Kindergarten ELA SOL Standards

Communication and Multimodal Literacies

Developing Skilled Readers and Building Reading Stamina

Foundations for Reading

Foundations for Writing

The student will develop effective oral communication and collaboration skills to build a community of learners that process, understand, and interpret content together

Communication, Listening, and Collaboration

Participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on kindergarten topics and texts. This includes:

Listening actively and following agreed-upon rules for participating in discussions (e.g., waiting for a turn to speak without unnecessary interruptions and staying on topic)

Respectfully building on others’ ideas and expressing their own clearly

Asking questions to seek help, get information, or clarify information for further understanding

Expressing ideas and needs in complete sentences

Speaking and Presentation of Ideas

Describe personal experiences using complete sentences

Speak audibly with appropriate pacing, prosody, and voice level

Participate in a variety of oral language activities, including choral speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains

Retell, create, and dictate stories, rhymes, poems, and events in sequential order using drama, props, and/or pictures indicating first, next and last events in a story

Integrating Multimodal Literacies

Examining Media Messages

The student will build knowledge and comprehension skills from reading and listening to a range of texts. This includes fluently reading decodable sentences and gathering evidence from content-rich texts (through read alouds) on topics to gain purposeful knowledge and vocabulary

Use knowledge of letter-sound correspondences to read and reread controlled decodable sentences and texts that include phonic elements and irregular words (Reading Fluency, K-12)

(Text Complexity, 2-12) - Introduced in Grade Two

With prompting and support, when responding to text through discussions and/or writing, draw several pieces of evidence from read-alouds to support claims, conclusions, inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located (Textual Evidence, K-12)

Regularly engage in listening to a series of conceptually related texts organized around topics of study to build knowledge and vocabulary. Use this background knowledge as context for new learning (Deep Reading on Topics to Build Knowledge and Vocabulary, K-12)

(Reading Strategies, 3-12) - Introduced in Grade Three

Print Concepts: The student will apply knowledge of how print is organized and read

Follow words from left to right and from top to bottom on a printed page, including the return sweep from line to line

Demonstrate knowledge of a sentence, word, and letter

Demonstrate knowledge that spoken words are represented in print and separated by spaces

Identify the author and illustrator of a text and define the role of each

Identify the front cover, back cover and title of a text

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation)

Phonological and Phonemic Awareness: The student will orally identify and produce various phonemes (individual sounds) within words to develop phonemic awareness in support of decoding (reading) and encoding (spelling)

Demonstrate ability to segment spoken words in sentences and syllables in words

Blend and segment one syllable words by onset and rime.

Isolate the initial, medial, and final sounds in three phoneme (individual sound) words (excluding words ending with /l/, /r/, or /x/)

Demonstrate ability to segment and blend one syllable words with two, three, and four phonemes (including words with consonant digraphs th, sh, ch, wh)

Phonics and Word Analysis: The student will apply phonetic principles to read and spell words

Identify capital and lowercase letters of the alphabet

Identify common letter-sound correspondences

Discriminate between long and short sounds with common spellings for the five major vowels with open and closed syllables (e.g., short /e/ as in “pet”, long /e/ as in “he”)

Demonstrate knowledge that every word has a vowel sound

Identify the letter-sound correspondences for consonant digraphs (e.g., ch, sh, th, wh)

Demonstrate knowledge of letter-sound correspondences to blend CV, CVC, VC words

Decode (read) and encode (spell) words with short vowels, including words beginning or ending in a digraph (e.g., ch, sh, th, wh)

Use letter-sound correspondences to read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy

The student will print legibly in manuscript

Handwriting

Use functional pencil grasp for letter formation

Accurately and automatically print capital and lowercase letters of the alphabet independently

Write left to right and top to bottom

Accurately print first and last names, beginning each with a capital letter

Apply spaces between written words in phrase or sentence level writing.

Spelling

Encode (spell) one syllable words with short vowels and one syllable words beginning or ending in a digraph (e.g., ch, sh, th, wh)

Encode (spell) unknown words using logical invented spelling

With prompting and support, use phoneme/grapheme (sound/symbol) correspondences to spell grade-level high-frequency words with accuracy

The student will use the conventions of Standard English when speaking and writing, differentiating between contexts that call for formal English and situations where informal discourse is more appropriate

Grammar

Produce and expand complete sentences in shared language activities

Use nouns to identify and name people, places, and things

Use pronouns to identify individuals and groups (he, she, they, his, hers, their(s)

Use adjectives to describe specific objects (quantity, size, age, shape, color, or location)

Use verbs to locate specific actions

Mechanics

With guidance and support, begin each sentence with a capital letter and capitalize the pronoun I

With guidance and support, identify statements and questions and use ending punctuation (e.g., period and question mark)

Phonetically spell words containing unknown letter-sound correspondences

The student will conduct research and listen to a series of conceptually related texts on selected topics to build knowledge on grade-level topics or solve problems using available resources

Evaluation and Synthesis of Information

With prompting and support, generate a topic of interest and question to explore a given topic

With prompting and support, find information on the topic from pictures, texts, people or provided sources

With prompting and support, use drawing, writing, or dictation to record facts and information collected from the research

With prompting and support, in small or large group settings, informally share recorded information collected from research

The student will use textual evidence to demonstrate comprehension and build knowledge from a variety of informational texts heard.

Key Ideas and Confirming Details

With prompting and support, ask and answer literal (who, what, when, where) or inferential (why, how) questions about what is read

With prompting and support, identify the main topic and key details of a text

Craft and Style

With prompting and support, identify the purpose of common text features: table of contents, headings, bolded words, and pictures

Integration of Concepts

With prompting and support, identify basic similarities in and differences between two texts on the same topic

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text

The student will use textual evidence to demonstrate comprehension and build knowledge from a variety of literary texts heard, to include fantasy, humor, fable/fairy tale, realistic fiction, historical fiction, and folklore/tall tale

Key Ideas and Plot Details

With prompting and support, activate prior (experience) and background (content) knowledge and make connections to what is read

With prompting and support, demonstrate knowledge of story structure by orally identifying characters, setting,important events, and details

With prompting and support, orally re-tell a familiar story in sequential order (beginning, middle, end)

With prompting and support, generate predictions about story characters and events using the text

Craft and Style

Integration of Concepts

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)

With prompting and support, compare and contrast characters, plot events, or settings between two familiar stories

With prompting and support, monitor listening comprehension

The student will systematically build vocabulary and word knowledge based on kindergarten content and texts heard

Vocabulary Development and Word Analysis

Discuss meanings of words from a variety of texts and experiences

Ask questions about words not understood

Use vocabulary from across content areas

Identify the purpose of simple reference materials (e.g., pictures, dictionary, digital dictionary)

Increase and develop breadth of vocabulary knowledge by listening to high quality, complex text

Use newly learned words and phrases in discussions and speaking activities

The student will write in a variety of forms, linked to kindergarten content and texts

Modes and Purposes for Writing

Use a combination of drawing, dictating, and writing to compose narrative stories in sequential order (beginning, middle, end)

Use a combination of drawing, dictating, and writing to compose descriptive writing that identifies a topic and provides one or more relevant details

Use a combination of drawing, dictating, and writing to write in response to texts heard.

Organization and Composition

With guidance and support, use prewriting activities, including drawing and suggestions from peers to generate ideas and plan writing or dictation. This includes:

Identifying the audience and purpose of the writing (e.g., letters, stories, “all about” book, etc)

Composing or dictating simple sentences that include a subject (noun) and predicate(verb) focused on the topic

Usage and Mechanics

Language Usage

**Standards related to Craft and Style are introduced in Grade Three

**Standards related to Integrating Multimodal Literacies are introduced in Grade Three

**See Language Usage for grade level expectations

**Standards related to Examining Media Messages are introduced in Grade Four

Research

Reading Informational Text

Reading Literary Text

Reading and Vocabulary

Writing