Kindergarten ELA North Dakota standards Standards

Language Usage

Writing Process and Craft

Text Types and Structure

Writing

Text Analysis

Comprehension

Reading

Collaboration

Presentational Communication

Communication

Foundations of Writing

Fluency

Phonics and Word Study

Phonological and Phonemic Awareness

Print Concepts

Foundations Of Literacy

Kindergarten

Describe personal interests or tell stories orally to a targeted audience (e.g., peers and adults).

Speak audibly to express thoughts, feelings, and ideas.

Use words and phrases acquired through conversations, reading, being read to, and responding to texts.

Use grade-appropriate, conversational, general academic, and domain-specific words and phrases.

Begins in sixth grade.

Participate in conversations by listening to others and taking turns speaking.

Work collaboratively by following agreed-upon rules and simple one- and two-step oral directions.

Recognize the front cover, back cover, author, and illustrator of books.

Determine the meaning of multiple-meaning words with phonics patterns that have been taught (e.g., bat, can, pop).

Orally use new academic, content-specific, grade-level vocabulary, and relate new words to prior knowledge.

Demonstrate fluency through the application of phonemic and phonological skills.

Accurately and automatically recognize and name all uppercase and lowercase letters of the alphabet in non-sequential order.

Accurately and automatically produce the predictable consonant and short vowel sounds associated with uppercase and lowercase letters in non-sequential order.

Accurately and automatically blend sounds at the word level.

Write uppercase and lowercase letters accurately.

Write a simple sentence using subject and predicate, with capital letters, punctuation, and appropriate word spacing.

Follow words from left to right, top to bottom, and page by page.

Recognize that sentences have letters, words, spaces between words, capitalization, and ending punctuation.

Recognize and produce rhyming words.

Segment parts of spoken words.

Segment multisyllabic spoken words by syllables.

Segment one-syllable spoken words into two-phonemes and three-phonemes.

Blend parts of spoken words.

Blend two or more syllables into a spoken word.

Blend two or three phonemes into a one-syllable spoken word.

Isolate and pronounce the initial, medial vowel, and final phonemes in three-phoneme words.

Decode words with phoneme-grapheme correspondences:

predictable consonants

predictable short vowels spelled with a, i, o, u, e

long vowels associated with single letters in open one-syllable words

irregularly spelled high-frequency words

Encode words with phoneme-grapheme correspondences:

predictable consonants

predictable short vowels

long vowels with single letters in open one-syllable words (e.g., he, me, go)

irregularly spelled high-frequency words

Compose a simple sentence.

Begin with a capital letter and capitalize the pronoun I.

Use appropriate word spacing.

Conclude with a punctuation mark.

Identify parts of speech in sentences orally, with illustrations, or in writing:

concrete objects such as people, places, or things (i.e., nouns)

words as actions (i.e., verbs)

color and size adjectives

the pronoun I

spatial and time relationships such as up, down, before, and after

Standard content is met in K.R.2-5.

Respond to a variety of texts, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.

Tell about the informational text, photographs, or illustrations before, during, or after a shared reading or other text-listening experience.

Tell about characters and setting in a literary text during or after a shared reading or other text-listening experience.

Begins in fourth grade.

Determine the meaning of unknown and multiple-meaning words and phrases through read-alouds or other text-listening experiences.

Identify photographs, illustrations, and labels during or after a shared reading or other text-listening experience.

Begins in third grade.

Use a variety of fiction texts.

Respond to or reenact characters' feelings in a story, poem, or nursery rhyme during or after a shared reading or other text-listening experience.

Compare and contrast the adventures and experiences of characters in familiar stories during or after a shared reading or text-listening experience.

Produce writing through shared and interactive experiences in which the development and organization are appropriate to the task, purpose, or audience.

Begins in second grade.

Draw and write informative pieces on a topic.

Draw and write opinion pieces on a topic.

Draw and write narrative pieces that describe a single event.

Develop and strengthen writing utilizing the five steps appropriate to the task:

Planning: Generate ideas and plan (e.g., teacher-structured oral rehearsal, graphic organizer, peer feedback).

Drafting: Develop writing from the planning process.

Revising: Improve writing by adding more details or deleting unnecessary wording or information.

Editing: Improve writing by using appropriate grade-level spelling, sentence writing , and grammar standards.

Presentation/Publishing: Produce a final draft that meets the task, purpose, or audience of the writing piece.

Produce shared and interactive writing with emotion or personality expressed through word choice.