What does a student learn in StateWashington,GradeKindergarten,SubjectEnglish Language Arts?

Students read, comprehend, interpret, use, analyze, and appreciate fiction, poetry, nonfiction, and multimodal texts from a broad range of genres, cultures, and media through shared reading and read alouds in the context of grade-level content to understand themselves, others, and the world.

Students interact with and explore texts in a language-rich environment.

Select texts that interest them and/or that are recommended by peers and adults.

Spend time holding, looking at, reading and/or listening to texts.

Make connections, tell stories and/or explain information based on imagination, images, and/or words they recognize in texts.

Students know and apply the basic features of print and how it is organized.

Distinguish drawings from letters and words in a print-rich environment.

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

Identify front and back covers, titles, and the title page of printed books.

Recognize, name, and print the lowercase and uppercase letters and the sounds they represent with automaticity.

Recognize that spoken words are represented by specific sequences of letters in print.

Recognize that spoken words are separated by spaces in print.

Students know and apply how concepts of sounds, syllables, words, and silence function in speech (phonological awareness).

Recognize, pronounce, separate, blend, and count the syllables in spoken words.

Recognize, pronounce, isolate, blend, and count initial, medial, and final sounds (phonemes) in spoken three-phoneme (consonant-vowel-consonant, or CVC) words.

Blend and segment onsets and rhymes of single syllable spoken words.

Recognize and produce rhyming words.

Add, delete, or substitute individual spoken sounds (phonemes) in simple words to form new words.

Parse individual words within spoken phrases and sentences.

Students decode words with accuracy and fluency using grade-level word analysis skills.

Demonstrate knowledge of one-to-one letter-sound correspondence by producing the most common sounds for each consonant.

Associate the long and short sounds with common spellings for the five major vowels.

Add, delete or substitute letters and/or syllables in printed words to form new words.

Recognize, pronounce, separate, blend, and count the syllables in printed words.

Decode words using letter-sound correspondence and regular spelling patterns.

Read common high-frequency words by sight.

Read connected words in a sentence.

Students comprehend and interpret texts during shared reading, read alouds, and independent reading, using a variety of strategies.

Reflect on their purpose for reading.

Preview the text by noting author, illustrator, title, topic, genre, and images.

Visualize to make sense of what is in the text.

Make predictions and check them against what is in the text.

Use a variety of strategies that encourage and maintain motivation to engage with a text.

Re-connect when the flow of reading is interrupted using a variety of strategies.

Tell how the visual elements in a text represent and/or add to its meaning.

Ask and answer questions about a text’s topic, characters, setting, and/ or major events.

Retell familiar stories in their own words and/or say what they learned from a text.

Students describe how the author, illustrator, and/or creator shape meaning and affect a reader’s experience of the text.

Reflect on what the text makes them feel, think, and/or want to do.

Describe the effect of images and specific words on the reader’s understanding.

Identify and compare choices made by authors, illustrators and creators of multimodal texts to show emotions, places, objects, movement, action, and/or information.

Students evaluate texts.

Say what they may or may not like about a text and why.

Students use texts they have read for purposes relevant to them.

To better understand themselves and others, explore characters’ thoughts, and feelings.

To develop imagination and social reasoning, say what they would think, feel, and/or do in situations similar to those they have read about.

Use information or examples from texts for discussions and projects. [See W.K3 and SLDF.3.]

Use choices made by authors, illustrators, and creators of multimodal texts as ideas for their own multimodal compositions. [See W.K4b.]

Not in K.

Students compose multimodal texts through drawing, visually representing, dictating, and writing in a variety of genres in the context of grade level content.

Students compose to make personal sense of information, ideas, opinions, emotions, and/or experiences. [Not all products from WK.1 must be taken through the writing process in WK.2 – WK.10.]

Students compose multimodal texts in a variety of genres to communicate with others.

Describe experiences, ideas, and imaginings.

Inform others about their observations and explanations of the world.

Express their opinions and/or preferences.

Persuade others to consider new options, resolve conflicts, and create and strengthen communities.

Tell the story of a single event or several loosely linked events.

Students plan and complete writing projects.

Connect the prompt to their interests, perspectives, and/or experiences.

Determine the process or steps needed to complete the project.

Students generate and gather ideas, including appropriate use of tools.

Identify topics and ideas from experience, imagination, reading, media, conversations, products from WK.1, and/or desire to communicate.

Determine which features and/or genre conventions to follow or adapt from mentor texts.

Answer questions about what the writer knows that the audience does not.

Choose facts from group research (see RMLK.4), images, and/or other media that illustrate and support their ideas.

Students draft content.

State some information about the topic.

Tell events in stories in order.

Illustrate and/or approximate some text features and/or formatting they notice in mentor texts.

Students compose introductions.

Name topics.

Starts in 1st grade.

Students discuss their compositions with others.

Re-read to determine whether the draft says what they want it to say.

Describe what their composition means and/or represents to an adult or peer.

Ask an adult or peer to describe their perceived meaning of the composition.

Students revise their compositions.

Add or change words or details to better communicate and represent meaning.

Students share and publish compositions in person and/or on digital or non-digital platforms for known and trusted audiences.

Students comprehend, engage in, and learn from collaborative discussions, presentations, and public speaking in a variety of genres in the context of grade-level content, in person and/or through teacher-moderated digital forums.

Students listen, respond respectfully, and contribute during discussions.

Identify expectations and roles within the community, changing them when needed.

Answer questions about what was said in previous conversations to continue the discussion.

Ask questions about the topic and others’ observations and opinions.

Draw on experience, observation, and prior learning to answer questions.

Restate what they heard others say to build common understanding, asking and answering questions to clarify something they didn’t understand.

Connect statements to others’ contributions to build community and propel conversation.

Identify points of agreement or disagreement.

Ask questions to explore why someone else may relate or think differently.

Identify opinions or understandings that have changed.

Review memorable and/or important moments or ideas.

Starts in 3rd.

Students collaborate on projects and tasks.

Identify expectations and roles, changing them when needed.

Connect the project to their interests, experiences, and/or community needs.

Review progress and discuss what needs to happen next.

Students express experience, positions, ideas, findings, and creative work.

Identify topics from the situation, experience, imagination, reading, group research (see RMLK.4), media, conversations, and/or products from WK.1.

Develop content by considering what they want to communicate within the situation.

Use images, media, and artifacts in presentations to clarify content.

Students determine how to present themselves and their ideas.

Express voice by building on strengths and personality.

Determine how to respond to others given the expectations of the community, their role, and how they wish to express themselves and their ideas.

Determine which language and/or languages support their purpose.

Determine what they want or do not want to share and why.

Students use an audible voice, gesture, and pacing to illuminate the content.

Students develop command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing.

Students notice when and why language is used differently at school, at home, and with peers.

Name familiar objects and topics as said at school, at home, and with peers.

Identify when a word, phrase or sentence best answers a question.

Not in K.

Students produce and expand complete sentences in group and individual activities in the context of conversations and writing about experiences, events, and kindergarten content.

Produce simple sentences.

Expand simple sentences by adding information or details that clarify the message.

Capitalize the first word in a sentence.

Recognize and name end punctuation.

Students use words and phrases acquired through conversations, reading, and being read to.

Determine or clarify the meaning of new and multiple-meaning words and phrases.

Understand and use high frequency nouns, verbs, and prepositions.

Understand and use question words.

Form regular plural nouns orally by adding /s/ or /es/.

Capitalize the pronoun I.

Students explore word relationships and distinguish shades of meaning in the context of kindergarten conversations and reading about experiences, events, and ideas.

Use the most frequently occurring affixes as a clue to the meaning of an unknown word.

Identify real-life connections between words and their use by sorting common objects into categories to gain a sense of the concepts the categories represent.

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites.

Distinguish shades of meaning among verbs describing the same general action.

Students ask questions, seek answers from a variety of sources, and use their learning.

Students identify the effects and parts of media messages and people who provide information.

Students ask questions about a provided topic or things that make them curious.

Students seek answers from provided information sources.

Discuss where they might find answers to their questions.

Identify a variety of print and digital information sources and where to find them, including libraries.

Observe adults using digital search tools.

Talk with adults or peers about the topic.

Students identify relevant information from their searches.

Students use and/or share new learning.

Students identify the effects of media messages.

Identify how media messages make them feel.

Not in K.

Students identify characteristics of different parts of media messages.

Identify facts and opinions within media messages.

Identify what’s realistic and what’s pretend within media messages.

Identify images within media messages.

Students identify people who provide information.

Identify who decided what to include in a particular information source.

Identify people who are experts on a particular topic and could provide information about it.

Not in K.