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Kindergarten Language Arts

41 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Reading Literature · CCSS.ELA-LITERACY.RL.K.1

Ask and answer questions about key details

Independently with prompting and support, ask and answer questions about key details in a text. across representations and contexts.

Component progression

  1. 1I can identify a key detail while listening to a text read aloud, with prompting and support.
  2. 2I can answer a question about a key detail in a text, with prompting and support.
  3. 3I can ask a question about a key detail in a text, with prompting and support.
Reading Literature · CCSS.ELA-LITERACY.RL.K.2

Retell familiar stories with key details

Independently with prompting and support, retell familiar stories, including key details. across representations and contexts.

Component progression

  1. 1I can recall the main events of a familiar story, with prompting and support.
  2. 2I can retell the events of a familiar story in the order they happened, with prompting and support.
  3. 3I can include key details from the story when retelling it, with prompting and support.
Reading Literature · CCSS.ELA-LITERACY.RL.K.3

Identify characters, settings, and major events

Independently with prompting and support, identify characters, settings, and major events in a story. across representations and contexts.

Component progression

  1. 1I can identify the characters in a story, with prompting and support.
  2. 2I can identify where and when a story takes place, with prompting and support.
  3. 3I can identify the major events that happen in a story, with prompting and support.
Reading Literature · CCSS.ELA-LITERACY.RL.K.4

Ask and answer questions about unknown words

Independently ask and answer questions about unknown words in a text. across representations and contexts.

Component progression

  1. 1I can notice when a word in a text is unfamiliar.
  2. 2I can ask a question about what an unknown word in a text means.
  3. 3I can use the text's context or illustrations to help answer a question about an unknown word's meaning.
Reading Literature · CCSS.ELA-LITERACY.RL.K.5

Recognize common types of texts

Independently recognize common types of texts, such as storybooks and poems. across representations and contexts.

Component progression

  1. 1I can identify a storybook and describe what makes it a story.
  2. 2I can identify a poem and describe a feature, such as rhyme, that makes it a poem.
  3. 3I can compare two different types of texts and describe how they differ.
Reading Literature · CCSS.ELA-LITERACY.RL.K.6

Name the author and illustrator and their roles

Independently with prompting and support, name the author and illustrator of a story and define the role of each in telling the story. across representations and contexts.

Component progression

  1. 1I can identify who the author of a book is, with prompting and support.
  2. 2I can identify who the illustrator of a book is, with prompting and support.
  3. 3I can explain the role of the author in writing the story and the role of the illustrator in creating the pictures, with prompting and support.
Reading Literature · CCSS.ELA-LITERACY.RL.K.7

Describe the relationship between illustrations and the story

Independently with prompting and support, describe the relationship between illustrations and the story in which they appear. across representations and contexts.

Component progression

  1. 1I can describe what is happening in an illustration, with prompting and support.
  2. 2I can connect what an illustration shows to the events described in the story text, with prompting and support.
  3. 3I can explain how illustrations help show what is happening in the story, with prompting and support.
Reading Literature · CCSS.ELA-LITERACY.RL.K.9

Compare and contrast characters in familiar stories

Independently with prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. across representations and contexts.

Component progression

  1. 1I can describe the adventures or experiences of a character in a familiar story, with prompting and support.
  2. 2I can describe the adventures or experiences of a character in a different familiar story, with prompting and support.
  3. 3I can compare and contrast the adventures and experiences of characters from two familiar stories, with prompting and support.
Reading Literature · CCSS.ELA-LITERACY.RL.K.10

Actively engage in group reading

Independently actively engage in group reading activities with purpose and understanding. across representations and contexts.

Component progression

  1. 1I can follow along attentively during a group reading activity.
  2. 2I can participate in a group reading activity with a clear purpose, such as listening for a specific detail.
  3. 3I can demonstrate understanding of a text during group reading by responding to questions or comments.
Reading Informational Text · CCSS.ELA-LITERACY.RI.K.1

Ask and answer questions about key details in informational text

Independently with prompting and support, ask and answer questions about key details in an informational text. across representations and contexts.

Component progression

  1. 1I can identify a key detail while listening to an informational text read aloud, with prompting and support.
  2. 2I can answer a question about a key detail in an informational text, with prompting and support.
  3. 3I can ask a question about a key detail in an informational text, with prompting and support.
Reading Informational Text · CCSS.ELA-LITERACY.RI.K.2

Identify the main topic and retell key details

Independently with prompting and support, identify the main topic and retell key details of an informational text. across representations and contexts.

Component progression

  1. 1I can identify the main topic of an informational text, with prompting and support.
  2. 2I can retell key details from an informational text related to its main topic, with prompting and support.
  3. 3I can explain how a retold detail relates to the informational text's main topic, with prompting and support.
Reading Informational Text · CCSS.ELA-LITERACY.RI.K.3

Describe connections between individuals, events, or ideas

Independently with prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in an informational text. across representations and contexts.

Component progression

  1. 1I can identify two individuals, events, ideas, or pieces of information in an informational text, with prompting and support.
  2. 2I can describe the connection between two individuals, events, ideas, or pieces of information in a text, with prompting and support.
  3. 3I can point to a part of the text that shows the connection between two pieces of information, with prompting and support.
Reading Informational Text · CCSS.ELA-LITERACY.RI.K.4

Ask and answer questions about unknown words in informational text

Independently with prompting and support, ask and answer questions about unknown words in an informational text. across representations and contexts.

Component progression

  1. 1I can notice when a word in an informational text is unfamiliar, with prompting and support.
  2. 2I can ask a question about what an unknown word in an informational text means, with prompting and support.
  3. 3I can use context or illustrations in an informational text to help answer a question about an unknown word, with prompting and support.
Reading Informational Text · CCSS.ELA-LITERACY.RI.K.5

Identify parts of a book

Independently identify the front cover, back cover, and title page of a book. across representations and contexts.

Component progression

  1. 1I can identify the front cover of a book.
  2. 2I can identify the back cover of a book.
  3. 3I can identify the title page of a book.
Reading Informational Text · CCSS.ELA-LITERACY.RI.K.6

Name the author and illustrator of an informational text

Independently name the author and illustrator of an informational text and define the role of each in presenting the ideas or information in the text. across representations and contexts.

Component progression

  1. 1I can identify who the author of an informational text is.
  2. 2I can identify who the illustrator of an informational text is.
  3. 3I can explain how the author presents information with words and the illustrator presents information with pictures.
Reading Informational Text · CCSS.ELA-LITERACY.RI.K.7

Describe the relationship between illustrations and informational text

Independently with prompting and support, describe the relationship between illustrations and the informational text in which they appear. across representations and contexts.

Component progression

  1. 1I can describe what information an illustration in an informational text shows, with prompting and support.
  2. 2I can connect what an illustration shows to the information described in the text, with prompting and support.
  3. 3I can explain how an illustration helps show the information presented in the text, with prompting and support.
Reading Informational Text · CCSS.ELA-LITERACY.RI.K.8

Identify reasons an author gives to support points

Independently with prompting and support, identify the reasons an author gives to support points in a text. across representations and contexts.

Component progression

  1. 1I can identify a point that an author makes in an informational text, with prompting and support.
  2. 2I can identify a reason the author gives to support a stated point, with prompting and support.
  3. 3I can explain how a given reason supports the author's point, with prompting and support.
Reading Informational Text · CCSS.ELA-LITERACY.RI.K.9

Identify similarities and differences between two texts

Independently with prompting and support, identify basic similarities and differences between two texts on the same topic. across representations and contexts.

Component progression

  1. 1I can identify that two informational texts are about the same topic, with prompting and support.
  2. 2I can identify a basic similarity between two texts on the same topic, with prompting and support.
  3. 3I can identify a basic difference between two texts on the same topic, with prompting and support.
Reading Informational Text · CCSS.ELA-LITERACY.RI.K.10

Actively engage in group reading of informational text

Independently actively engage in group reading activities with purpose and understanding. across representations and contexts.

Component progression

  1. 1I can follow along attentively during a group reading of an informational text.
  2. 2I can participate in group reading of an informational text with a clear purpose, such as listening for a specific fact.
  3. 3I can demonstrate understanding of an informational text during group reading by responding to questions or comments.
Foundational Reading · CCSS.ELA-LITERACY.RF.K.1

Understand print concepts

Independently demonstrate understanding of the organization and basic features of print, including following words left to right, top to bottom, and page by page; recognizing that spoken words are represented by specific sequences of written letters; understanding that words are separated by spaces in print; and recognizing and naming all upper- and lowercase letters of the alphabet. across representations and contexts.

Component progression

  1. 1I can follow the words on a page from left to right, top to bottom, and page by page while reading.
  2. 2I can recognize that spoken words are represented by specific sequences of written letters, and that words are separated by spaces in print.
  3. 3I can recognize and name all upper- and lowercase letters of the alphabet.
Foundational Reading · CCSS.ELA-LITERACY.RF.K.2

Demonstrate phonological awareness

Independently demonstrate understanding of spoken words, syllables, and sounds (phonemes), including recognizing and producing rhyming words, counting and blending and segmenting syllables and onset-rime units in spoken words, isolating the initial, medial vowel, and final sounds in three-phoneme (cvc) words, and adding or substituting individual sounds in simple one-syllable words to make new words. across representations and contexts.

Component progression

  1. 1I can recognize and produce rhyming words in spoken language.
  2. 2I can count, blend, and segment syllables and onset-rime units in spoken words, and isolate the initial, medial vowel, and final sounds in three-phoneme (cvc) words.
  3. 3I can add or substitute individual sounds in a simple, one-syllable word to make a new word.
Foundational Reading · CCSS.ELA-LITERACY.RF.K.3

Apply Kindergarten phonics and word-recognition skills

Independently know and apply grade-level phonics and word-analysis skills in decoding words, including producing the primary sound for each consonant, associating the long and short sounds with common spellings for the five major vowels, reading common high-frequency words by sight, and distinguishing between similarly spelled words by identifying the sounds of the letters that differ. across representations and contexts.

Component progression

  1. 1I can produce the primary sound for each consonant, and associate the long and short sounds with common spellings for the five major vowels.
  2. 2I can read a set of common kindergarten high-frequency words by sight, such as the, of, to, you, she, my, is, are, do, and does.
  3. 3I can distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Foundational Reading · CCSS.ELA-LITERACY.RF.K.4

Read emergent-reader texts

Independently read emergent-reader texts with purpose and understanding. across representations and contexts.

Component progression

  1. 1I can decode the words in a simple emergent-reader text using known phonics skills.
  2. 2I can read an emergent-reader text with a clear purpose, such as finding out what happens.
  3. 3I can demonstrate understanding of an emergent-reader text by answering a question about it.
Writing · CCSS.ELA-LITERACY.W.K.1

Compose opinion pieces using drawing, dictating, and writing

Independently use a combination of drawing, dictating, and writing to compose an opinion piece, stating the topic or the name of a book and giving an opinion about it. across representations and contexts.

Component progression

  1. 1I can state a topic or the name of a book using drawing, dictating, or writing.
  2. 2I can state an opinion about the topic or book using drawing, dictating, or writing.
  3. 3I can combine drawing, dictating, and writing to compose a complete opinion piece about a topic.
Writing · CCSS.ELA-LITERACY.W.K.2

Compose informative texts using drawing, dictating, and writing

Independently use a combination of drawing, dictating, and writing to compose an informative or explanatory text, naming what is being written about and supplying some information about the topic. across representations and contexts.

Component progression

  1. 1I can name a topic being written about using drawing, dictating, or writing.
  2. 2I can supply at least one piece of information about the named topic using drawing, dictating, or writing.
  3. 3I can combine drawing, dictating, and writing to compose a complete informative piece about a topic.
Writing · CCSS.ELA-LITERACY.W.K.3

Narrate events using drawing, dictating, and writing

Independently use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, telling about the events in the order they occurred and reacting to what happened. across representations and contexts.

Component progression

  1. 1I can use drawing, dictating, and writing to narrate a single event.
  2. 2I can tell about a sequence of events in the order they occurred, using drawing, dictating, or writing.
  3. 3I can include a reaction to the narrated event or events using drawing, dictating, or writing.
Writing · CCSS.ELA-LITERACY.W.K.5

Respond to suggestions and strengthen writing

Independently with guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. across representations and contexts.

Component progression

  1. 1I can listen to a question or suggestion from a peer about a piece of writing, with guidance and support.
  2. 2I can decide, with guidance and support, whether and how to use a peer's suggestion to improve the writing.
  3. 3I can add a detail to a piece of writing to strengthen it, with guidance and support.
Writing · CCSS.ELA-LITERACY.W.K.6

Explore digital tools for writing

Independently with guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. across representations and contexts.

Component progression

  1. 1I can explore a digital tool that can be used to produce writing, with guidance and support.
  2. 2I can use a digital tool to produce a piece of writing, with guidance and support.
  3. 3I can use a digital tool to collaborate with a peer on a piece of writing, with guidance and support.
Writing · CCSS.ELA-LITERACY.W.K.7

Participate in shared research and writing projects

Independently participate in shared research and writing projects, such as exploring a number of books by a favorite author and expressing opinions about them. across representations and contexts.

Component progression

  1. 1I can participate in a shared research activity, such as exploring several books by the same author.
  2. 2I can contribute an idea or opinion to a shared research and writing project.
  3. 3I can help produce a shared written product, such as a class book or chart, based on a research activity.
Writing · CCSS.ELA-LITERACY.W.K.8

Recall or gather information to answer a question

Independently with guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. across representations and contexts.

Component progression

  1. 1I can recall information from personal experience to help answer a question, with guidance and support.
  2. 2I can gather information from a provided source, such as a book, to help answer a question, with guidance and support.
  3. 3I can use recalled or gathered information to answer a question, with guidance and support.
Speaking And Listening · CCSS.ELA-LITERACY.SL.K.1

Participate in collaborative conversations

Independently participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. across representations and contexts.

Component progression

  1. 1I can follow agreed-upon rules for discussions, including listening to others and taking turns speaking about the topic or text under discussion.
  2. 2I can continue a conversation through multiple back-and-forth exchanges with a partner.
  3. 3I can participate in collaborative conversations about kindergarten topics and texts with peers and adults in both small and larger groups.
Speaking And Listening · CCSS.ELA-LITERACY.SL.K.2

Confirm understanding by asking and answering questions

Independently 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. across representations and contexts.

Component progression

  1. 1I can answer a question about key details in a text or information presented orally.
  2. 2I can ask a question to request clarification when something read or presented aloud is not understood.
  3. 3I can confirm overall understanding of a text or presentation by responding accurately to questions about it.
Speaking And Listening · CCSS.ELA-LITERACY.SL.K.3

Ask and answer questions to seek help or clarify

Independently ask and answer questions in order to seek help, get information, or clarify something that is not understood. across representations and contexts.

Component progression

  1. 1I can ask a question to seek help when needed.
  2. 2I can ask a question to get needed information.
  3. 3I can ask a question to clarify something that was not understood.
Speaking And Listening · CCSS.ELA-LITERACY.SL.K.4

Describe familiar people, places, things, and events

Independently describe familiar people, places, things, and events and, with prompting and support, provide additional detail. across representations and contexts.

Component progression

  1. 1I can describe a familiar person, place, thing, or event using spoken language.
  2. 2I can provide an additional detail about the description when prompted, with support.
  3. 3I can organize a spoken description so a listener can follow it clearly.
Speaking And Listening · CCSS.ELA-LITERACY.SL.K.5

Add drawings or visual displays to descriptions

Independently add drawings or other visual displays to descriptions as desired to provide additional detail. across representations and contexts.

Component progression

  1. 1I can create a drawing that adds detail to a spoken description.
  2. 2I can explain how a drawing or visual display relates to the spoken description it accompanies.
  3. 3I can use a drawing or visual display to add a detail not fully captured in the spoken description alone.
Speaking And Listening · CCSS.ELA-LITERACY.SL.K.6

Speak audibly and express thoughts clearly

Independently speak audibly and express thoughts, feelings, and ideas clearly. across representations and contexts.

Component progression

  1. 1I can speak loudly and clearly enough for a listener to hear and understand.
  2. 2I can express a thought, feeling, or idea clearly using complete spoken sentences.
  3. 3I can communicate an idea in a way a listener can follow and understand.
Language · CCSS.ELA-LITERACY.L.K.1

Use Kindergarten grammar and usage

Independently demonstrate command of the conventions of standard english grammar and usage when writing or speaking, including printing many upper- and lowercase letters, using frequently occurring nouns and verbs, forming regular plural nouns, understanding and using question words, using frequently occurring prepositions, and producing and expanding complete sentences in shared language activities. across representations and contexts.

Component progression

  1. 1I can print many upper- and lowercase letters of the alphabet.
  2. 2I can use frequently occurring nouns and verbs, form regular plural nouns by adding /s/ or /es/, and use frequently occurring prepositions correctly.
  3. 3I can understand and use question words such as who, what, where, when, why, and how, and produce and expand complete sentences in shared language activities.
Language · CCSS.ELA-LITERACY.L.K.2

Use Kindergarten capitalization, punctuation, and spelling

Independently demonstrate command of the conventions of standard english capitalization, punctuation, and spelling when writing, including capitalizing the first word in a sentence and the pronoun i, recognizing and naming end punctuation, writing a letter or letters for most consonant and short-vowel sounds, and spelling simple words phonetically. across representations and contexts.

Component progression

  1. 1I can capitalize the first word in a sentence and the pronoun i correctly.
  2. 2I can recognize and name end punctuation, such as a period, question mark, or exclamation point.
  3. 3I can write a letter or letters for most consonant and short-vowel sounds, and spell simple words phonetically using known letter-sound relationships.
Language · CCSS.ELA-LITERACY.L.K.4

Determine meanings of unknown and multiple-meaning words

Independently determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content, including identifying new meanings for familiar words and applying them accurately, and using frequently occurring inflections and affixes as a clue to the meaning of an unknown word. across representations and contexts.

Component progression

  1. 1I can identify a new meaning for a familiar word and apply it accurately, such as knowing duck is a bird and learning the verb to duck.
  2. 2I can use a frequently occurring inflection or affix, such as -ed, -s, re-, un-, pre-, -ful, or -less, as a clue to the meaning of an unknown word.
  3. 3I can determine or clarify the meaning of an unknown or multiple-meaning word encountered in kindergarten reading and content.
Language · CCSS.ELA-LITERACY.L.K.5

Explore word relationships and nuances

Independently with guidance and support from adults, explore word relationships and nuances in word meanings, including sorting common objects into categories, demonstrating understanding of frequently occurring verbs and adjectives by relating them to their opposites, identifying real-life connections between words and their use, and distinguishing shades of meaning among verbs describing the same general action by acting out the meanings. across representations and contexts.

Component progression

  1. 1I can sort common objects into categories, such as shapes or foods, to gain a sense of the concepts the categories represent, with guidance and support.
  2. 2I can demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms), with guidance and support.
  3. 3I can identify real-life connections between words and their use, and distinguish shades of meaning among verbs describing the same general action, such as walk, march, strut, and prance, by acting out the meanings, with guidance and support.
Language · CCSS.ELA-LITERACY.L.K.6

Use words and phrases acquired through experience

Independently use words and phrases acquired through conversations, reading and being read to, and responding to texts. across representations and contexts.

Component progression

  1. 1I can acquire new words and phrases through conversations, reading, and being read to.
  2. 2I can use a newly acquired word or phrase appropriately in speaking or writing.
  3. 3I can use newly acquired words and phrases when responding to a text.
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