|ELA.K.C.1.1:|| Print many upper- and lowercase letters.|
Clarification 1: Students should attend to spacing between letters.
Clarification 2: Of the many letters students need to be able to print, all vowels must be included. For example, a student who can print 22 letters, both upper- and lowercase, but not “a” or “A” has not mastered the benchmark.
|ELA.K.C.1.2:|| Using a combination of drawing, dictating, and/or writing, create narratives with the events in chronological order.|
Clarification 1: The product can be written, drawn, dictated, or a combination of all.
Clarification 2: See Writing Types.
|ELA.K.C.1.3:|| Using a combination of drawing, dictating, and/or writing, express opinions about a topic or text with at least one supporting reason.|
Clarification 1: The product can be written, oral, drawn, dictated, or a combination of all.
Clarification 2: See Writing Types.
|ELA.K.C.1.4:|| Using a combination of drawing, dictating, and/or writing, provide factual information about a topic.|
Clarification 1: The product can be written, drawn, dictated, or a combination of all.
Clarification 2: Some opinion can be added to the information, but it should mostly be factual. It is important that students understand the difference between writing to explain and writing to express an opinion.
Clarification 3: See Writing Types.
|ELA.K.C.1.5:|| With guidance and support from adults, improve drawing and writing, as needed, by planning, revising, and editing.|
Clarification 1: “As needed” refers to the fact that sometimes instruction will focus on a specific skill or part of the process. For example, a lesson may focus on planning. In those instances, only the planning step would be focused on. By the end of the year, students should have ample opportunities to engage in planning, revising, and editing.
|ELA.K.C.2.1:|| Present information orally using complete sentences.|
Clarification 1: For further guidance, see the Elementary Oral Communication Rubric.
|ELA.K.C.3.1:|| Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.|
Clarification 1: Skills to be mastered at this grade level are as follows:
|ELA.K.C.4.1:||Recall information to answer a question about a single topic.|
|ELA.K.C.5.1:|| Use a multimedia element to enhance oral or written tasks.|
Clarification 1: Multimedia elements may include, but are not limited to, a drawing, picture, artifact, audio or digital representation.
Multimedia elements may include, but are not limited to, a drawing, picture, artifact, audio or digital representation. At this grade level, the element should relate to the task but that relationship may be tangential. It does not require but can include the use of computers.
|ELA.K.F.1.1:|| Demonstrate knowledge of the basic concepts of print.
Clarification 1: Matching print to speech involves making a one-to-one correspondence between a spoken word and the print on the page. This can be accomplished by having the child point to each word in a sentence as it is read by an adult.
|ELA.K.F.1.2:|| Demonstrate phonological awareness.
Clarification 1: Phonological awareness only refers to what can be done orally at the syllable, onset-rime, and phoneme levels. It does not involve print or letter knowledge.
|ELA.K.F.1.3:|| Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately.
Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and phonemes (speech sounds).
Clarification 2: Students will decode decodable high frequency words appropriate to the grade level. See K.F.1.4 and Dolch and Fry word lists. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity.
|ELA.K.F.1.4:|| Recognize and read with automaticity grade-level high frequency words.|
Clarification 1: See Dolch and Fry word lists.
Clarification 2: Many of the high frequency words at this grade level are either irregularly spelled and therefore not decodable or are temporarily irregular, meaning that students have not yet learned the phonics rule that would enable them to decode the word. Those words that are decodable should be introduced to students using appropriate phonics rules. See K.F.1.3. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity.
|ELA.K.R.1.1:|| Describe the main character(s), setting, and important events in a story.|
Clarification 1: In describing the main character, students can describe appearance, actions, feelings, and thoughts of the character. Students will explain what in the text their description is based on.
Clarification 2: For setting, students will discuss where the events of the story are happening. The time element of setting should only be addressed in texts where it is explicitly indicated.
Clarification 3: Descriptions can be oral, either in response to a question or through discussion.
|ELA.K.R.1.3:|| Explain the roles of author and illustrator of a story.|
Clarification 1: Students will explain that the author writes the words and the illustrator creates the pictures, recognizing that sometimes one person does both jobs, as in Dr. Seuss’ Hop on Pop where Dr. Seuss performs both roles.
Clarification 2: Students should also explain that both authors and illustrators contribute to the meaning of the text.
|ELA.K.R.1.4:|| Identify rhyme in a poem.|
Clarification 1: This benchmark builds on the skills from the phonological awareness benchmark ELA.K.F.1.2(b): Identify and produce alliterative and rhyming words. The expectation is that students identify rhyming words in a poem that is read aloud.
Clarification 2: Students will also note where the rhyme is coming, e.g., at the end of a line.
|ELA.K.R.2.1:|| Use titles, headings, and illustrations to predict and confirm the topic of texts.|
Clarification 1: The step of confirming the prediction is essential to mastery of this benchmark.
|ELA.K.R.2.2:|| Identify the topic of and multiple details in a text.|
Clarification 1: The topic is the general subject of the text, a word or a short phrase describing what the text is about. For example, the main topic of the book Why Should I Recycle? is recycling.
|ELA.K.R.2.4:|| Explain the difference between opinions and facts about a topic.|
Clarification 1: Students will explain which statements are fact and which are opinion within a text.
Clarification 2: Students will orally explain that facts are things that a person knows about something and that can be proven true or false. Students will orally explain that opinions are what a person thinks about something, often related to feelings or beliefs. Opinions cannot be proven true or false.
Example: “Dogs need food and water to survive” is a fact. It can be proven to be true. “Dogs are the best pets” is an opinion. It’s what someone may think, but it can’t be proven.
|ELA.K.R.3.1:|| Identify and explain descriptive words in text(s).|
Clarification 1: Students will explain examples of descriptive words in text and how they add meaning.
Clarification 2: Students will be introduced to the academic vocabulary word “adjective.” However, students are not expected to use the word independently. Discussion should focus on how the descriptive words add meaning to the text.
|ELA.K.R.3.2:|| Retell a text orally to enhance comprehension:|
Clarification 1: Most grade-level texts are appropriate for this benchmark.
|ELA.K.R.3.3:|| Compare and contrast characters’ experiences in stories.|
Clarification 1: Students will orally compare and contrast the experiences that characters have had, comparing them to those experienced by other characters, in the same story or a different story. Those experiences can be expressed as events, feelings, or behaviors.
|ELA.K.V.1.1:|| Use grade-level academic vocabulary appropriately in speaking and writing.|
Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, are vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
|ELA.K.V.1.2:||Ask and answer questions about unfamiliar words in grade-level content.|
|ELA.K.V.1.3:|| Identify and sort common words into basic categories, relating vocabulary to background knowledge.|
Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed at building and activating background knowledge. Review of words learned in this way is critical to building background knowledge and related vocabulary. Texts read aloud can be two grade levels higher than student reading level.
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.
2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
In kindergarten, students learn to listen to one another respectfully.
In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
|ELD.K12.ELL.LA.1:||English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.|
|ELD.K12.ELL.SI.1:||English language learners communicate for social and instructional purposes within the school setting.|
General Course Information and Notes
This course supports English Language Learners' acquisition of English in order to learn and to read, write, and speak in English, including the use of appropriate forms of English for different purposes, the importance of culture in various communicative modes, and the importance of active oral language participation within the classroom setting.
This course defines what students should understand and be able to do by the end of kindergarten. The standards emphasize explicit, systematic phonics instruction as the foundation of literacy. Decoding and fluency are essential to creating proficient readers. Knowledge acquisition should be the primary purpose of any reading approach as systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy.
The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society.
Standards should not stand alone as a separate focus for instruction, but should be combined purposefully.
The texts students read should be meaningful and thought-provoking, preparing them to be informed, civic-minded members of their community.
Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf
Build background knowledge in K-5 with a balance of approximately 50% informational texts and 50% literary texts.
Approximately one-third of the titles from the Kindergarten Sample Book List should be used in instruction.
As well as the certification requirements listed on the course description, the following qualifications may also be acceptable for the course:
Any World Language certification plus English Speakers of Other Languages (ESOL) Endorsement.
|Course Number: 5010011||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: English/Language Arts > SubSubject: General >
|Abbreviated Title: ESOL GRADE K|
|Course Status: Course Approved|
|Grade Level(s): K|