Kindergarten ELA North Carolina standards Standards

Language

Speaking and Listening

Writing

Fluency

Phonics and Word Recognition

Phonological Awareness

Handwriting

Print Concepts

Reading Foundational Skills

Reading Informational Text

K-12 not applicable to literature.

Reading Literature

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, word relationships, and consulting general and specialized reference materials, as appropriate.

Demonstrate understanding of figurative language and nuances in word meanings.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the K-1 grammar continuum.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the K-1 conventions continuum.

Begins in grade 2

Determine and/or clarify the meaning of unknown words and phrases based on kindergarten reading and content: context clues, word parts, and word relationships.

With guidance and support from adults, explore nuances in word meanings.

Sort 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 (antonyms).

Distinguish shades of meaning among verbs describing the same general action by acting out the meanings.

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

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 lower-case letters of the alphabet.

Print upper- and lower-case letters.

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

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. (This does not include CVCs ending with /l/, /r/, or /x/.)

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

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 common spellings (graphemes) 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.

Read emergent-reader texts with purpose and understanding.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view, perspective, or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

With prompting and support, ask and answer questions about key details in a text.

Actively engage in group reading activities with purpose and understanding.

With prompting and support, identify the main topic and retell key details of a text.

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

With prompting and support, ask and answer questions about words in a text.

Identify the front cover, back cover, and title page of a book.

With prompting and support, define the role of the author and illustrator in presenting the ideas or information in a text.

With prompting and support, describe how the words and illustrations work together to provide information.

Begins in grade 1.

With prompting and support, identify basic similarities in and differences between two texts on the same topic.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view, perspective, or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

With prompting and support, ask and answer questions about key details in a text.

Actively engage in group reading activities with purpose and understanding.

With prompting and support, retell familiar stories, including key details.

With prompting and support, identify characters, settings, and major events in a story.

With prompting and support, ask and answer questions about words in a text that suggest feelings or appeal to the senses.

Recognize common types of texts.

With prompting and support, define the role of the author and illustrator in telling the story.

With prompting and support, describe how the words and illustrations work together to tell a story.

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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.

Speak audibly and express thoughts, feelings, and ideas clearly.

Add drawings or other visual displays to descriptions as desired to provide additional detail.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Use digital tools and resources to produce and publish writing and to interact and collaborate with others.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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.

With guidance and support from adults, respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed.

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.

With guidance and support from adults, respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed.

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 with guidance and support, provide a reaction to what happened.

With guidance and support from adults, respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed.

With guidance and support from adults, explore a variety of digital tools and resources to produce and publish writing, either in collaboration with peers or in a whole group setting.

Participate in shared investigation of grade appropriate topics and writing projects.

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

CCR Anchor Standard L.6 – Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an unknown term important to comprehension or expression.

CCR Anchor Standard L.5 – Demonstrate understanding of figurative language and nuances in word meanings.

CCR Anchor Standard L.4 – Determine and clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.

CCR Anchor Standard L.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum.

CCR Anchor Standard L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum.

LANGUAGE

CCR Anchor Standard SL.6 – Determine whether information presented in diverse media (book, newspaper, video, television, internet) is credible and identify discrepancies.

CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCR Anchor Standard SL.3 – Determine whether information presented in diverse media (book, newspaper, video, television, internet) is credible and identify discrepancies.

CCR Anchor Standard SL.2 – Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCR Anchor Standard SL.1 – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

SPEAKING AND LISTENING

CCR Anchor Standard W.6 (from Proposed Standards – was W.8 in 2010 Standards) – Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCR Anchor Standard W.5 (from Proposed Standards – was W.7 in 2010 Standards) – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CR Anchor Standard W.4: Use digital tools and resources to produce and publish writing and to interact and collaborate with others.

CCR Anchor Standard W.3 – Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCR Anchor Standard W.2 – Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

WRITING

HANDWRITING

PRINT CONCEPTS

Reading Foundational Skills

CR Anchor Standard RI.10: Read and comprehend complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

CCR Anchor Standard RI.9 – Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

CCR Anchor Standard RI.8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCR Anchor Standard RI.7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCR Anchor Standard RI.6: Assess how point of view, perspective, or purpose shapes the content and style of a text.

CCR Anchor Standard RI.5 – Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCR Anchor Standard RI.4: Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

CCR Anchor Standard RI.3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCR Anchor Standard RI.2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCR Anchor Standard RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

READING: INFORMATIONAL TEXT

CCR Anchor Standard RL.10: Read and comprehend complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

CCRAnchorStandardRL.9 – Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Not applicable to literature

CCR Anchor Standard RL.8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCR Anchor Standard RL.7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCR Anchor Standard RL.6 Assess how point of view, perspective, or purpose shapes the content and style of a text.

CCR Anchor Standard RL.5 – Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

RL.4: Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

CCR Anchor Standard RL.3 –Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCR Anchor Standard RL.2 –Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCR Anchor Standard RL.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

READING: LITERATURE

Demonstrate emerging understanding of letter and word use within the K-1 grammar continuum when writing or communicating.

Begins in Grade 1

Begins in grade 2

With guidance and support demonstrate knowledge of word meanings used in every day routines.

With guidance and support, demonstrate emerging understanding of word relationships.

Sort common objects into familiar categories.

Demonstrate understanding of frequently occurring opposites.

With guidance and support, use words acquired through conversations, being read to, and during shared reading activities.

Demonstrate emerging understanding of the organization of print.

With guidance and support during shared reading, demonstrate understanding that print is read left-to-right and top-to-bottom.

With guidance and support during shared reading, demonstrate understanding of the orientation of books and other forms of print.

With guidance and support during shared reading, demonstrate understanding of the one-to-one correspondence between written and spoken words.

With guidance and support, selects or produces letters when asked to write

Demonstrate emerging understanding of spoken words, syllables, and sounds (phonemes).

With guidance and support, recognize rhyming words.

With guidance and support, recognize the number of words in a spoken message.

With guidance and support, identify single-syllable, familiar, spoken words with the same onset (beginning sound).

Demonstrate emerging awareness of print.

With guidance and support, recognize first letter of own name in print.

With guidance and support, recognize environmental print.

Engage in purposeful shared reading of familiar text.

With guidance and support, identify a detail in a familiar text.

Actively engage in group reading of informational text.

With guidance and support, identify the main topic of a familiar text.

With guidance and support, identify individuals, events, or ideas in a familiar informational text.

With guidance and support, answer what questions about words in a familiar text.

With guidance and support, identify the front cover of the book."

With guidance and support, distinguish between words and illustrations in a familiar informational text.

With guidance and support, identify illustrations or objects/tactual information that go with a familiar text.

Begins in grade 1.

With guidance and support, identify something that is the same about two familiar texts on the same topic."

With guidance and support, identify details in familiar stories.

Actively engage in group reading activities.

With guidance and support, identify key details in familiar stories.

With guidance and support, identify characters and settings in a familiar story.

With guidance and support, identify feeling words within a familiar story.

With guidance and support, recognize familiar texts.

With guidance and support, distinguish between words and illustrations in a story.

With guidance and support, identify illustrations or objects/tactual information that go with a familiar story.

With guidance and support, identify the experiences of a character in a familiar story.

Participate in communication with others.

Communicate directly with supportive adults or peers.

Participate in multiple-turn communication exchanges with support from adults.

Demonstrate an emerging understanding of a familiar text read aloud or information presented orally or through other media by identifying objects, images, or other representations of the text.

With guidance and support ask for help when needed.

Communicate with adult communication partners.

With guidance and support add or select drawings or other visual or tactual displays to communicate about familiar people, places, things, and events.

Integrated into SL.4

With guidance and support, select a familiar book and use drawing, dictating, or writing to state an opinion about it.

With guidance and support, select a familiar topic and use drawing, dictating, or writing to share information about it.

With guidance and support, select a familiar event and use drawing, dictating, or writing to share information about it.

With guidance and support from adults, explore a variety of digital tools to produce group writing.

With guidance and support, participate in shared research and writing projects.

With guidance and support from adults, identify information, objects, or events that relate to personal experiences.