Kindergarten English Language Arts 2015
Reading Standards for Literature (RL)
Key Ideas and Details (Literature)
Standard
RL.K.1 With prompting
and support, ask and answer
questions about key details
in a text.
I Can Statement
Vocabulary
1.
Listen to a story in a group setting.
Characters
2.
With prompting and support, name
who or what the story is about.
Setting
Plot
3.
With prompting and support,
describe where and when the story
happened.
Supplemental Resources
Assessments
Mentor texts
TpT Journeys supplemental
units
Reader’s Workshop Units
Benchmark Test
Unit 2-6 (listening
comprehension)
RL.K.2 With prompting
and support, retell familiar
stories, including key details.
With prompting and support, ask
questions to identify the problem in
the story. (who, what, when, where,
why)
Problem
3. 2nd
Q
5. 4th
Q
With prompting and support, explain
how the problem was solved in the
story.
1.
With prompting and support, divide a
story into beginning, middle, and
end.
Sequence
2.
With prompting and support identify
key details in a familiar story.
Middle
3.
With prompting and support, use my
own words to retell a story I have
heard before including key details.
Beginning
End
RL.K.3 With prompting
and support, identify
4. 3rd
Q
Details
5.
4.
Mentor texts
Fairy tales/fractured fairy
tales
Reader’s Workshop Units
TpT Journeys supplemental
units
Benchmark Test
Unit 1, 5, 6
(Listening Comp)
1. 1st
Q
2. 2nd
Q
3. 3rd
Q
Details
4. 4th
Q
With prompting and support, retell a
familiar story including key details
by writing.
With prompting and support, explain
what a character is
1. 1st
Q
2. 1st
Q
Solution
4.
Quarter
Focus
Visualize
1
Mentor texts
TpT Journeys supplemental
units
Benchmark Test
Unit 1, 2, 4, 5, 6
(listening comp)
1st Q
Kindergarten English Language Arts 2015
Reading Standards for Literature (RL)
Key Ideas and Details (Literature)
Standard
characters, settings, and
major events in a story.
I Can Statement
Vocabulary
Supplemental Resources
Assessments
David books
Fractured fairy tales
Fairy tales
Kevin Henkes books
TpT Journeys Supplemental
units
Retelling rubrics
Quarter
Focus
1. 1st Q
1.
With prompting and support, identify
the characters in a story
2.
With prompting and support, tell
about the characters in story
3.
With prompting and support, tell
what the setting is in a story.
4.
With prompting and support,
describe the setting
4. 3rd Q
With prompting and support,
describe the order of events in the
story using beginning, middle and
end.
5. 2nd Q
5.
6.
(A)With prompting and support, ask
who, what, when, where, how, and
why of a story. Assess who, what &
where at the end of 2nd 9 weeks.
(B)Assess how, & why at the end of
the 4th 9 weeks.
7.
I can visualize character, setting and
details of the story.
2. 2nd Q
3. 2nd Q
6. (A)
2nd Q
(B)
4th Q
7. 2nd Q
2
Kindergarten English Language Arts 2015
Reading Standards for Literature (RL)
Craft and Structure
Standard
RL.K.4 Ask and answer
questions about unknown
words in a text.
I Can Statement
1.
Ask questions about words that I
have never heard before using
pictures and words around it.
2.
Answer questions about words that I
have never heard before using
pictures and words around it.
3.
RL.K.5 Recognize
common types of texts (e.g.,
storybooks, poems).
RL.K.6 With prompting
and support, name the author
and illustrator of a story and
define the role of each in
telling the story.
1.




Supplemental
Resources
Mentor texts
Kevin Henkes Books
Word attack strategy
posters
TpT Journeys supplemental
units
Reader’s Workshop Units
Assessments
Observational data
from whole and
small group
discussions
Quarter
Focus
1. 4th
Q
2. 2nd
Q
I can identify when a word is
unknown to me.
Identify the following different types
of features
Fiction (picture/storybooks)
Non-fiction
Poems
Informational Text
2.
Describe the features of fiction and
non-fiction texts.
1.
With prompting and support, name
(point to the name) the author of a
book.
2.
Vocabulary
Features
Fiction
Non-fiction
Poems
Informational text
Mentor texts
TpT Journeys supplemental
units
Reader’s Workshop Units
Author
Reader’s Workshop Units
Illustrator
TpT Journeys supplemental
units
With prompting and support, explain
what an author does.
Benchmark Test
Unit 4 & 5
(listening comp)
Observational data
from whole and
small group
discussions
3. 1st
Q
1. 4th
Q
2. 4th
Q
1. 1st
Q
2. 1st
Q
3. With prompting and support, name
(point to the name) the illustrator of a book.
3. 1st
Q
4. With prompting and support, explain
what an illustrator does
4. 1st
Q
3
Kindergarten English Language Arts 2015
Reading Standards for Literature (RL)
Integration of Knowledge and Ideas (Literature)
Standard
RL.K.7 With prompting
and support, describe the
relationship between
illustrations and the story
in which they appear (e.g.,
what moment in a story an
illustration depicts).
I Can Statement
1.
Identify illustrations.
2.
Describe the illustrations
3.
With prompting and support,
predict what the story is about by
looking at the picture
Vocabulary
Supplemental
Resources
Mentor texts
TpT Journeys
supplemental units
Wordless picture books
Reader’s Workshop units
Predict
Assessments
Quarter
Focus
Benchmark Test
Unit 2 (listening
comp)
1. 1st Q
Retelling cards
3. 2nd Q
2. 1st Q
4. 2nd Q &
4th Q
4.
With prompting and support,
examine a picture and describe
what part of the story that picture
makes me think about. (Assess
each nine weeks with text difficulty
increasing)
RL.K.8 (Not applicable to
literature)
RL.K.9 With prompting
and support, compare and
contrast the adventures
and experiences of
characters in familiar
stories.
1.
Recognize characters in a familiar
story
2.
With prompting and support, tell
how characters’ adventures and
experiences are alike in stories that
I have heard.
Contrast
Compare
Venn diagram
Reader’s Workshop
Character Unit
TpT Journeys
supplemental units
Gingerbread Stories
Fractured fairy tales
1. 1st Q
2. 4th Q
3.
With prompting and support, tell
how characters’ adventures and
experiences are different in stories
that I have heard.
3. 4th Q
4.
With prompting and support,
discuss the adventures and
experiences of a character in a
story that I have heard before.
4. 4th Q
4
Kindergarten English Language Arts 2015
Reading Standards for Literature (RL)
Integration of Knowledge and Ideas (Literature)
Standard
I Can Statement
Vocabulary
Supplemental
Resources
Assessments
Quarter
Focus
Vocabulary
Supplemental
Resources
Assessments
Quarter
Focus
Reading Standards for Literature
Range of Reading and Level of Text Complexity
Standard
RL.K.10 Actively engage
in group reading activities
with purpose and
understanding.
I Can Statement
1.
2.
3.
Listen to others ask questions
about a story or discuss the story.
1. 1st Q
Question
Observational
data from whole
and small group
discussions
Answer questions from the teacher
or from another student about the
story.
Ask questions to help me
understand the story better.
5
2. Ongoing
3. 4th Q
Kindergarten English Language Arts 2015
Reading Standards for Informational Text (RI)
Key Ideas and Details
Standard
RI.K.1 With prompting
and support, ask and answer
questions about key details
in a text.
I Can Statement
1.
Listen to non-fictional text
2.
With prompting and support, answer
who, when, where and why.
3.
4.
RI.K.2 With prompting
and support, identify the
main topic and retell key
details of a text..
1.
2.
Reader’s Workshop Units
TpT Journeys supplemental
units
Assessments
Benchmark Test
Unit 3 (listening
comp)
Details
With prompting and support,
separate the important details of
article/text from some that are not.
Topic
With prompting and support, tell
what happened next in the article.
5.
With prompting and support, tell
what happened last in the article.
1. 2nd
Q
3. 3rd
Q
With prompting and support,
describe what the article/text is
about.
4.
Quarter
Focus
2. 2nd
Q
With prompting and support, ask
when and where, why and how the
text happens.
With prompting and support, tell
what happened first in the
article/text.
7.
Sequencing details
Supplemental
Resources
With prompting and support, answer
when and where the text is about
3.
6.
Vocabulary
Important
Reader’s Workshop Units
TpT Journeys supplemental
units
Benchmark Test
Unit 3 (listening
comp)
4. 4th
Q
1. 2nd
Q
&
4th
Q
2. 4th
Q
3. 1st
Q
4. 1st
Q
With prompting and support, share
something you learned from the text.
5. 1st
Q
Use the cover of the book to identify
the topic.
6
Kindergarten English Language Arts 2015
Reading Standards for Informational Text (RI)
Key Ideas and Details
Standard
I Can Statement
Vocabulary
Supplemental
Resources
Assessments
Quarter
Focus
6. 2nd
Q
7. 1st
Q
RI.K.3 With prompting
and support, describe the
connection between two
individuals, events, ideas, or
pieces of information in a
text.
With prompting and support, identify
key details about a person or people
described in a text.
Connection
Reader’s Workshop Units
Text-to-text connection
Mentor texts
2.
With prompting and support, identify
details about an event(s) or idea(s) in
a text.
Text-to-word
connection
TpT Journeys supplemental
units
3.
With prompting and support, explain
how two people, events, ideas, or
things are alike.
1.
4.
1. 3rd
Q
2. 2nd
Q
3. 3rd
Q
With prompting and support, identify
the connection between two
informational pieces.
4. 3rd
Q
Reading Standards for Informational Text (RI)
Craft and Structure (Informational Text)
Standard
I Can Statement
Vocabulary
7
Supplemental
Resources
Assessments
Quarter
Focus
Kindergarten English Language Arts 2015
Reading Standards for Informational Text (RI)
Key Ideas and Details
Standard
RI.K.4
With prompting
and support, ask and answer
about unknown words in a
text.
I Can Statement
1.
Vocabulary
Supplemental
Resources
With prompting and support, ask
questions about words that I have
never heard before using pictures
and words around it.
Mentor texts
2.
TpT Journeys supplemental
units
Reader’s Workshop Units
With prompting and support, answer
questions about words that I have
never heard before using pictures
and words.
Assessments
Observational
data from whole
and small group
discussions
Running records
3.
RI.K.5 Identify the front
cover, back cover, and title
page of a book.
RI.K.6 Name the author
and illustrator of a text and
define the role of each in
presenting the ideas or
information in a text.
Identify when a word is unknown to
me.
Find the front cover of a book.
Front cover
Find the back cover of a book.
Back cover
Find the title page of a book.
Title page
Name (point to) the author of a text/article
Author
Explain what an author does.
Illustrator
Name (point to) the illustrator of a
text/article
Explain what an illustrator does.
8
Reader’s Workshop
units
Observational
data
Reader’s Workshop
units
Observational
data
Quarter
Focus
1. 4th
Q
2. 3rd
Q
3. 1st
Q
1st
Quarter
1st
Quarter
Kindergarten English Language Arts 2015
Reading Standards for Informational Text (RI)
Integration of Knowledge and Ideas
RI.K.7 With prompting
and support, describe the
relationship between
illustrations and the text
in which they appear (e.g.,
what person, place,
thing, or idea in the text an
illustration depicts)
RI.K.8 With prompting
and support, identify the
reasons an author gives to
support points in a text.
With prompting and support, use the
illustrations to help me understand the
article/text.
1.
With prompting and support, name
the details from the article/topic.
2.
With prompting and support, tell in
my own words the topic or main
point of the article/topic.
Author’s purpose
3.
RI.K.9 With prompting
and support, identify basic
similarities in and
differences between two
texts on the same topic (e.g.,
in illustrations, descriptions,
or procedures).
Evidence
Benchmark Test
Unit 3 (listening
comp)
Mentor texts
Reader’s Workshop units
Observational data
Listen to two different passages.
2.
With prompting and support, tell in
my own words how two
texts/articles about the same thing
are alike.
1st Quarter
1. 3rd
Q
2. 4th
Q
With prompting and support, tell
why the author included this event in
the text/article.
1.
3.
Mentor texts
Reader’s Workshop units
Venn diagrams
Reader’s Workshop units
Observational data
3. 4th
Q
1. 2nd
Q
2. 3rd
Q
With prompting and support, tell in
my own words how two
texts/articles about the same thing
are different.
3. 4th
Q
9
Kindergarten English Language Arts 2015
Reading Standards for Informational Text (RI)
Range of Reading and Level of Text Complexity
Standard
RI.K.10 Actively engage
in group reading activities
with purpose and
understanding.
I Can Statement
1.
Listen to a text/article in a group
setting.
2.
Ask questions to help me understand
the text/article.
3.
Listen to others ask questions about
the text/article.
4.
Answer questions from the teacher
or from another student about the
text/article.
Vocabulary
Supplemental
Resources
Questions
Text
Article
Assessments
Small group
observational data
Quarter
Focus
1. 1st
Q
2. 4th
Q
3. 4th
Q
4. 1st
Q
Reading Standards for Foundational Skills (RF)
Print Concepts
Standard
RF.K.1 Demonstrate
understanding of the
organization and basic
features of print.
I Can Statement
1.
Show that I can hold a book the
right way.
2.
Follow words from top to bottom,
left to right , and page by page in
the text/article. (1)
3.
Distinguish between a letter and a
number or another object or
symbol.
4.
Recognize that certain groups of
sounds or letters make up words
Vocabulary
Supplemental
Resources
Reader’s Workshop unit 1
Assessments
Quarter Focus
Small group
observational
data
ALL 1st
QUARTER
10
Kindergarten English Language Arts 2015
Reading Standards for Foundational Skills (RF)
Print Concepts
Standard
I Can Statement
1.
RF.K.1a Follow words
from left to right, top to
bottom, and page by page.
RF.K.1b Recognize that
spoken words are
represented in written
language by specific
sequences of letters.
RF.K.1c Understand that
words are separated by
spaces in print.
RF.K.1d Recognize and
name all upper- and
lowercase letters of the
alphabet.
Distinguish between upper and
lower case letters
3.
Use words to make sentences
4.
Combine letters to make words
Assessments
Heggerty
Morning Message (chit
chat)
Morning work
Poetry
Reader’s Workshop Units
Create words by putting together
sounds from left to right.
2.
Supplemental
Resources
Vocabulary
Quarter Focus
1. Ongoing,
beginning
in 2nd Q
2. 1st Q
3. 1st Q
Point to words using 1:1 matching
Reader’s Workshop Units
Emerging
Literacy Survey
Reader’s Workshop Units
Emerging
Literacy Survey
Identify spaces between words.
Name upper and lower case letters
ESGI
11
4. Ongoing,
beginning
in 2nd Q
1. Ongoing,
beginning
in 2nd
quarter
(this will
be childspecific)
2nd Q –
Introduced
3rd Q - Mastered
Emerging
Literacy Survey
1st Q – Introduced
3rd Q - Mastered
Emerging
Literacy Survey
Mastery of all
letters/sounds by
end of 2nd Quarter
Kindergarten English Language Arts 2015
Reading Standards for Foundational Skills (RF)
Phonics
Standard
I Can Statement
RF.K.2 Demonstrate
understanding of spoken
words, syllables, and
sounds (phonemes).
1.
Blend sounds without stopping
between the sounds
2.
Separate the sounds within a one
syllable word
RF.K.2a Recognize and
produce rhyming words.
1.
Recognize rhyming words
2.
Match rhyming words
3.
Tell two or more words that rhyme
RF.K.2b Count,
pronounce, blend, and
segment syllables in
spoken words.
RF.K.2c Blend and
segment onsets and rimes
of single-syllable spoken
words.
1.
Say the syllables in a word
2.
Count the number of syllables in a
word
3.
Put together syllables to make a
word
4.
1.
Divide a word into syllables
Recognize sounds that certain
letter combinations make.
2.
Blend the first sound of a spoken
word together with the rest of the
word
3.
Separate the first sound of a
spoken word from the rest of the
word
Vocabulary
Rhymes
Supplemental
Resources
Heggerty
Center activities
Syllables
95%, PASI?
Heggerty
Assessments
Quarter Focus
Emerging
Literacy Survey
1. Ongoing,
beginning
in 2nd Q
2. Ongoing,
beginning
in 3rd Q
1. 1st Q
Benchmark Test
Unit 1
(phonological &
phonemic
awareness)
Emerging
Literacy Survey
Emerging
Literacy Survey
2. 2nd Q
3. 3rd Q
1. 1st Q
2. 1st Q
3. 1st Q
4. 1st Q
Benchmark Test
Unit 2
(phonological &
phonemic
awareness)
1. 3rd Q
Emerging
Literacy Survey
3. 2nd Q
2. 2nd Q
4. 4th Q
12
Kindergarten English Language Arts 2015
Reading Standards for Foundational Skills (RF)
Phonics
Standard
RF.K.2d Isolate and
pronounce the initial,
medial vowel, and final
sounds (phonemes) in
three-phoneme (consonantvowel-consonant, or CVC)
words.* (This does not
include CVCs ending with
/l/, /r/, or /x/.)
RF.K.2e Add or
substitute individual
sounds (phonemes) in
simple, one-syllable words
to make new words.
I Can Statement
4.
Change a sound at the end of a
word to make a new word.
1.
Identify the first sound in a 3 letter
word. (CVC)
2.
Identify the third sound in a 3 letter
word. (CVC)
3.
Identify the middle sound in a 3
letter word. (CVC)
1.
Change a sound at the beginning of
a word to make a new word.
2.
Change a sound in the middle of a
word to make a new word.
Vocabulary
Supplemental
Resources
Words Their Way?
Heggerty
Assessments
Quarter Focus
Benchmark Test
Unit 1, 2, 3, 4, &
5(phonological
& phonemic
awareness)
1. 2nd Q
2. 2nd  3rd
3. 4th Q
Heggerty
Emerging
Literacy Survey
Benchmark Test
Unit 5 & 6
(phonological &
phonemic
awareness)
1. 3rd Q
2. 4th Q
Emerging
Literacy Survey
Reading Standards for Foundational Skills (RF)
Phonics
Standard
I Can Statement
Vocabulary
RF.K.3 Know and apply
grade-level phonics and
word analysis skills in
decoding words.
Supplemental
Resources
Assessments
Quarter Focus
Ongoing,
beginning in 1st Q
13
Kindergarten English Language Arts 2015
Reading Standards for Foundational Skills (RF)
Phonics
Standard
RF.K.3a Demonstrate
basic knowledge of one-toone letter-sound
correspondences by
producing the primary
sound or many of the most
frequent sounds for each
consonant.
RF.K.3b Associate the
long and short sounds with
common spellings
(graphemes) for the five
major vowels.
RF.K.3c Read common
high-frequency words by
sight (e.g., the, of, to, you,
she, my, is, are, do, does).
RF.K.3d Distinguish
between similarly spelled
words by identifying the
sounds of the letters that
differ.
I Can Statement
Supplemental
Resources
Vocabulary
Point to and say the sound that each letter
makes.
1.
Point to and say short sounds of
vowels
2.
Point to and say long sounds of
vowels
1.
1.
Assessments
Benchmark Test
Unit 1, 2, 3, 4, 5,
and 6 (letter
names and
phonics)
Emerging
Literacy Survey
Benchmark Test
Unit 2, 3, 4, 5,
and 6(letter
names and
phonics;
blending words)
Read common sight words
ESGI
Emerging
Literacy Survey
Benchmark Test
Unit 1, 2, 3, 4, 5,
and 6 (high
frequency
words)
Emerging
Literacy Survey
Benchmark Test
Unit 3, 4, 5, and
6 (letter names
and phonics)
Tell one word from another by
identifying the letter sounds of the
word
Emerging
Literacy Survey
14
Quarter Focus
1st Q  2nd Q
1. Ongoing,
beginning
in 3rd Q
2. 4th Q
Ongoing,
beginning in 1st Q
1. Ongoing,
beginning
in 3rd Q
Kindergarten English Language Arts 2015
Reading Standards for Foundational Skills (RF)
Phonics
Standard
RF.K.4 Read emergentreader texts with purpose
and understanding.
I Can Statement
1.
Use word attack strategies to help
me read a story.
2.
Read a story at my level and
answer comprehension questions
3.
Read a story at my level and ask
questions about that topic
4.
Read a story at my level and
explain why it was important to me
5.
Read 100 sight words by the end of
kindergarten year
Vocabulary
Supplemental
Resources
DRA or F&P?
15
Assessments
Quarter Focus
Running records
using leveled
library and
student texts
1. Ongoing,
beginning in
2nd Q
(Introduced)
2. Ongoing,
beginning in
2nd Q
(Introduced)
3. Ongoing,
beginning in
3rd Q
(student
specific
based on
levels)
4. 4th Q
5. 4th Q
Kindergarten English Language Arts 2015
Text Types and Purposes ( W)
Text Types and Purposes
Standard
W.K.1 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 (e.g., My favorite book
is . . .).
I Can Statement
1.
Tell the difference between fact
and opinion
2.
Recognize what an opinion is
3.
Draw a picture to explain my
opinion about a story or topic
4.
Dictate a sentence or sentences to
explain my opinion about a story
or topic
Vocabulary
Supplemental
Resources
TpT Writer’s Workshop
lessons aligned to
Journeys Writing topics
Opinion
Fact
Reason
Assessments
Benchmark Test
Unit 4 & 6
(Writing
Opinions)
Quarter Focus
1. 4th Q
2. 4th Q
3. 4th Q
4. 4th Q
5.
Tell in my own words how I feel
about a book
6.
Write a simple sentence or
sentences to explain my opinion
about a story or article/text
5. Ongoing,
beginning
in 4th Q
6. 4th Q
W.K.2 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.
1. Define an informative/explanatory text
2.
3.
4.
Create a drawing to show what a
text/article is about when
appropriate.
Informative
Explanatory
TpT Writer’s Workshop
lessons aligned to
Journeys Writing topics
Benchmark Test
Unit 5 (Writing to
Inform)
1. 3rd Q
2. 3rd Q
3. 3rd Q
Dictate a sentence or sentences to
explain my thoughts about the
text/article
4. 3rd Q
5. 3rd Q
Create a sentence or sentences
telling what I know about a
text/article
16
Kindergarten English Language Arts 2015
W.K.3 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.
Define the word “event”.
1.
Rubrics for 1st quarter
retelling rubric
Event
Create a picture showing
something I’ve done.
Sequence
2.
Identify important and nonimportant details
Details
3.
Draw pictures to show the order
of events.
4.
Tell in my own words, the correct
order in which something
happened.
5.
Create a story in my own words
(through drawing, dictating,
writing, or a combination of
these) in which the order of
events makes sense.
6.
Tell in my own words how I feel
about an event.
7.
Select an event to write about.
TpT Writer’s Workshop
lessons aligned to
Journeys Writing topics
Narrative
17
Benchmark Test
Unit 3 (Writing to
Narrate)
1. Ongoing,
beginning
in 1st Q
1. Ongoing,
beginning
in 1st Q
2. 3rd Q
3. Ongoing,
beginning
in 1st Q
4. Ongoing,
beginning
in 1st Q
5. Ongoing,
beginning
in 1st Q
6. Ongoing,
beginning
in 1st Q
7. 1st Q
Kindergarten English Language Arts 2015
Writing (W)
Production and Distribution of Writing
Standard
W.K.4 (Begins in grade 3)
W.K.5 With guidance and
support from adults, respond
to questions and suggestions
from peers and add details to
strengthen writing as needed
W.K.6 With guidance and
support from adults, explore
a variety of digital tools to
produce and publish writing,
including in collaboration
with peers.
I Can Statement
1. With guidance and support:
 Create a detailed writing and drawing
about a topic
 Share my drawing or writing with my
peers and listen to new ways to make
my work better
 Share my ideas about my peer’s
drawings and writings
With guidance and support:
 Use basic computer skills. Turn on
computer, common software, basic
word, processing tool)
 Explore different types of tools I can
use to create a writing/drawing project
(computers, NookBooks, etc.).
 Using a digital tool create and share a
project (i.e. book, poem, drawings,
etc.) about a topic.
Vocabulary
Revise
Supplemental
Resources
Writer’s Workshop Units
(TpT) & Rubrics
Edit
CURRENTLY NOT COVERED
- Require accessibility to
IPads, computer pods,
etc. in the classroom.
18
Assessments
Observation
Quarter
Focus
Ongoing,
beginning
in 1st Q
4th Q
Kindergarten English Language Arts 2015
Writing (W)
Research to Build and Present Knowledge
Standard
W.K.7 Participate in
shared research and writing
projects (e.g., explore a
number of books by a
favorite author and express
opinions about them).
W.K.8 With guidance and
support from adults, recall
information from experiences
or gather information from
provided sources to answer a
question.
W.K.9 (Begins in grade 4)
I Can Statement
With guidance and support:
 Work with my peers to look for
information about a topic.
 Use the information found to create a
shared writing project (sorts, diagram,
web, pictures, etc.)
Use my schema to answer questions
Vocabulary
Supplemental
Resources
TpT Writer’s Workshop
lessons aligned to Journeys
Writing topics
Schema
Assessments
Observational
data
Mentor texts
Observational
data from small
group and whole
group writing
Use various tools to answer a question.
Quarter
Focus
3rd Q
Ongoing,
beginning
in 2nd Q
Writing (W)
Range of Writing
Standard
I Can Statement
Vocabulary
Supplemental
Resources
Assessments
Quarter
Focus
W.K.10 (Begins in grade 3)
**THOUGH MANY OF THE WRITING STANDARDS ARE ADDRESSED THROUGH JOURNEYS, THERE IS A LACK OF QUALITY AND CONSISTENCY IN THE INSTRUCTION.
THERE NEEDS TO BE A MORE CONSISTENT PROGRAM TO SUPPLEMENT WHAT JOURNEYS IS LACKING – LUCY CAULKINS/WORKSHOP MODEL??**
19
Kindergarten English Language Arts 2015
Speaking and Listening (SL)
Comprehension and Collaboration
Standard
SL.K.1 Participate in
collaborative conversations
with diverse partners about
kindergarten topics and texts
with peers and adults in small
and larger groups.
SL.K.1a Follow agreedupon rules for discussions
(e.g., listening to others and
taking turns speaking about
the topics and texts under
I Can Statement
Vocabulary
Supplemental
Resources
Assessments
Quarter
Focus
Look at a person who is speaking or reading
Second Step?
Kagan?
Observational
data
Ongoing,
beginning in
1st Q
Respect others by waiting to speak until they
are finished
Second Step?
Kagan?
Observational
data
Ongoing,
beginning
in 1st Q
Listen to others speak and add to what they are
talking about by taking turns and keeping the
conversation going.
Ask questions if I don’t understand something I
hear or see
Second Step
Kagan?
Observational
data
Ongoing,
beginning
in 1st Q
Ongoing,
beginning in
1st Q
discussion).
SL.K.1b Continue a
conversation through multiple
exchanges.
SL.K.2 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.
SL.K.3 Ask and answer
questions in order to seek
help, get information, or
clarify something that is not
understood.
Observational data
Answer questions to show that I understand
the text
1.
2.
Ask questions or find help to learn
more about a topic
Questions
Topic
Answer questions about a topic to help
me learn more about what I don’t
understand.
20
Kagan?
1.
2nd
Q
2.
2nd
Q
Observational data
Kindergarten English Language Arts 2015
Speaking and Listening (SL)
Presentation of Knowledge and Ideas
Standard
SL.K.4 Describe
familiar people, places,
things, and events and,
with prompting and
support, provide
additional detail.
I Can Statement
1.
2.
Vocabulary
Describe my family, friends, and
other people that I know
Supplemental
Resources
Assessments
1. 1st Q
Mentor texts
Observational
data
Describe things that have
happened in my life, such as:
holidays, summer vacations,
birthdays, etc.
Quarter Focus
2. 1st Q
3. 2nd Q
3.
Describe places I go to
regularly.
4. 1st Q
4.
Answer questions about my
family, friends, and other people
that I know.
5. 2nd Q
6. 2nd Q
5.
Answer questions about things
that have happened in my life,
such as: holidays, summer
vacations, birthdays, etc.
6.
Answer questions about places I
go to regularly.
SL.K.5 Add drawings
or other visual displays to
descriptions as desired to
provide additional detail.
1.
Draw a picture to illustrate what
I described. (ex. I am happy
when..... Students will draw a
picture to explain this.)
TpT Writer’s Workshop
lessons (Unit 1 – adding
details to pictures)
SL.K.6 Speak audibly
and express thoughts,
feelings, and ideas
clearly.
1.
Talk clearly and loud enough so
that others can understand.
Kagan??
Second Step?
2.
Look at the person or group of
people I am talking to.
1. Ongoing,
beginning in 1st
Q
(Difficulty/details
should increase
as year goes on)
1. 1st Q
Observational
data
21
2. 1st Q
Kindergarten English Language Arts 2015
Tell others about my thoughts,
feelings, and ideas using complete
sentences
3. Ongoing,
beginning in 1st
Q
22
Kindergarten English Language Arts 2015
Language (L)
Conventions of Standard English
Standard
L.K.1 Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
I Can Statement
Vocabulary
Supplemental
Resources
Writing journals
1. Use nouns correctly when
speaking.
Assessments
Observational
data
Reader’s
Notebook
2. Use nouns correctly when
writing.
3. Use verbs/actions correctly
when speaking.
4. Use verbs/actions correctly
when writing.
L.K.1a Print many
upper- and lowercase
letters.
Write most uppercase and lowercase
letters.
Writing journals
L.K.1b Form regular
plural nouns orally by
adding /s/ or /es/ (e.g.,
dog, dogs; wish, wishes).
Add “s” or “es” to change a word
meaning from one to more than one
person, place or thing.
Writing journals
L.K.1c Understand and
use question words
(interrogatives) (e.g., who,
what, where, when, why,
how).
Use the words who, what, when,
where, why and how correctly to ask
questions
Reader’s
Notebook
Quarter Focus
1. Ongoing,
beginning in
1st Q
2. Ongoing,
beginning in
1st Q
3. Ongoing,
beginning in
1st Q
4. Ongoing,
beginning in
1st Q
5. Ongoing,
beginning in
1st Q
1. 4th Q
Reader’s
Notebook
Reader’s
Notebook
Observational
data
Reader’s
Notebook
L.K.1d Understand and
use question words
(interrogatives) (e.g., who,
what, where, when, why,
how).
Observational
data
23
1. 3rd Q
Kindergarten English Language Arts 2015
Language (L)
Conventions of Standard English
Standard
L.K.1e Use the most
frequently occurring
prepositions (e.g., to,
from, in, out, on, off,
for, of, by, with).
L.K.1f Produce and
expand complete
sentences in shared
language activities.
L.K.2 Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
L.K.2a Capitalize the
first word in a
sentence and the
pronoun I.
L.K.2b Recognize
and name end
punctuation.
L.K.2c Write a letter
or letters for most
consonant and short-
I Can Statement
Supplemental
Resources
Vocabulary
Use prepositional words correctly
when I write or speak.
Assessments
Observational data
1. Use a complete sentence when
speaking.
Writing journals
Observational data
2. Build a complete sentence
when writing
Writing journals
Writing samples
Morning work (chit
chat)
1. Build a sentence beginning
with an uppercase letter.
Writing journals
Writing samples
Morning work (chit
chat)
Interactive writing
2. Use an uppercase “I” in a
sentence when the “I”
stands alone.
Identify and name the following:
 Period (1)
 question mark (2)
 exclamation mark (3)
Writing journals
Writing samples
Interactive writing
Morning work
Morning message (chit
chat)
Words Their Way
Writing journals
Writing samples
Write a letter or letters for most sounds.
24
Observational data
Observational data
Quarter Focus
1. Ongoing,
beginning in
1st Q
1. Ongoing,
beginning in
1st Q
2. Ongoing,
beginning in
2nd Q
Ongoing, beginning in
1st Q
1. Ongoing,
beginning in
1st Q
2. 1st Q
1. 1st Q
Observational data
2. 3rd Q
3. 3rd Q
1. 4th Q (begin
instructing in
1st quarter,
Kindergarten English Language Arts 2015
vowel sounds
(phonemes).
Morning message
Morning work
will vary
based on
developmental
levels of
students)
Language ( L)
Conventions of Standard English
Standard
L.K.2d Spell simple
words phonetically,
drawing on knowledge
of sound-letter
relationships.
I Can Statement
Supplemental
Resources
Vocabulary
1. Write a letter or letters for most
sounds.
Assessments
Words Their Way
Writing journals/samples
Heggerty
Quarter Focus
1. Ongoing,
beginning in
1st Q
2. Ongoing,
beginning in
1st Q
2. Combine letters/sounds to
make simple words
Language (L)
Knowledge of Language
Standard
I Can Statement
Vocabulary
Supplemental
Resources
Assessments
Quarter Focus
Vocabulary
Supplemental
Resources
Assessments
Quarter Focus
L.K.3 (Begins in
grade 2).
Language (L)
Vocabulary Acquisition and Use
Standard
I Can Statement
25
Kindergarten English Language Arts 2015
L.K.4 Determine or
clarify the meaning of
unknown and
multiple-meaning
words and phrases
based on kindergarten
reading and content.
Observational data done
during small and whole
group instruction
1. Ongoing,
beginning in
1st Q
Language (L)
Vocabulary Acquisition and Use
Standard
I Can Statement
L.K.4a Identify new
meanings for familiar
words and apply them
accurately (e.g., knowing
duck is a bird and
learning the verb to
duck).
1. Tell if a word has more than one
meaning.
L.K.4b Use the most
frequently occurring
inflections and affixes
(e.g., -ed, -s, re-, un-,
pre-, -ful, -less) as a clue
to the meaning of an
unknown word.
Add “ed” to the end of a word to make it
show that the action has already happened
2.
Use a word in different ways.
3.
Use words that have more than
one meaning
Vocabulary
Supplemental
Resources
Assessments
Observational
data taken during
whole and small
group instruction
Quarter Focus
1. Ongoing,
beginning
in 1st Q
2. Ongoing,
beginning
in 1st Q
3. Ongoing,
beginning
in 1st Q
Introduced but not
assessed
Add “s” to the end of a word to make it
show more than one (plural)
Add “re” to the beginning of a word to
show that you do an action again
ALL
DURING 4th
QUARTER
Add “un” to the beginning of a word to
show that an action is not done
26
Kindergarten English Language Arts 2015
Add “pre” to the beginning of a word to
show that something is being done before
that action
Add “ful” to the end of a word to show
that something is full of ____________.
Add “less” to end of a word to show that
something is without
Understand that certain letters or groups of
letters can be added to a word to change
the meaning of that word.
L.K.5 With guidance
and support from adults,
explore word
relationships and
nuances in word
meanings.
L.K.5a Sort common
objects into categories
(e.g., shapes, foods) to
gain a sense of the
concepts the categories
represent.
Observational
data
.
1. Put objects that are alike in a group and
tell how they are alike.
Words Their Way sorts?
Observational
data
2. Pull out objects that are different from a
group and tell how they are different
L.K.5b Demonstrate
understanding of
frequently occurring
verbs and adjectives by
relating them to their
opposites (antonyms).
1. Show the opposite of an action
L.K.5c Identify real-life
connections between
words and their use (e.g.,
note places at school that
are colorful).
1. Use describing words to tell about reallife things
Observational
data
2. Tell the opposite of a describing word
Observational
data
27
1. Ongoing,
beginning in
1st Q
2. Ongoing,
beginning in
2nd Q
1. Ongoing,
beginning in
1st Q
2. Ongoing,
beginning in
1st Q
1. Ongoing,
beginning in
1st Q
Kindergarten English Language Arts 2015
Language (L)
Vocabulary Acquisition and Use
Standard
I Can Statement
L.K.5d Distinguish
shades of meaning among
verbs describing the same
general action (e.g., walk,
march, strut, prance) by
acting out the meanings.
L.K.6 Use words and
phrases acquired through
conversations, reading and
being read to, and
responding to texts.
Show how words mean similar things by acting
them out
Vocabulary
Supplemental Resources
Assessments
Observational data
Learn new words and use them when I talk
with others (Assess each nine weeks with
text difficulty increasing).
Observational data
Use words and groups of words that I have
heard someone say or someone read in
a book when speaking
Quarter
Focus
Ongoing,
beginning
in 1st Q
Ongoing,
beginning
in 1st Q
Ongoing,
beginning
in 1st Q
28