Kindergarten ELA Wisconsin standards Standards

Conventions of Standardized English

Vocabulary Acquisition & Use

Knowledge of Language

Language

Presentation of Knowledge & Ideas

Comprehension & Collaboration

Speaking and Listening

Inquiry to Build & Present Knowledge

Production & Distribution of Writing

Text Types & Purposes

Writing

Integration of Knowledge & Ideas

Craft & Structure

Key Ideas & Details

Reading

Fluency

Phonics & Word Recognition

Print Concepts

Reading Foundational Skills

Use language to achieve desired outcomes when communicating.

Notice linguistic diversity.

Demonstrate emerging knowledge of word meanings.

With guidance and support, demonstrate understanding of words used in every day routines.

Not applicable

Demonstrate emerging understanding of word relationships.

With guidance and support, ask questions about unknown words.

With guidance and support, sort common objects into familiar categories.

With guidance and support, demonstrate understanding of frequently occurring opposites.

With guidance and support, use words to communicate in real-life situations.

With guidance and support, demonstrate an understanding of common verbs.

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

Demonstrate emerging understanding of letter and word use.

With guidance and support, distinguish between letters and other symbols or shapes.

With guidance and support, use frequently occurring nouns in communication.

With guidance and support, use frequently occurring plural nouns.

With guidance and support, identify answers to simple questions (e.g., who, what) from an array of choices.

With guidance and support, demonstrate understanding of common prepositions: on, off, in, out.

With guidance and support, link two or more words together in communication.

Not applicable

With guidance and support, identify details in familiar texts.(RI&RL)

With guidance and support, identify major events (RL) or the topic in a familiar text (RI).

With guidance and support, identify characters and settings (RL) or important details and events (RI) in familiar texts.

With guidance and support, indicate when an unknown word is used in a text. (RI&RL)

With guidance and support, recognize familiar texts (e.g., storybooks, poems, informational texts) and locate the front cover of the book. (RI&RL)

With guidance and support, distinguish between words and illustrations/graphics in a text. (RI&RL)

With guidance and support, identify illustrations or objects/tactual information that go with the text. (RI&RL)

With guidance and support, identify points the author makes intext. (RI)

With guidance and support, match similar parts of two familiar texts, identifying the adventures or experiences of a character. (RI&RL)

Demonstrate emerging understanding of the organization of print.

With guidance and support during shared reading, demonstrate understanding that books are read one page at a time from beginning to end.

Not applicable

Not applicable

Not applicable

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 syllables in spoken words.

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

With guidance and support, recognize the number of sounds in three-phoneme(consonant-vowel-consonant, or CVC) words

With guidance and support, recognize if words are minimal pairs

Demonstrate emerging awareness of print.

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

Not applicable

With guidance and support, recognize environmental print.

Not applicable

Engage in purposeful shared reading of familiar text.

With guidance and support, participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and larger groups.

Communicate directly with supportive adults or peers.

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

Respond to questions about the topic or text.

Consider individual differences when communicating with others.

With guidance and support, demonstrate an emerging understanding of a familiar text read aloud or information presented orally or through other media by answering questions

Ask for help when needed.

With guidance and support, identify familiar people, places, things, and events.

With guidance and support, add or select drawings or other visual or tactile displays that relate to familiar people, places, things, and events.

With guidance and support, use drawing, dictating, or writing to compose writing for a variety of high-stakes and lows takes purposes.

With guidance and support, use writing, dictation and/or drawing to compose:

Opinion pieces in which they state an opinion.

Informative/Explanatory text in which they provide some information about a predetermined or self chosen topic.

Convey events, real or imagined and narrate a single event or several loosely linked events.

With guidance and support, use a combination of drawing, dictating and writing to create a text that uses words familiar to the student.

(Begins in grade 3)

With guidance and support from adults, add more information to their own drawing, dictation, or writing to strengthen it.

With guidance and support from adults, explore a variety of digital tools to produce individual or group writing. With guidance and support from adults, produce writing through printing (including letter like marks or forming some printed letters).

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

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

With guidance and support from adults, recall key details from literary or informational texts.

Conventions of Standardized English

Vocabulary Acquisition and Use

Knowledge of Language

Language

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening

Inquiry to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading

Fluency

Phonics and Word Recognition

Phonological Awareness

Print Concepts

Reading Foundational Skills

Demonstrate an understanding of how language functions in different cultures and contexts; apply this knowledge to comprehend more fully when reading and listening, and make effective choices when composing, creating, and speaking.

Recognize and appreciate the linguistic diversity of peers, teachers, and other members of the school community.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and content; use context clues, analyze meaningful word parts, consult general and specialized reference materials, and apply word solving strategies (for meaning) as appropriate.

Begin to recognize some words have multiple meanings (e.g., duck, tie).

Use some word prefixes and suffixes as clues to the meaning of unknown words (e.g., un-, -ed).

Demonstrate understanding of figurative language, word relationships and nuances in word meanings. With guidance and support from adults:

Ask and answer questions about unknown words.

Sort common objects into categories.

Demonstrate understanding of frequently occurring verbs and their opposites (antonyms).

Connect common words to real life (e.g., colorful).

Act out shades of meanings with verbs (e.g., strut, skip).

Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; use vocabulary appropriate to the context and situation.

Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose of language choice with:

Frequently used nouns, verbs, and prepositions.

Oral pluralizations of nouns.

Question words (who, what, etc.).

Oral production and expansion of complete sentences.

Demonstrate contextually appropriate use of the conventions of standardized English capitalization, punctuation, and spelling when writing. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose in conventions with:

Capitalization of the first word in a sentence.

Name frequently used punctuation.

Phonetically spell simple words drawing on knowledge of letter-sound relationships.

Writes letters for most consonant and short vowel sounds (phonemes).

With prompting and support, develop and answer questions about a text.

With prompting and support, retell stories (RL); share key details from a text.

With prompting and support, identify characters, settings, and important events in a story or pieces of information in a text.

With prompting and support, identify specific words that express feelings or content- specific words within a text.

Identify literary and informational texts.

Define the role of the author and the illustrator in presenting the ideas in a text.

With prompting and support, describe the relationship between illustrations and the text.

With prompting and support, identify specific information to support ideas in a text.

With prompting and support, compare and contrast two texts; recognize that texts reflect one's own and others' culture.

Demonstrate understanding of the organization and basic features of print.

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

Recognize spoken words are represented in written language by specific sequences of letters.

Understand words are separated by spaces in print.

Recognize and name all upper- and lowercase letters of the alphabet.

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, delete, 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 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(e.g., the, of, to, you, she, my, is, are, do, does).

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Read emergent-reader texts with purpose and understanding.

With guidance and support, participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and larger groups.

Follow agreed-upon norms and participate by actively listening, taking turns, and staying on topic.

Participate in a conversation through multiple exchanges.

Ask questions about the topic/text.

Consider individual differences when communicating with others.

With guidance and support, ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

With guidance and support, describe familiar people, places, things, and events.

With guidance and support, create an original or utilize existing visual displays to support descriptions.

Use a combination of drawing, dictating, and writing to compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes.

Use a combination of drawing, dictating, and writing to compose text in a variety of modes:

Opinion pieces in which they tell the reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.

Informative/explanatory text in which they name what they are writing about and supply some information about the topic.

Convey events, real or imagined and narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Use a combination of drawing, dictating, and writing to compose text that utilizes:

Organization: provide a sense of structure, attempt an introduction.

Word Choice (including domain specific): use words familiar to the student.

With guidance and support from adults, use a combination of drawing, dictating and writing to compose text in which the development and organization are culturally-sustaining and rhetorically authentic to task and purpose.

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

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Learn to produce writing through printing (including forming most printed upper and lower case letters), cursive, and/or typing.

Participate in shared inquiry and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

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

With guidance and support from adults, recall facts from literary and informational text to research characters, setting, key detail, specified information, and ideas presented in a text.