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Grade
Level Content
Expectations
Kindergarten ALA
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READING
Phonemic Awareness
Students
will…
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R.WS.00.01 |
Demonstrate phonemic awareness by
the wide range of sound
manipulation competencies including sound blending and
deletion. |
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R.WS.00.02 |
Recognize that words are composed of
sounds blended together
and carry meaning. |
Phonics
Students will…
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R.WS.00.03 |
Understand the
alphabetic principle—that sounds in words are
expressed by the letters of the alphabet. |
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R.WS.00.04 |
Use grapho-phonemic (letter-sound) cues to
recognize a few
one-syllable words when presented completely out
of context. |
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R.WS.00.05 |
Students have
begun to associate letters and sounds, particularly
initial
and final consonants. |
Word Recognition
Students will…
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R.WS.00.06 |
Recognize a small number (about 18) of frequently
encountered,
personally meaningful words in print automatically. |
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R.WS.00.07 |
Recognize a few of the 220 Dolch basic sight vocabulary
automatically. |
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R.WS.00.08 |
Follow familiar written text while pointing to matching
words. |
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R.WS.00.09 |
Narrow possibilities in predicting words using
—initial
letters/sounds (phonics)
—picture clues (semantic)
—patterns of language (syntactic). |
Vocabulary
Students
will…
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R.WS.00.10 |
Know the meanings of words encountered
frequently in kindergarten
in orallanguage contexts (grade level vocabulary lists to be
developed). |
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R.WS.00.11 |
In context, determine the meaning of a
few words and familiar and
repeated phrases (objects, actions, concepts,
content, and English
language arts vocabulary) using strategies and
resources. |
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R.WS.00.12 |
Use picture clues, prediction, other
people |
Fluency
Students will…
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R.FL.00.01 |
Apply the following aspects of
fluency: automatic naming of
letters, automatic association of letters and
their sounds,
automatic recognition of a few words both when
encountered
in context and isolation, and demonstrating
automatic
understanding of concepts of print. |
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Narrative Text
Students will…
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R.NT.00.01 |
Become
familiar with and respond thoughtfully to classic and
contemporary literature
—recognized for quality and literary merit
—reflecting our common heritage as well as cultures from
around the world. |
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R.NT.00.02 |
Identify a
variety of narrative genre including stories, nursery
rhymes, poetry,songs. |
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R.NT.00.03 |
Discuss
simple story elements in narrative text, setting,
characters, events. |
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R.NT.00.04 |
Identify how authors/illustrators use
pictures and illustrations
to support the understanding of settings and characters. |
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R.NT.00.05 |
Respond
to multiple texts read by discussing, drawing, and/or
writing to reflect, make meaning, and make connections . |
Informational Text
Students will…
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R.IT.00.01 |
Identify a variety of informational genre,
—environmental text
—concept books
—picture books. |
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R.IT.00.02 |
With
teacher guidance, discuss informational text patterns
—sequential
—descriptive |
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R.IT.00.03 |
Explain how
authors/illustrators use text features such as
pictures and drawings to enhance the understanding of key
ideas presented in,
—descriptive (definitions, enumeration)
—sequential (directions, steps,
procedures) organizational patterns. |
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R.IT.00.04 |
Respond to
multiple texts read by discussing, drawing, and/or
writing
to reflect,make meaning, and make connections. |
Comprehension
Students will…
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R.CM.00.01 |
Activate
prior knowledge. |
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R.CM.00.02 |
Connect personal
knowledge and experience to ideas in texts. |
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R.CM.00.03 |
Retell up to three
events from familiar text using their own words
or
phrasing. |
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R.CM.00.04 |
Begin to make
text-to-self and text-to-text connections and
comparisons. |
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R.CM.00.05 |
Make meaningful
predictions based on illustrations or portions of
stories. |
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R.CM.00.06 |
Acquire and apply
significant knowledge from what has been read
to
them
from grade level appropriate science, social studies,
and
mathematics texts. |
Metacognition
Students will…
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R.MT.00.01 |
Self-monitor
comprehension when reading familiar grade level
appropriate text. |
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R.MT.00.02 |
Use simple strategies to increase
comprehension while reading
familiar grade level text such as making credible predictions
based
on illustrations.
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R.MT.00.03 |
Begin to use story
grammar to identify author’s perspective. |
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R.MT.00.04 |
Begin to sort and
order information with extensive teacher guidance |
Critical Standards
Students will…
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R.CS.00.01 |
Recognize
how to assess personal work and the work of others with
teacher supervision. |
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Reading Attitude
Students will…
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R.AT.00.01 |
Become enthusiastic about reading and
learning how to read. |
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R.AT.00.02 |
Choose
books, book activities, word play, and writing on their own
during free time in school and at home.
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WRITING
Writing Genres
Students will…
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W.GN.00.01 |
Write a
brief personal narrative using pictures, words,
word-like
clusters, and/or sentences as support |
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W.GN.00.02 |
Approximate poetry, using copy change and teacher
guidance,
based on reading a wide variety of grade level appropriate
published poetry. |
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W.GN.00.03 |
Write a brief informational piece (a page for a class
book) using
drawings,words, word-like clusters, and/or sentences.
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W.GN.00.04 |
Contribute to a class research project by adding
relevant
information to a class book including—gathering information from
teacher-supplied texts using the writing process to develop the project.
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Writing Process
Students
will…
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W.PR.00.01 |
With teacher
assistance, consider the audience reaction as they
plan
their writing. |
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W.PR.00.02 |
Brainstorm to generate and structure ideas for narrative
and
informational text. |
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W.PR.00.03 |
Use semi-phonetic spelling to represent
narrative and
informational text when writing and incorporating pictures
and drawings. |
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W.PR.00.04 |
Revise their own writing by reading it to peers,
requesting
suggestions and clarifications that support meaning. |
Personal Style
Students
will…
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W.PS.00.01 |
Show
originality in oral, written, and visual messages
including
narrative (natural language, expressed sentiment, original
ideas), informational (listing, naming, describing).
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Grammar and Usage
None
Spelling
Students
will…
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W.SP.00.01 |
Spell a
small number (about 18) of frequently encountered
and
personally meaningful words correctly. |
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W.SP.00.02 |
For other words, rely on
—structural cues
(beginning and simpler endingsounds)
—environmental sources (word wall, word lists) |
Handwriting
Students will…
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W.HW.00.01 |
Form upper
and lower case letters. |
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W.HW.00.02 |
Leave space between words and word-like clusters
of letters |
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W.HW.00.03 |
Write from left to right and top to
bottom.
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Writing Attitude
Students
will…
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W.AT.00.01 |
Enthusiastic
about writing and learning to write. |
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SPEAKING
Conventions
Students will…
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S.CN.00.01 |
Use
language to communicate with a variety of audiences
and
for different purposes:
-problem solve
-explain
-look for solutions
-construct relationships
-courtesies |
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S.CN.00.02 |
In
spoken informational and narrative presentations
—speak clearly and audibly in complete, coherent
sentences
—use sound effects
—use illustrations |
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S.CN.00.03 |
Make presentations or reports in standard
American English if
it is their first language (students whose first language is not
English will present their work in their developing version of
standard
American English) |
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S.CN.00.04 |
Be aware that language differs from
playground and classroom
as a function of linguistic and cultural group membership
(they
can provide examples of language differences on the playground
and
in the classroom). |
Spoken Discourse
Speaking clearly and audibly in complete sentences,
students will…
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S.DS.00.01 |
Engage
in substantive conversation
—remaining focused on subject matter
—with interchanges beginning to build on prior responses
—in the context of literature discussions, paired
conversations,
or other interactions.
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S.DS.00.02 |
Briefly tell/retell about:
—familiar experiences (including at least characters,
setting,
and events)
—interests (including at least topic and key details). |
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S.DS.00.03 |
Respond to multiple text types by
reflecting, making meaning,
and making connections. |
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S.DS.00.04 |
Plan and deliver presentations or reports
—using an informational organizational pattern
description
—with appropriate text features, pictures, and
illustrations
—providing several facts and details to make their point |
LISTENING &
VIEWING
Conventions
Students will…
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L.CN.00.01 |
Understand and follow one- and two-step directions. |
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L.CN.00.02 |
Ask appropriate questions during a
presentation or report. |
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L.CN.00.03 |
Listen to each other and interact and
respond appropriately
—eye contact
—attentive
—supportive. |
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L.CN.00.04 |
Use effective listening and viewing
behaviors. |
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L.CN.00.05 |
Differentiate between sender and
receiver.
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Response
Students will…
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L.RP.00.01 |
Listen to or
view and discuss a variety of genres.
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L.RP.00.02 |
Listen to,
view, and respond thoughtfully to both classic and
contemporary texts recognized for quality and literary
merit. |
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L.RP.00.03 |
Respond to multiple texts listened to or
viewed by discussing,
drawing, and/or writing in order to reflect, make meaning, and
make connections. |
MICHIGAN
DEPARTMENT OF EDUCATION
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v.6.04
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ENGLISH LANGUAGE ARTS KINDERGARTEN
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