Kindergarten ELA Arkansas Standards

Participate in collaborative conversations.

Ask and answer questions orally about what a speaker says to gather additional information and clarify understanding.

Use specific details to orally describe people, places, things, and events.

Use visual displays to provide additional detail.

Speak audibly in collaborative communication and presentations.

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

Decode one-syllable words with consonant digraphs (sh, ch, th) and all short vowels (e.g., wish, chap, that).

Decode one-syllable words with single consonants and final long vowels (e.g., we, go).

Read high-frequency words.

Decode words with suffix -s (e.g., sits, maps, runs).

Encode one-syllable words with single consonants and all short vowels (e.g., cat, net, hit, pop, pup).

Encode one-syllable words with single consonants and final long vowel sounds (e.g., a, me, go).

Encode words phonetically, drawing on knowledge of sound-letter relationships.

Encode words with final suffix -s (e.g., cats, runs).

Demonstrate proper pencil grip.

Form upper and lowercase letters and numerals correctly, using a common path of movement.

Recognize that spoken words are represented in written language by specific sequences of letters and that print carries meaning (e.g., the spoken word "dog" is represented in print by d-o-g).

Name all upper and lowercase letters in non-sequential order with accuracy and automaticity.

Produce the most common sound for each letter of the alphabet with accuracy and automaticity.

Orally read texts consisting of previously taught grapheme-phoneme correspondences, self-correcting as necessary.

Point to words, using one-to-one correspondence to demonstrate that words are separated by spaces.

Name all upper and lowercase letters of the alphabet in print.

Isolate and pronounce the initial, medial vowel, and final sounds in three sound words.

Blend two to four individual sounds to create one-syllable words (e.g., /a/ /t/ to at; /s/ /i/ /p/ to sip; /c/ /a/ /t/ /s/ to cats).

Segment one-syllable words into individual sounds.

Distinguish between sounds based on place of articulation (where in the mouth it is produced) and manner of articulation (voicing and air flow) (e.g., /p/ vs. /b/; /ch/ vs. /j/).

Decode one-syllable words with single consonants and all short vowels (e.g., bag, sip, web, hog, cut).

Use common nouns.

Use all end punctuation marks.

Use singular nouns.

Use plural nouns.

Use pronoun "I."

Use regular action verbs.

Use singular nouns with verbs that agree in basic sentences (e.g., He hops.).

Produce simple sentences independently.

Capitalize the first word in a sentence.

Capitalize the pronoun "I."

Ask questions about key details in a text.

Compare and contrast the characters in texts.

Explain how visual images support understanding of a text.

Recognize literary texts, using text elements (e.g., title, illustrations, story elements, literary introductions such as "Once upon a time").

Identify the main points an author uses in a text.

Compare and contrast two texts on the same topic.

Recognize informational texts, using text elements (e.g., title, photographs, diagrams, descriptions).

Identify text features (e.g., title, author, illustrator, table of contents, bold font, italics).

Explain how visual images (e.g., charts, graphs, illustrations) support understanding of a text.

Answer questions about key details in a text.

Orally retell a text after listening to it read aloud; include the main topic and key details.

Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.

Explain the roles of both the author and the illustrator.

Use background knowledge and details, including illustrations, charts, and graphs, to make predictions and inferences about what happens in a text.

Demonstrate comprehension of age and grade-appropriate texts by speaking or writing.

Identify the major characters in a text.

Identify settings and events in a text.

Determine or clarify the meaning of words and phrases in a text read aloud.

Use sentence-level clues to identify the meaning of a word or phrase during read-aloud instruction.

Sort and categorize objects and images by concepts.

Distinguish shades of meaning among verbs (e.g., march, run, jog, strut, prance).

Use most common prefixes (e.g., un-, re-) and suffixes (e.g., -ed, -s) as clues to meaning.

Write an opinion piece about a topic or text, including a reason.

Write an informative piece with facts.

Write a narrative with the events in chronological order.

Produce writing, using precise language and grade-appropriate conventions.

Revise word choice in writing.

Edit writing to include grade-appropriate conventions for publishing (e.g., capitalize the first word in the sentence, capitalize the pronoun "I," use end punctuation marks).

Participate in teacher-led research projects and produce simple findings.

Reading Fundamentals

Fluency

Oral Language

Writing

Phonics Encoding (Word Writing)

Reading Information

Presentation

Conventions

Production

Concepts of Print

Vocabulary

Handwriting

Phonics Decoding (Word Reading)

Language

Reading Literature

Collaborative Communication

Style

Foundational Reading

Reading Comprehension

Structures

Phonemic Awareness

An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

with prompting and support (including context and visual aids), use a very limited set of strategies from read-alouds and oral presentations of information or stories. to:

identify a few key words

with prompting and support (including context and visual aids), use an emerging set of strategies from read-alouds and oral presentations. to:

identify some key words and phrases

with prompting and support (including context and visual aids), use a developing set of strategies from read-alouds and oral presentations to:

identify main topics

ask and answer questions about key details

with prompting and support (including context and visual aids), use an increasing range of strategies from read-alouds, picture books, and oral presentations to:

identify main topics

answer questions about key details or parts of stories

retell events

with prompting and support (including context and visual aids), use a wide range of strategies from read-alouds, picture books, and oral presentations. to:

identify main topics

answer questions about key details

retell familiar stories

An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing.

with support (including context and visual aids),

recognize and use a small number of frequently occurring nouns and verbs

understand and respond to simple questions.

with support (including context and visual aids), in shared language activities.

recognize and use frequently occurring nouns, verbs, and short phrases

respond to yes/no and whquestions

produce a few simple sentences

with support (including context and visual aids), in shared language activities.

recognize and use frequently occurring regular plural nouns, verbs, and prepositions

use and respond to question words

produce simple sentences

with support (context and visual aids), in shared language activities.

recognize and use frequently occurring regular plural nouns, verbs, and prepositions

use and respond to question words;

produce and expand simple sentences

with increasing independence, in shared language activities.

use frequently occurring regular plural nouns, verbs, prepositions, and question words

ask and answer interrogatives (whquestions)

produce and expand simple sentences

An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

about familiar topics

listen with limited participation in short conversations

respond to simple yes/no and some wh- questions

about familiar topics.

participate in short conversations

respond to simple yes/no and wh- questions

about familiar topics.

participate in short conversations

follow some rules for discussion

respond to simple yes/no and wh- questions

about a variety of topics.

participate in conversations and discussions

ask and answer simple questions

follow increasing number of rules for discussion

about a variety of topics.

participate in conversations and discussions

ask and answer questions

follow rules for discussion

An ELL can speak and write about grade-appropriate complex literary and informational texts and topics.

about familiar topics or experiences.

communicate simple information or feelings

about familiar topics, experiences, or events.

communicate simple information or feelings

about familiar topics, experiences, or events.

communicate information or feelings

about a variety of topics, experiences, or events.

tell or dictate simple messages

about a variety of topics, experiences, or events.

make simple oral presentations

compose short written texts

An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

about a familiar topic, showing limited control

express a feeling or opinion

about a familiar topic, showing emerging control.

express an opinion or preference

about a familiar topic or story, showing developing control.

express an opinion or preference

about a variety of topics or stories, showing increasing control.

express an opinion or preference

about a variety of topics or stories, showing increasing control.

express an opinion or preference

An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.

with prompting and support from adults,

recall information from experience or from a provided source.

with prompting and support from adults,

recall information from experience or use information from a provided source to answer a question.

with prompting and support from adults, showing developing control

recall information from experience or use information from provided sources to answer a question

with prompting and support from adults, showing increasing control

recall information from experience or use information from provided sources to answer a question

with prompting and support from adults, showing increasing control

recall information from experience or use information from provided sources to answer a question

An ELL can analyze and critique the arguments of others orally and in writing.

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

with prompting and support,

identify a reason an author or speaker gives to support a point.

with prompting and support,

Identify appropriate reasons an author or speaker gives to support main points.

An ELL can adapt language choices to purpose, task, and audience when speaking and writing.

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

Level 4

show a developing awareness of the difference between appropriate language for the playground and language for the classroom.

Level 5

show awareness of differences between informal (“playground speech”) and language appropriate to the classroom

use some words learned through conversations, reading, and being read to.

An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.

with prompting and support (including context and visual aids), in simple oral presentations and read-alouds about familiar topics, experiences, or events.

recognize the meaning of a few frequently occurring words

with prompting and support (including context and visual aids), in simple oral presentations and read-alouds about familiar topics, experiences, or events.

recognize the meaning of some frequently occurring words and phrases

with prompting and support (including context and visual aids), in simple oral presentations and read-alouds about familiar topics, experiences, or events.

answer questions to help determine the meaning of some words and phrases

with prompting and support (including context and visual aids), in simple oral presentations and read-alouds about a variety of topics, experiences, or events.

answer and sometimes ask questions about the meaning of words and phrases

with prompting and support (including context and visual aids), in simple oral presentations and read-alouds about a variety of topics, experiences, or events.

answer and ask questions about the meaning of words and phrases

An ELL can create clear and coherent gradeappropriate speech and text.

[Standard introduced at Level 3.]

[Standard introduced at Level 3.]

with support (including visual aids, context), with developing control of some frequently occurring linking words (e.g., and, then).

retell several events from experience or a familiar story

with support (including visual aids, context), with increasingly independent control of frequently occurring linking words.

retell a simple sequence of events from experience or a familiar story

with support (including visual aids), using frequently occurring linking words.

retell a short sequence of events from experience or a familiar story, with a beginning, middle, and end