GRADE LEVEL: KINDERGARTEN UPDATED 7/14 THIRD QUARTER

*INDICATES ASSESSED I CAN STATEMENT.

RL: READING: LITERATURE: KINDERGARTEN
Fiction Books
Craft and Structure

 RL.K.4: Ask and answer questions about unknown words in a text. (CC.1.3.K.F)

I CAN ask questions about unknown words in a text.

I CAN answer questions about unknown words in a text.

Integration of Knowledge and Ideas

 RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar
stories. (CC.1.3.K.H)

I CAN compare characters and events from different stories.

RI: READING: INFORMATIONAL TEXT: KINDERGARTEN

Key Ideas and Details

 RI.K.2: With prompting and support, identify the main topic and retell key details of a text. (CC.1.2.K.B)

I CAN tell about the topic of a text .

I CAN tell details of the text.

RF: FOUNDATIONAL SKILLS: KINDERGARTEN

Phonological Awareness

 RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.1.1.K.C)

I CAN recognize and name all uppercase letters.

I CAN recognize and name all lowercase letters.

d. Isolate and pronounce the initial sound, medial vowel, and final sound in three-phoneme (CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.) (CC.1.1.K.C)
I CAN read CVC words.
I CAN say each sound of a word.

Reading Literature Kindergarten – 3rd Quarter

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Phonics and Word Recognition

 RF.K.3: Know and apply grade-level phonics and word analysis skills in decoding words. (CC.1.1.K.D)

b. Associate the long (formerly taught in first grade and/guided reading level E) and short sounds with the
common spellings (graphemes) for the five major vowels. (C.C.1.1.K.D)
I CAN spell words with short and long vowel sounds.
c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).
(CC.1.1.K.D)
I CAN read common high-frequency words.
 RF.K.4: Read emergent-reader texts with purpose and understanding. (CC.1.1.K.E)

I CAN read and understand kindergarten text.

SL: SPEAKING AND LISTENING: KINDERGARTEN

Presentation of Knowledge and Ideas

 SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly. (CC.1.5.K.E)

I CAN speak clearly when sharing my ideas.

W: WRITING STANDARDS: KINDERGARTEN

Text Types and Purposes

 Personal narrative
 First person (I)
 Focus on a topic
 Add details to pictures and texts
 Order words (transitions)

 W.K.1: Use a combination of drawing, dictating, simple writing, 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 . . .), support the opinion with reasons, make logical connections between
drawing and writing. (CC.1.4.K.I, J)

I CAN draw and write to tell my opinion about a topic or book. *

 W.K.3: Use a combination of drawing, dictating, and writing to narrate a single real or imagined experience or event
or several loosely linked events, tell the who and what about the experiences . (CC.1.4.K.M, N, O, P )

I CAN draw and write to tell a story.

I CAN tell the events in order.
I CAN give detail about the who and what in my story.
Reading Literature Kindergarten – 3rd Quarter
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Production and Distribution of Writing

 W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to
strengthen writing as needed. (CC.1.4.K.T)

I CAN respond to my peers’ questions or suggestions by adding details to my work.

Range of Writing

 Write routinely over short time frames. (CC.1.4.K.X)

I CAN continue to build my stamina as a writer.

L: LANGUAGE STANDARDS: KINDERGARTEN

Conventions

 L.K.1: Observe conventions of grammar and usage when writing or speaking. (CC.1.4.K.L, R) (CC.1.5.K.G)

b. Use frequently occurring nouns and verbs. (CC.1.4.K.R)

I CAN use nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
I CAN form plural nouns by adding an /s/ or /es/ to words.
d. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
I CAN use prepositions.
e. Produce and expand complete sentences in shared language activities.
I CAN use complete sentences.
 L.K.2: Observe conventions of capitalization, punctuation, and spelling when writing. (CC.1.4.K.F, L)

f. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (CC.1.4.K.F, L)

CAN spell simple words by sounding them out.

Vocabulary Acquisition and Usage

 L.K.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
kindergarten reading and content. (CC.1.2.K.K,) (CC.1.3.K.I)

b. 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.
I CAN use word endings (-ed and –es) to find the meaning of an unknown word.
I CAN use prefixes (re, un, pre) to find the meaning of an unknown word.
I CAN use suffixes (ful and less) to find the meaning of an unknown word.

Reading Literature Kindergarten – 3rd Quarter

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ASSESSMENTS: KINDERGARTEN
Anecdotal Records

 Reading conferences
 Writing conferences
 Guided reading groups

Formal Assessments

 DIBELS  Fountas & Pinnell

 District Writing Assessments  District sight word assessments

Reading Literature Kindergarten – 3rd Quarter

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