- HOME
- COMMON CORE
- KINDERGARTEN LANGUAGE ARTS
Kindergarten Language Arts Common Core State Standards
Language | ||
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
Print many upper- and lowercase letters. | ||
Use frequently occurring nouns and verbs. | ||
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). | ||
L.K.1.D |
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). | |
L.K.1.E |
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). | |
Produce and expand complete sentences in shared language activities. | ||
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ||
L.K.2.A |
Capitalize the first word in a sentence and the pronoun | |
Recognize and name end punctuation. | ||
Write a letter or letters for most consonant and short-vowel sounds (phonemes). | ||
Spell simple words phonetically, drawing on knowledge of sound-letter relationships. | ||
Language | ||
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
L.K.3 |
(L.K.3 begins in grade 2) | |
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. | ||
Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). | ||
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. | ||
With guidance and support from adults, explore word relationships and nuances in word meanings. | ||
L.K.5.A |
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. | |
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). | ||
L.K.5.C |
Identify real-life connections between words and their use (e.g., note places at school that are colorful). | |
L.K.5.D |
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. | |
Language | ||
L.K.6 |
Use words and phrases acquired through conversations, reading and being read to, and responding to texts. | |
Reading: Literature | ||
RL.K.1 |
With prompting and support, ask and answer questions about key details in a text. | |
RL.K.2 |
With prompting and support, retell familiar stories, including key details. | |
RL.K.3 |
With prompting and support, identify characters, settings, and major events in a story. | |
RL.K.4 |
Ask and answer questions about unknown words in a text. | |
RL.K.5 |
Recognize common types of texts (e.g., storybooks, poems). | |
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. | |
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). | |
RL.K.8 |
(RL.K.8 not applicable to literature) | |
RL.K.9 |
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. | |
RL.K.10 |
Actively engage in group reading activities with purpose and understanding. | |
Reading: Informational Text | ||
RI.K.1 |
With prompting and support, ask and answer questions about key details in a text. | |
RI.K.2 |
With prompting and support, identify the main topic and retell key details 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. | |
RI.K.4 |
With prompting and support, ask and answer questions about unknown words in a text. | |
RI.K.5 |
Identify the front cover, back cover, and title page of a book. | |
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. | |
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). | |
RI.K.8 |
With prompting and support, identify the reasons an author gives to support points in a text. | |
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). | |
RI.K.10 |
Actively engage in group reading activities with purpose and understanding. | |
Reading: Foundational Skills | ||
Demonstrate understanding of the organization and basic features of print. | ||
RF.K.1.A |
Follow words from left to right, top to bottom, and page by page. | |
RF.K.1.B |
Recognize that spoken words are represented in written language by specific sequences of letters. | |
RF.K.1.C |
Understand that words are separated by spaces in print. | |
RF.K.1.D |
Recognize and name all upper- and lowercase letters of the alphabet. | |
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). | ||
RF.K.2.A |
Recognize and produce rhyming words. | |
RF.K.2.B |
Count, pronounce, blend, and segment syllables in spoken words. | |
RF.K.2.C |
Blend and segment onsets and rimes of single-syllable spoken words. | |
RF.K.2.D |
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) | |
RF.K.2.E |
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. | |
Know and apply grade-level phonics and word analysis skills in decoding words. | ||
RF.K.3.A |
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. | |
RF.K.3.B |
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. | |
RF.K.3.C |
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). | |
RF.K.3.D |
Distinguish between similarly spelled words by identifying the sounds of the letters that differ. | |
Foundational Skills | ||
RF.K.4 |
Read emergent-reader texts with purpose and understanding. | |
Writing | ||
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...). | |
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. | |
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. | |
W.K.4 |
(W.K.4 begins in grade 3) | |
W.K.5 |
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. | |
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. | |
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). | |
W.K.8 |
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. | |
W.K.9 |
(W.K.9 begins in grade 4) | |
W.K.10 |
(W.K.10 begins in grade 3) | |
Speaking & Listening | ||
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. | ||
SL.K.1.A |
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). | |
SL.K.1.B |
Continue a conversation through multiple exchanges. | |
Speaking and Listening | ||
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. | |
SL.K.3 |
Ask and answer questions in order to seek help, get information, or clarify something that is not understood. | |
SL.K.4 |
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. | |
SL.K.5 |
Add drawings or other visual displays to descriptions as desired to provide additional detail. | |
SL.K.6 |
Speak audibly and express thoughts, feelings, and ideas clearly. |