, newly acquired
vocabulary