concrete experiences: stories, discussions, and
classroom interactions
•
Understand selection vocabulary
•
Understand content vocabulary
•
Identify action words
•
Use description words
Integration of knowledge and ideas
•
With prompting and support, describe the
relationship between illustrations and the text in
which they appear
•
With prompting and support, identify the
reasons an author gives to support points
in a text
•
With prompting and support, identify basic
similarities in and differences between two texts
on the same topic
•
Distinguish real and imaginary
•
Synthesize literacy experiences through drawing,
drama, etc.
Range of reading and level of text complexity
•
Actively engage in group reading activities with
purpose and understanding
Foundational Skills
Print concepts
•
Demonstrate understanding of the organization
and basic features of print
•
Follow words from left to right, top to bottom,
and page by page
•
Recognize that spoken words are represented
in written language by specific sequences of
letters
•
Understand that words are separated by spaces
in print
•
Recognize and name all upper- and lowercase
letters of the alphabet
Phonological awareness
•
Demonstrate understanding of spoken words,
syllables, and sounds
•
Recognize and produce rhyming words
•
Count, pronounce, blend and segment syllables
in spoken words
•
Blend and segment onsets and rimes of single-
syllable spoken words
•
Isolate and pronounce the initial, medial vowel,
and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words
•
Add or substitute individual sounds (phonemes)
in simple, one-syllable words to make new
words
Phonics and word recognition
•
Know and apply grade-level phonics and word
analysis skills in decoding words
•
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
•
Associate the long and short sounds with the
common spellings for the five major vowels
•
Read common high-frequency words by sight
•
Distinguish between similarly spelled words by
identifying the sounds of the letters that differ
Fluency
•
Read emergent-reader texts with purpose and
understanding
Writing
Text types and purposes
•
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
•
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
•
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
•
Use literacy forms in dictation
•
Dictate or record stories, poetry, etc.
•
Begin to see self as writer
Range of writing
•
Role play ways people use writing in their work
•
Begin to select best works to be published
Production and distribution of writing
•
With guidance and support from adults, respond
to questions and suggestions from peers and
3
Kindergarten
add details to strengthen writing as needed
•
With guidance and support from adults, explore
a variety of digital tools to produce and publish
writing, including in collaboration with peers
•
Begin to recognize seven-trait terms
Research to build and present knowledge
•
Participate in shared research and writing
projects
•
With guidance and support from adults,
recall information from experiences or gather
information from provided sources to answer
a question
Speaking and Listening
Comprehension and collaboration
•
Participate in collaborative conversations with
diverse partners about kindergarten topics and
texts with peers and adults in small and larger
groups
•
Follow agreed-upon rules for discussions
•
Continue a conversation through multiple
exchanges
•
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
•
Ask and answer questions in order to seek help,
get information, or clarify something that is not
understood
•
Describe familiar people, places, things, and
events and, with prompting and support,
provide additional detail
•
Add drawings or other visual displays to
descriptions as desired to provide additional
detail
•
Speak audibly and express thoughts, feelings,
and ideas clearly
Language
Conventions of standard English
•
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/
•
Understand and use question words
•
Use the most frequently occurring prepositions
•
Produce and expand complete sentences in
shared language activities
•
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing
•
Capitalize the first word in a sentence and the
pronoun “I”
•
Recognize and name end punctuation
•
Write a letter or letters for most consonant and
short-vowel sounds
•
Spell simple words phonetically, drawing on
knowledge of sound-letter relationships
Vocabulary acquisition and use
•
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
•
Use the most frequently occurring inflections
and affixes
•
With guidance and support from adults,
explore word relationships and nuances in word
meanings
•
Sort common objects into categories
•
Demonstrate understanding of frequently
occurring verbs and adjectives by relating them
to their opposites
•
Identify real-life connections between words and
their use
•
Distinguish shades of meaning among verbs
describing the same general action by acting
out the meanings
•
Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts
WRITING
Conventions
•
Use upper case/lower case in correct places
•
Use directionality: left to right; top to bottom
•
Use appropriate spaces between words
4
Nobel Learning Curriculum Reference Guide
