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Grand Rapids Public Schools

Deconstructing Kindergarten Standards


Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Deconstructing Kindergarten
Literary Reading Standards
(RL)
Learner Outcomes:

With assistance, students will understand what key details are and be able to ask and answer questions about them. They need to put
key details in sequential order to retell a story they know. They also have to be able to recognize and name elements in a story.

With assistance, students will understand what key details are and be able to ask and answer questions about them. They need to put
key details in sequential order to retell a story they know. They also have to be able to recognize and name elements in a story.

Students in kindergarten should be able to recognize a story, a poem, a book, and other forms of text. At this level, they ask and answer
questions about words they do not know across various kinds of texts by using story context.

Kindergarten students also identify the author and illustrator of a story and the part each plays in telling the story.

Actively engaged students are responsible for their own learning. “The Reading standards place equal emphasis on the sophistication of
what students read and the skill with which they read. Standard 10 defines a grade-by-grade „staircase‟ of increasing text complexity that
rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily
growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and
between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor
reasoning in texts.”

“Students also acquire the habits of reading independently and closely, which are essential to their future success.”

Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the
conceptual knowledge needed for success in school and life. Effective scaffolding should allow the reader to encounter the text with
minimal clarifications. It should not replace the text by translating its contents for students.
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: Standards College and Career Depth of Content Vocabulary Learning Targets “I Essential
for Literature Standards Knowledge can…” Skills Question(s)
RL. K. 1  With prompting and Read closely to Level 1: Recall and key details  I can explain that a How can asking and
Key Ideas and Details support, ask and determine what the text Reproduction before key detail is an answering questions
says explicitly and to during important part of a help me understand
answer questions
make logical inferences after text. the text?
about key details in a from it; cite specific  I can ask and answer
text. textual evidence when questions about a Can you tell me what
writing or speaking to text (who, what, happened at the
 Grade 1: Ask and support conclusions where, when, why, beginning of the story?
drawn from the text. and how).
answer questions
 I can ask and answer What happened after
about key details in that?
questions before,
text. during, and after
reading a text. What happened at the
end of the story?

Can you find the part


that tells where the
story takes place
(picture or words)?

Who was in the story?

Can you find (picture or


words) this character?
Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Cloze procedure
 Teacher modeling self-correction, stressing importance of making meaning from  Teach students how to retell, beginning with the characters, then sequence
text events
 Encourage sharing their strategy by saying:  Have students retell the story using pictures
 Can you find the part of the word that was difficult for you to  Ask students to look through the pictures and make predictions about the story
read? based on the illustrations
 How did you figure it out?  Begin with oral retelling
 Does it make sense? Do those letters make the word?  Think aloud-Teacher talks about comprehension as the story is read aloud, say
 Does that sound right? aloud what you are thinking and questions you have pertaining to the text
 Story introduction-focus on vocabulary, activate prior knowledge, make
predictions, picture walk
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: Standards for College and Career Depth of Content Vocabulary Learning Targets “I Essential
Literature Standards Knowledge can…” Skills Question(s)
RL. K. 2  With prompting and Determine a central Level 1: Recall and key detail  I can listen to a How can retelling the
Key Ideas support, retell familiar idea or themes of a Reproduction retell story and tell the story help a reader
and Details stories, including key details text and analyze key details. remember and
their development;  I can retell understand the text?
 Grade 1: Retell stories, summarize the key stories using key
including key details, and ideas and supporting details. (put in Why is using key
demonstrate understanding of details. details from the story
my own words)
their central message or
important to retelling
lesson.
the story?
Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Cloze procedure
 Teacher modeling self-correction, stressing importance of making  Story introduction-focus on vocabulary, activate prior knowledge, make
meaning from text predictions, picture walk
 Encourage sharing their strategy by saying:  Think aloud-Teacher talks about comprehension as the story is read aloud,
 Can you find the part of the word that was difficult say aloud what you are thinking and questions you have pertaining to the
for you to read? text
 How did you figure it out?  Begin with oral retelling
 Does it make sense? Do those letters make the  Teach students how to retell, beginning with the characters, then sequence
word? events
 Does that sound right?  Have students retell the story using pictures and thinking maps
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: Standards College and Career Depth of Content Learning Targets “I can…” Essential
for Literature Standards Knowledge Vocabulary Skills Question(s)
RL. K. 3  With prompting and Analyze how and Level 1: Recall character  I can define character, How do readers
Key Ideas and support, identify why individuals, and setting setting, and major identify story
Details characters, settings, events, and ideas Reproduction events events. elements?
and major events in develop and interact  I can identify
a story. over the course of a characters in a story.
text.  I can identify the
setting in a story.
 Grade 1: Describe
 I can identify the major
characters, settings,
events in a story.
and major events in
a story, using key
details.
Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Cloze procedure
 Teacher modeling self-correction, stressing importance of making  Teach students how to identify characters, setting, and major events
meaning from text  Have students define characters, setting, and major events
 Encourage sharing their strategy by saying:  Story introduction-focus on vocabulary, activate prior knowledge, make
 Can you find the part of the word that was difficult for predictions, picture walk
you to read?  Ask students to look through the pictures and make predictions about the
 How did you figure it out? story based on the illustrations
 Does it make sense? Do those letters make the  Use thinking maps to help students organize their thoughts
word?  Think aloud-teacher talks about comprehension as the story is read aloud,
 Does that sound right? say aloud what you are thinking and questions you have pertaining to the
text
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: Standards College and Career Depth of Content Learning Targets “I can…” Essential
for Literature Standards Knowledge Vocabulary Skills Question(s)
RL. K. 4  Ask and answer Interpret words, and Level 1: Recall unknown  I can identify unknown Why is it important
Craft and Structure questions about phrases as they are and words in a text. for readers to identify
unknown words in a used in a text, Reproduction  I can ask questions words they do not
text. including determining about unknown words know?
technical, Level 2: Skills in a text.
connotative, and and Concepts  I can answer questions
 Grade1: Identify
figurative meanings, about unknown words
words and phrases
and analyze how in a text.
in stories or poems
specific word choices
that suggest feelings shape meaning or
or appeal to the tone.
senses.
Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Stop occasionally during reading to share think alouds when you reach an
 Teacher modeling self-correction, stressing importance of making unknown vocabulary word
meaning from text  Teach students how to identify words they may not know while reading
 Encourage sharing their strategy by saying:  Story introduction-focus on vocabulary, activate prior knowledge, make
 Can you find the part of the word that was difficult predictions
for you to read?  Ask students to look through the pictures and make predictions about the
 How did you figure it out? story based on the illustrations
 Does it make sense? Do those letters make the  Use thinking maps to help students organize their thoughts about meaning of
word? unknown vocabulary words
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: Standards College and Career Depth of Content Learning Targets “I can…” Essential
for Literature Standards Knowledge Vocabulary Skills Question(s)
RL. K. 5  Recognize common Analyze the structure Level 1: Recall text  I can listen to and look at How do readers
Craft and Structure types of texts (e.g., of texts, including and storybook different types of text. identify the
storybooks, poems). how specific Reproduction poem  I can explain that some characteristics of a
sentences, play texts look the same and text?
Grade 1: Explain paragraphs, and Level 2: Skills some look different.
major differences larger portions of the and concepts  I can recognize when a Why is it important to
between books that text (a section, text is a storybook, know what type of
tell stories and books chapter, scene or poem, or play. text you are reading?
that give information, stanza) relate to
drawing on a wide each other and the
reading of a range of whole.
text types.
Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Teach students how to identify the characteristics of different text
 Teacher modeling self-correction, stressing importance of making  Use thinking maps to help students organize the characteristics of different
meaning from text text
 Encourage sharing their strategy by saying:
 Can you find the part of the word that was difficult for
you to read?
 How did you figure it out?
 Does it make sense? Do those letters make the
word?
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: Standards College and Career Depth of Content Learning Targets “I can…” Essential
for Literature Standards Knowledge Vocabulary Skills Question(s)
RL. K. 6 With prompting and Assess how point of Level 1: Recall author  I can define author and How do authors and
Craft and Structure support, name the view or purpose and illustrator illustrator. illustrators present
author and illustrator shapes the content Reproduction  I can explain that authors information?
of a story and define and style of a text. write books and stories.
the role of each in Level 2: Skills  I can explain that illustrators What role do authors
telling the story. and Concepts create the pictures for books and illustrators
and stories. have?
Grade 1: Identify  I can name the author and
who is telling the illustrator of a story.
story at various
points in a text.
Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Teach students how authors and illustrators present information
 Teacher modeling self-correction, stressing importance of making  Use thinking maps to help students explain and define the author’s and
meaning from text illustrator’s role in telling a story
 Encourage sharing their strategy by saying:
 Can you find the part of the word that was difficult
for you to read?
 How did you figure it out?
 Does it make sense? Do those letters make the
word?
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: Standards College and Career Depth of Content Learning Targets “I can…” Essential
for Literature Standards Knowledge Vocabulary Skills Question(s)
RL. K. 7  With prompting and Integrate and Level 1: Recall illustration  I can look at the illustrations What can
Craft and Structure support, describe the evaluate content and in a story and describe what I illustrations tell me
relationship between presented in diverse Reproduction see. about the story?
illustrations and the media and formats,  I can identify the part of a
story in which they including visually and Level 2: Skills story shown by the
appear (e.g., what quantitatively, as well and Concepts illustration.
moment in a story an as in words.  I can explain how illustrations
illustration depicts). Level 3: help me understand a story.
Strategic
 Grade 1: Use Thinking and
illustrations and Reasoning
details in a story to
describe its
characters, setting,
or events.
Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Teach students how to describe a moment in the story using illustrations
 Teacher modeling self-correction, stressing importance of making  Teach students to explain how the illustrations help to understand the story
meaning from text  Teach students to describe how the illustrations and story are related
 Encourage sharing their strategy by saying:
 Can you find the part of the word that was difficult for
you to read?
 How did you figure it out?
 Does it make sense? Do those letters make the
word?
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

RL.K.8 Not applicable to literature

Reading: College and Career Depth of Content Learning Targets “I can…” Essential
Standards for Standards Knowledge Vocabulary Skills Question(s)
Literature
RL. K. 9 With prompting and Analyze how two or Level 1: Recall compare  I can look at the illustrations How can you
Craft and Structure support, compare more texts address and Reproduction contrast in a story and describe what compare and
and contrast the similar themes or character I see. contrast characters
adventures and topics in order to Level 2: Skills and adventure  I can identify the part of a in a story?
experiences of build knowledge or Concepts experience story shown by the
characters in familiar to compare the illustration.
stories. approaches the  I can explain how
authors take. illustrations help me
understand a story.
Grade 1: Compare
and contrast the
adventures and
experiences of
characters in stories.

Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Teach students to determine similarities and differences of adventures and
 Teacher modeling self-correction, stressing importance of making experiences in familiar stories
meaning from text  Teach students to compare adventures and experiences in familiar stories
 Encourage sharing their strategy by saying:  Teach students to contrast adventures and experiences in familiar stories
 Can you find the part of the word that was difficult
for you to read?
 How did you figure it out?
 Does it make sense? Do those letters make the
word?
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: Standards for College and Career Depth of Content Learning Targets “I can…” Essential
Literature Standards Knowledge Vocabulary Skills Question(s)
RL. K. 10  Actively engage in group Read and Level 1: Recall attentively  I can follow the rules my How can I
Craft and reading activities with comprehend and Reproduction eye contact teacher gives for listening. participate in group
Structure purpose and complex literary and mimic  I can listen by facing the reading activities?
Range of understanding. informational text Level 2: Skills and speaker, sitting still, and
Reading and independently and Concepts making eye contact.
Text proficiently.  I can ask and answer
 Grade1: With prompting
Complexity questions about what is
and support, read prose
being read.
and poetry of appropriate
complexity for grade 1.
Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Teach students to engage and participate in group reading activities
 Teacher modeling self-correction, stressing importance of making analyzing key ideas and details
meaning from text  Teach students to engage and participate in group reading activities
 Encourage sharing their strategy by saying: analyzing craft and structure
 Can you find the part of the word that was difficult for  Teach students to engage and participate in group reading activities
you to read? analyzing integration of knowledge and ideas
 How did you figure it out?  Teach students to understand activities that reflect purpose and
 Does it make sense? Do those letters make the understanding of the text
word?
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Deconstructing Kindergarten
Informational Reading Standards
(RI)
Learner Outcomes:

With assistance, students will understand what key details are and be able to ask and answer questions about them. They should be able to state the main idea in
their own words. At this level, students are required to tell how two individuals, events, ideas or information are linked together.

With assistance, students should understand how a piece of informational text is structured. At this level, students ask and answer questions about words they do
not know; they can identify the main print concepts/features of a book and understand the roles of both author and illustrator.

With assistance, students will understand how illustrations help explain the text and discuss similarities and differences in two texts that share the same main idea.
At this level, students should also develop the ability to recognize the author’s reasoning by finding support within the text.

Actively engaged students are responsible for their own learning. “The Reading standards place equal emphasis on the sophistication of what students read and the
skill with which they read. Standard 10 defines a grade-by-grade „staircase‟ of increasing text complexity that rises from beginning reading to the college and career
readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an
increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies,
ambiguities, and poor reasoning in texts.”

“Students also acquire the habits of reading independently and closely, which are essential to their future success.”

Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for
success in school and life. Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating
its contents for students.
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: College and Career Depth of Content Learning Targets “I can…” Essential
Standards for Standards Knowledge Vocabulary Skills Question(s)
Informational Text
RI. K. 1  With prompting and Read Closely to Level 1Recall and key details  I can explain that a key How can asking and
Key Ideas and support, ask and determine what the Reproduction before detail is an important part answering questions
Details answer questions text says explicitly during of the text. help me understand
about key details in and to make logical after  I can ask and answer the text?
a text. inferences from it; questions about the key
cite specific textual details of a text. (who,
evidence when what, where, when, why,
 Grade 1: Ask and
writing or speaking and how)
answer questions
to support  I can ask and answer
about key details in conclusions drawn questions before, during,
a text. from the text. and after reading a text.
Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Teach students to engage and participate in group reading activities
 Teacher modeling self-correction, stressing importance of making analyzing key ideas and details
meaning from text  Teach students to engage and participate in group reading activities
 Encourage sharing their strategy by saying: analyzing craft and structure
 Can you find the part of the word that was difficult for  Teach students to engage and participate in group reading activities
you to read? analyzing integration of knowledge and ideas
 How did you figure it out?  Teach students to understand activities that reflect purpose and
 Does it make sense? Do those letters make the understanding of the text
word?
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: College and Career Depth of Content Learning Targets “I can…” Essential
Standards for Standards Knowledge Vocabulary Skills Question(s)
Informational Text
RI. K. 2 With prompting and Determine a central Level 1: Recall main idea  I can define main How can identifying
Key Ideas and support, identify the idea or themes of a and Reproduction key detail topic (who or what the the main topic and
Details main topic and retell text and analyze topic text is mainly about). retelling key details
key details of a text. their development; retell  I can identify the main help a reader
summarizes the key topic of a text. understand a text?
supporting details  I can retell the key
Grade 1: Identify the
and ideas. details of a text.
main topic and retell
key details of a text.
Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Teach students to identify key details in an informational text
 Teacher modeling self-correction, stressing importance of making  Teach students to identify the main topic in an informational text
meaning from text  Teach students to retell key ideas in an informational text
 Encourage sharing their strategy by saying:
 Can you find the part of the word that was difficult for
you to read?
 How did you figure it out?
 Does it make sense? Do those letters make the
word?
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: College and Career Depth of Content Learning Targets “I can…” Essential
Standards for Standards Knowledge Vocabulary Skills Question(s)
Informational Text
RI. K. 3  With prompting and Analyze how and Level 1: Recall individual  I can identify individuals, How can making a
Key Ideas and support, describe the why individuals, and Reproduction event events, ideas, or pieces of connection help
Details connection between events, and ideas idea/piece of information in a text. readers understand
two individuals, develop and interact information  I can describe a connection informational text?
events, ideas, or over the course of a connection between two events, ideas,
pieces of information text. or pieces of information in a How do you
in a text. text. describe the
 I can describe a connection connection between
 Grade 1: Describe between two events in a text two events?
the connection (e.g. The Pilgrims came to
between two America; the first
individuals, events, Thanksgiving was
ideas, or pieces of celebrated.)
information in a text.  I can describe a connection
between two ideas or pieces
 of information in a text (e.g.
The sun and moon are both
in the sky.)

Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Teach students to identify key details about an individual in an informational
 Teacher modeling self-correction, stressing importance of making text
meaning from text  Teach students to identify details about events or ideas in an informational
 Encourage sharing their strategy by saying: text
 Can you find the part of the word that was difficult for  Teach students to discuss the connection between two individuals, events,
you to read? ideas, or pieces of information
 How did you figure it out?  Teach students to identify the relationship between elements in an
 Does it make sense? Do those letters make the informational piece
word?
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: College and Career Depth of Content Learning Targets “I can…” Essential
Standards for Standards Knowledge Vocabulary Skills Question(s)
Informational Text
RI. K. 4 Ask and answer Interpret words, and Level 1: Recall clarify  I can identify unknown or Why is it important
Craft and Structure questions to help phrases as they are and Reproduction phrase unclear words or phrases. for readers to
determine or clarify used in a text, identify words they
the meaning of including do not know?
 I can clarify or learn the
words and phrases determining
meaning of words and
in a text. technical, What strategies do
phrases by asking and
connotative, and readers use to
answering questions
Grade 1: Ask and figurative meanings, determine unknown
answer questions to and analyze how words?
help determine or specific word
clarify the meaning choices shape
of words and meaning or tone.
phrases in a text.
Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Teach students to identify unknown words in an informational text
 Teacher modeling self-correction, stressing importance of making  Teach students to recognize a question requires an answer
meaning from text  Teach students to formulate questions about unknown words in a text
 Encourage sharing their strategy by saying:  Teach students to answer questions about unknown words in a text
 Can you find the part of the word that was difficult for
you to read?
 How did you figure it out?
 Does it make sense? Do those letters make the
word?
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: College and Career Depth of Content Learning Targets “I can…” Essential
Standards for Standards Knowledge Vocabulary Skills Question(s)
Informational Text
RI. K. 5 Identify the front Analyze the Level 1: Recall text  I can identify unknown or How do the
Craft and Structure cover, back cover, structure of texts, and Reproduction unclear words or phrases. components of a
and title page of a including how book help a reader?
book specific sentences,
 I can clarify or learn the
paragraphs, and Why is it important
meaning of words and
Grade 1: Know and larger portions of the to know the parts of
phrases by asking and
use various text text (a section, a book?
answering questions
features (e.g., chapter, scene or
headings, tables of stanza) relate to
contents, glossaries, each other and the
electronic menus, whole.
icons) to locate key
facts or information
in a text.
Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Teach students to identify the front cover, back cover, and title page of a
 Teacher modeling self-correction, stressing importance of making book
meaning from text  Teach students to identify unknown words or phrases
 Encourage sharing their strategy by saying:  Teach students to identify unclear words or phrases
 Can you find the part of the word that was difficult for
you to read?
 How did you figure it out?
 Does it make sense? Do those letters make the
word?
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: College and Career Depth of Content Learning Targets “I can…” Essential
Standards for Standards Knowledge Vocabulary Skills Question(s)
Informational Text
RI. K. 6  Name the author Assess how point of Level1: Recall author  I can define author and How do authors and
Craft and Structure and illustrator of a view or purpose and Reproduction illustrator illustrator. illustrators present
text and define the shapes the content  I can explain the author information?
role of each in and style of a text. writes texts.
presenting the ideas  I can explain that
or information in a illustrators create the
text. pictures for texts.
 I can name the author and
Grade 1: Distinguish illustrators of a text.
between information
provided by pictures or
other illustrations and
information provided by
the words in a text.

Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Teach students to define the role of the author and illustrator
 Teacher modeling self-correction, stressing importance of making
meaning from text
 Encourage sharing their strategy by saying:
 Can you find the part of the word that was difficult for
you to read?
 How did you figure it out?
 Does it make sense? Do those letters make the
word?
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: College and Career Depth of Content Learning Targets “I can…” Essential
Standards for Standards Knowledge Vocabulary Skills Question(s)
Informational Text
RI. K. 7  With prompting and Integrate and Level 1: Recall illustration  I can look at the How can illustrations
Integration of support, describe the evaluate content and Reproduction illustrations in a story and help me understand
Knowledge and relationship between presented in diverse describe what I see. information?
Ideas illustrations and the media and formats, Level 2: Skills and  I can identify the part of a
text in which they including visually Concepts story shown by the
appear (e.g., what and quantitatively, illustration.
person, place, thing, as well as in words.  I can explain how
or idea in the text an illustrations help me
illustration depicts). understand a story.

 Grade 1: Use the


illustrations and
details in a text to
describe its key
ideas.
Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Teach students to describe people, places, and things illustrations depict
 Teacher modeling self-correction, stressing importance of making  Teach students to describe ideas illustrations depict
meaning from text  Teach students to describe the relationship between illustrations and a text
 Encourage sharing their strategy by saying:
 Can you find the part of the word that was difficult for
you to read?
 How did you figure it out?
 Does it make sense? Do those letters make the
word?
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: College and Career Depth of Content Learning Targets “I can…” Essential
Standards for Standards Knowledge Vocabulary Skills Question(s)
Informational Text
RI. K. 8  With prompting and Delineate and Level 1 Recall point  I can identify why an author How does an author
Integration of support, identify the evaluate the and Reproduction reason wrote a text. support what he or
Knowledge and reasons an author argument and  I can identify points an author she says in a text?
Ideas gives to support specific claims in a makes in a text. (e.g.
points in a text. text, including the Everyone should recycle.)
validity of the  I can identify reasons the
reasoning as well as author gives to support the
Grade 1: Identify the
the relevance and points in a text. (e.g.
reasons an author
sufficiency of the Everyone should recycle
gives to support evidence. because landfills are getting
points in a text.
full.)

Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Teach students to identify the reasons an author gives to support point(s)
 Teacher modeling self-correction, stressing importance of making
meaning from text
 Encourage sharing their strategy by saying:
 Can you find the part of the word that was difficult for
you to read?
 How did you figure it out?
 Does it make sense? Do those letters make the
word?
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: College and Career Depth of Content Learning Targets “I Essential Question(s)
Standards for Standards Knowledge Vocabulary can…” Skills
Informational Text
RI. K. 9 With prompting and Analyze how two or Level1: Recall alike  I can identify Why do authors provide reasons
Integration of support, identify more texts address and Reproduction different how two texts on in their text?
Knowledge and basic similarities in similar themes or the same topic
Ideas and differences topics in order to Level 2: Skills and are alike. How can I compare two texts on
between two texts build knowledge or Concepts the same topic?
on the same topic to compare the  I can identify
(e.g., in illustrations, approaches the how two texts on Why is it important to use more
descriptions, or authors take. the same topic than one text on a topic?
procedures). are different.

Grade 1: Identify
basic similarities in
and differences
between two texts
on the same topic
(e.g., in illustrations,
descriptions, or
procedures).
Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Teach students to identify basic similarities between two texts
 Teacher modeling self-correction, stressing importance of making  Teach students to identify differences between two texts
meaning from text
 Encourage sharing their strategy by saying:
 Can you find the part of the word that was difficult for
you to read?
 How did you figure it out?
 Does it make sense? Do those letters make the
word?
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: College and Career Depth of Content Learning Targets “I can…” Essential
Standards for Standards Knowledge Vocabulary Skills Question(s)
Informational Text
RI. K. 10  Actively engage in Read and Level 1: Recall attentively  I can follow the rules my How can I
Range of Reading group reading comprehend and Reproduction eye contact teacher gives for listening. participate in group
and Text activities with complex literary and  I can listen by facing the reading activities?
Complexity purpose and informational text Level 2: Skills and speaker, sitting still, and
understanding. independently and Concepts making eye contact.
proficiently.  I can ask and answer
questions about what is
 Grade 1: With
being read.
prompting and
support, read
informational texts
appropriately
complex for grade 1.
Key Strategies
Promote self-correction strategies Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Teach students to engage in group reading activities: key ideas and details
 Teacher modeling self-correction, stressing importance of making  Teach students to engage in group reading activities: craft and structure
meaning from text  Teach students to engage in group reading activities: integration of
 Encourage sharing their strategy by saying: knowledge and ideas
 Can you find the part of the word that was difficult  Teach students to apply activities that reflect purpose and understanding of
for you to read? text
 How did you figure it out?
 Does it make sense? Do those letters make the
word?
 Does that sound right?
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Deconstructing Kindergarten
Foundational Skills
(RF)
Print Concepts (K-1) Phonological Awareness (K-1) Phonics and Word Recognition (K-5) Fluency (K-5)

Learner Outcomes:

Students will understand basic print features. They will learn that books have a correct position that print has specific directionality print
has meaning and is made up of letters.

Students will develop an awareness of the sound structure of spoken words in order to detect and manipulate sounds at three levels of
sound structure: 1) syllables, 2) onsets and rimes, and 3) phonemes.

Phonological awareness is one component of a larger phonological processing system used for speaking and listening.

Students begin learning specific strategies for decoding words in texts. Learning suffixes and vowel patterns enhances decoding, spelling
ability, and vocabulary development.

Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the
text. Readers at this stage benefit from opportunities to read texts multiple times at an independent level.

Critical Focus Questions:

Which word rhymes with this one?

Can you clap the number of syllables in this word?

Can you say each sound you hear in this word slowly?

What do you hear at the beginning of this word? What do you hear next? What do you hear at the end?

What do these two letters sound like together (sh, th, ch) in this word?

What does this final e tell you about this word?


Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: Foundational College and Depth of Content Learning Targets “I Essential Question(s)
Skills Career Knowledge Vocabulary can…” Skills
Standards
RF. K. 1  Demonstrate understanding Not applicable Level1: Recall and right side up  I can hold a book How do letters help me read?
Print of the organization and basic Reproduction left correctly
Concepts features of print. right  I can recognize that Why is the alphabet important?
Level 2: Skills and order books are read from
o RF.K.1a Follow words from Concepts uppercase letter left to right and top
left to right, top to bottom, and lowercase letter to bottom.
page by page.  I can turn pages in a
book from front to
o RF.K.1b Recognize that
back and read the
spoken words are
left page before the
represented in written
right
language by specific
 I can recognize that
sequences of letters.
words are created
o RF.K.1c Understand that by putting letters
words are separated by together in a
spaces in print. specific order.

o RF.K.1d Recognize and name


all upper- and lowercase
letters of the alphabet.
Key Strategies
Promote self-correction strategies Promote fluency: Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Cloze procedure  Teach students to identify features of a
 Teacher modeling self-correction, stressing  Think aloud model-rereading sentence
importance of making meaning from text  Buddy reading with a fluent partner  Teach students to recognize that words
 Encourage sharing their strategy by saying:  Choral reading with difficult text on a page progress from left to right, top
 Can you find the part of the  Echo reading to bottom, and page by page
word that was difficult for you  Reader’s theater/plays to encourage  Teach to students to follow words from
to read? expression, timing, intonation, and phrasing left to right, top to bottom, and page by
 How did you figure it out?  Taped books page
 Does it make sense? Do  Rereading fluently what has been read slowly  Teach students that words are separated
those letters make the word? and methodically by spaces
 Does that sound right?  Rereading familiar text  Teach students to recognize and name
all upper and lowercase letters
 Teach students to name all upper and
lowercase letters
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: Foundational Skills College and Depth of Content Learning Targets “I can…” Skills Essential Question(s)
Career Knowledge Vocabulary
Standards
RF. K. 2  Demonstrate understanding of Not Applicable Level1: Recall end sound  I can recognize words with the How are words made up
Phonological spoken words, syllables, and sounds and rhyme same end sound. of sounds?
Awareness
(phonemes).
Reproduction syllable  I can recognize that words with
vowel the same end sound rhyme.
o RF.K.2a Recognize and produce Level 2: Skills vowel sound  I can rhyme one word with
and Concepts blend another.
rhyming words.
beginning  I can recognize that a syllable
o RF.K.2b Count, pronounce, blend, middle has one vowel sound.
end  I can break words into syllables
and segment syllables in spoken
words. by clapping, snapping, or
counting.
o RF.K.2c Blend and segment onsets  I can say each syllable sound in
and rimes of single-syllable spoken a word.
 I can blend syllables to say a
words.
complete word.
o RF.K.2d Isolate and pronounce the  I can identify the beginning
sound, vowel sound, and end
initial, medial vowel, and final sounds
sound of words (three-phoneme
(phonemes) in three-phoneme words).
(consonant-vowel-consonant, or  I can blend letter sounds to say a
CVC) words.1 (This does not include single-syllable word.
CVCs ending with /l/, /r/, or /x/.)  I can add or change beginning,
middle, or end sounds to create
o RF.K.2e Add or substitute individual new words.
sounds (phonemes) in simple, one-
syllable words to make new words.

Key Strategies
Promote self-correction strategies Promote fluency: Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Cloze procedure  Teach students to recognize rhyming words,
 Teacher modeling self-correction, stressing  Think aloud model-rereading short vowel sounds, initial and ending sounds
importance of making meaning from text  Buddy reading with a fluent partner  Teach students to produce rhyming words
 Encourage sharing their strategy by saying:  Choral reading with difficult text  Teach to students to count, pronounce, blend
 Can you find the part of the word  Echo reading and segment syllables in spoken words
that was difficult for you to read?  Reader’s theater/plays to encourage expression,  Teach students to blend and segment onsets
 How did you figure it out? timing, intonation, and phrasing and rimes of single-syllable spoken words
 Does it make sense? Do those  Taped books  Teach students to isolate and pronounce
letters make the word?  Rereading fluently what has been read slowly and CVC words to recognize the initial, medial,
 Does that sound right? methodically vowel and final sounds
 Rereading familiar text  Teach students to add individual sounds to
simple one syllable words to make new words
 Teach students to substitute individual
sounds to simple, one syllable words to make
new words
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: Foundational Skills College and Depth of Content Learning Targets “I can…” Skills Essential Question(s)
Career Knowledge Vocabulary
Standards
RF. K. 3  Know and apply grade-level phonics Not applicable Level1: Recall consonant  I can say the most common sound of How can sounds help me
Phonics and and word analysis skills in decoding and vowel each consonant. understand words?
Word
words.
Reproduction long vowel  I can identify the five major vowels.
Recognition sound  I can say the long and short sounds for How can recognizing
o RF.K.3a Demonstrate basic Level 2: Skills short vowel each vowel. grade level words help
knowledge of one-to-one letter-sound
and Concepts sound  I can recognize the common spellings me be a better reader?
similar of long and short vowel sounds.
correspondences by producing the different  I can recognize common words found
primary sound or many of the most
in a text.
frequent sounds for each consonant.  I can read common words without
having to sound them out.
o RF.K.3b Associate the long and short
 I can identify words with similar
sounds with the common spellings spellings.
(graphemes) for the five major  I can identify the letter sound that is
vowels. different in words with similar spellings.

o RF.K.3c Read common high-


frequency words by sight (e.g., the,
of, to, you, she, my, is, are, do,
does).

o RF.K.3d Distinguish between


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

Key Strategies
Promote self-correction strategies Promote fluency: Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Cloze procedure  Teach students to recognize one-to-one letter
 Teacher modeling self-correction, stressing  Think aloud model-rereading correspondence for each consonant
importance of making meaning from text  Buddy reading with a fluent partner  Teach students to distinguish the differing
 Encourage sharing their strategy by saying:  Choral reading with difficult text sounds of consonants
 Can you find the part of the word  Echo reading  Teach to students to say the sound that
that was difficult for you to read?  Reader’s theater/plays to encourage expression, corresponds to the consonants
 How did you figure it out? timing, intonation, and phrasing  Teach students to identify the five short and
 Does it make sense? Do those  Taped books long vowels with common spellings
letters make the word?  Rereading fluently what has been read slowly and  Teach students to recognize high frequency
 Does that sound right? methodically sight words
 Rereading familiar text  Teach students to read high frequency sight
words
 Teach students recognize words that are
similarly spelled
 Teach students to identify the sounds of
letters that are different
 Teach students to read words that have a
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

similar word pattern and identify the sounds


and letters that are different
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Reading: Foundational College and Depth of Content Learning Targets “I Essential Question(s)
Skills Career Standards Knowledge Vocabulary can…” Skills
RF. K. 4 Read emergent-reader texts Not applicable Level1: sight word  I can recognize Why is it important to read with
Fluency with purpose and Recall and retell common sight purpose?
understanding. Reproduction words in a text.
 I can read a text How do I read for
Level 2: with common sight understanding?
Skills and words.
Concepts  I can use the
pictures in a text to
help me understand
it.
 I can retell the story
I read.
Key Strategies
Promote self-correction strategies Promote fluency: Promote comprehension and vocabulary
 Think aloud-Does this make sense?  Cloze procedure  Teach students to recognize that there
 Teacher modeling self-correction, stressing  Think aloud model-rereading are different purposes for reading
importance of making meaning from text  Buddy reading with a fluent partner emergent-reader text
 Encourage sharing their strategy by saying:  Choral reading with difficult text  Teach students to determine the
 Can you find the part of the  Echo reading purpose for reading emergent-reader
word that was difficult for you  Reader’s theater/plays to encourage text
to read? expression, timing, intonation, and phrasing  Teach to students to read emergent-
 How did you figure it out?  Taped books reader texts with purpose and for
 Does it make sense? Do  Rereading fluently what has been read slowly understanding
those letters make the word? and methodically
 Does that sound right?  Rereading familiar text
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Deconstructing Kindergarten
Writing Standards
(W)
Learner Outcomes:

Kindergarten students must be able to express their opinion and demonstrate the ability to share their opinion with others. In
kindergarten, students learn to dictate their thinking, illustrate their ideas, and write their thoughts across various genres (opinion,
informative/explanatory, narrative). In order to do so, students will need multiple opportunities to express opinions and develop writing
behaviors.

Students will need to engage in behaviors (turn and talk, small group discussion, and emergent writing and speaking learning centers)
that lead to the natural expression of ideas both verbally and in writing. Students will also need a purposeful focus on choice-making
throughout ELA. For example, kindergarten students need to be able to choose words or illustrations to use within their writing that show
their thinking. Whether dictating, drawing, or writing, students must be able to articulate their ideas in a way that is purposeful and
appropriate to the audience.

With assistance from adults and peers, students should focus their writing on a topic and be able to respond to questions and
suggestions. In order to do so, students need to understand how to add descriptive words to their writing to strengthen their piece. They
also need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors
with assistance (during conferences and peer editing).

With assistance, students will use digital tools to publish their writing independently and in collaboration with peers (use of keyboarding
and technology). At this grade level, students will need to be able to “log on” to programs, computer stations, and hand-held devises to
engage with digital media.

Kindergarten students are required to participate in shared research projects. Students will need to understand their role (job on the
team) and how they will contribute (work they will do) on the project from beginning to end. Items, such as, task charts, check sheets, and
graphic organizers will be helpful to students as they learn to work together.

At this level, students are working with provided research. They need to know how to scan the information provided (words, pictures,
digital sources) and/or recall from their own background knowledge the pieces they need to answer research questions. Students do this
work with prompting and support.
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Writing College and Career Depth of Content Learning Targets “I can…” Essential
Standards Knowledge Vocabulary Skills Question(s)
W.K.1 Use a combination Write arguments to Level1: Recall opinion  I can identify the topic or How do writers
Opinion of drawing, dictating, support claims in an and Reproduction topic name of a book. express an opinion?
Text Types and and writing to analysis of  I can determine my opinion
Purpose compose opinion substantive topics or Level 2: Skills and or preference about a topic How do I use
pieces in which they texts, using valid Concepts or book. reasons to support
tell a reader the topic reasoning and  I can use drawings and my opinion?
or the name of the relevant and Level 3: Strategic words to share my opinion
book they are writing sufficient evidence Thinking and or preference about a topic
about and state an Reasoning or book.
opinion or
preference about the Level 4: Extended
topic or book (e.g., Thinking
My favorite book
is...).
Key Strategies
Move from writing simple sentences to descriptive sentences by expanding the Modeled writing
sentences Mini-lessons
Word boxes and word walls Language-Experience writing
Use writing prompts Morning message
Journal writing Shared writing using predictable charts
Vocabulary journals Teacher modeling -- Interactive writing
Cloze activities Writing process
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Writing Standards College and Career Depth of Content Learning Targets “I Essential
Standards Knowledge Vocabulary can…” Skills Question(s)
W.K.2 Use a combination of Write Level 2: Skills topic  I can select a topic to How do writers
Informative/Explanatory drawing, dictating, and informative/explanatory and Concepts information share. name the topic
Text Types and writing to compose texts to examine and  I can use drawings and they write about?
Purpose informative/explanatory convey complex ideas Level 3: words to name and give
texts in which they and information clearly Strategic information on the topic. How can I draw,
name what they are and accurately through Thinking and dictate, or write
writing about and the effective selection, Reasoning information I know
supply some organization and about?
information about the analysis of content.
Level 4:
topic. Extended
Thinking
Key Strategies
Move from writing simple sentences to descriptive sentences by expanding the Modeled writing
sentences Mini-lessons
Word boxes and word walls Language-Experience writing
Use writing prompts Morning message
Journal writing Shared writing using predictable charts
Vocabulary journals Teacher modeling -- Interactive writing
Cloze activities Writing process
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Writing: Standards College and Career Depth of Content Learning Targets “I Essential
Standards Knowledge Vocabulary can…” Skills Question(s)
W.K.3  Use a combination of Write narratives to Level 2: first  I can tell a story about How can I draw,
Narrative drawing, dictating, and develop real or Skills and next something that dictate, or write
Text Types and writing to narrate a imagined experiences Concepts last happened. about an event?
Purpose single event or several or events using  I can tell what
loosely linked events, effective technique, Level 3: happened first, next, How do writers tell
tell about the events in well-chosen details, Strategic and last. about an event
the order in which they and well-structured Thinking  I can create drawings to and share their
occurred, and provide even sequences. . and show what happened in reaction with the
a reaction to what Reasoning my story. reader?
happened.  I can describe how I feel
Level 4: about what happened in
Extended my story.
Thinking
Key Strategies
Move from writing simple sentences to descriptive sentences by expanding the Modeled writing
sentences Mini-lessons
Word boxes and word walls Language-Experience writing
Use writing prompts Morning message
Journal writing Shared writing using predictable charts
Vocabulary journals Teacher modeling -- Interactive writing
Cloze activities Writing process
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

W.K.4 Begins in Grade Three

Writing: Standards College and Career Depth of Content Learning Targets “I Essential
Standards Knowledge Vocabulary can…” Skills Question(s)
W.K.5 With guidance and Develop and strength Level 2: topic  I can answer questions How can
Production and support from adults, writing as needed by Skills and detail about my writing. answering
Distribution of Writing respond to questions planning, revising, Concepts  I can listen to ideas my questions from
and suggestions from editing, rewriting, or teacher and peers have others help
peers and add details trying a new approach. Level 3: about my writing. improve my
to strengthen writing as Strategic  I can add details that writing?
needed. Thinking will help the reader
and understand my writing.
 Reasoning

Level 4:
Extended
Thinking
Key Strategies
Move from writing simple sentences to descriptive sentences by expanding the Modeled writing
sentences Mini-lessons
Word boxes and word walls Language-Experience writing
Use writing prompts Morning message
Journal writing Shared writing using predictable charts
Vocabulary journals Teacher modeling -- Interactive writing
Cloze activities Writing process
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Writing: Standards College and Career Depth of Content Learning Targets “I Essential
Standards Knowledge Vocabulary can…” Skills Question(s)
W.K.6  With guidance and Use technology, Level1: digital tools I can work with my How can
Production and support from adults, including the internet, Recall and publish teachers and others to technology be
Distribution of Writing explore a variety of to produce and publish Reproduction learn about digital tools used as a tool to
digital tools to produce writing and to interact that produce and publish write, publish,
and publish writing, and collaborate with Level 2: writing. and/ or
including in others. Skills and collaborate?
collaboration with Concepts
peers.

Key Strategies
Move from writing simple sentences to descriptive sentences by expanding the sentences Modeled writing
Word boxes and word walls Mini-lessons
Use writing prompts Language-Experience writing
Journal writing Morning message
Vocabulary journals Shared writing using predictable charts
Cloze activities Teacher modeling -- Interactive writing
Writing process
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Writing: Standards College and Career Depth of Content Learning Targets “I Essential
Standards Knowledge Vocabulary can…” Skills Question(s)
W.K.7  Participate in shared Conduct short as well Level1: research  I can research a topic How can I
Research to Build and research and writing as more sustained Recall and topic with help from others. contribute to a
Present Knowledge projects (e.g., explore research projects Reproduction  I can work with others shared research
a number of books by based on focused to write about a project?
a favorite author and questions, Level 2: research topic.
express opinions demonstrating Skills and
about them). understanding of the Concepts
subject under
investigation.

Key Strategies
Move from writing simple sentences to descriptive sentences by expanding the sentences Modeled writing
Word boxes and word walls Mini-lessons
Use writing prompts Language-Experience writing
Journal writing Morning message
Vocabulary journals Shared writing using predictable charts
Cloze activities Teacher modeling -- Interactive writing
Writing process
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Writing: Standards College and Career Depth of Content Learning Targets “I Essential
Standards Knowledge Vocabulary can…” Skills Question(s)
W.K.8  With guidance and Gather relevant Level1: recall I can answer questions How can I gather
Research to Build and support from adults, information from Recall and using information recalled information to
Present Knowledge recall information from multiple print and Reproduction or gathered. answer a
experiences or gather digital sources, assess question?
information from the credibility and Level 2:
provided sources to accuracy of each Skills and
answer a question. source, and integrate Concepts
the information while
avoiding plagiarism.

Key Strategies
Move from writing simple sentences to descriptive sentences by expanding the sentences Modeled writing
Word boxes and word walls Mini-lessons
Use writing prompts Language-Experience writing
Journal writing Morning message
Vocabulary journals Shared writing using predictable charts
Cloze activities Teacher modeling -- Interactive writing
Writing process

K.W.9 Begins in Grade Four

K.W.10 Begins in Grade Three


Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Deconstructing Kindergarten
Speaking and Listening Standards
(SL)
Learner Outcomes:

Students in kindergarten will engage in conversations about grade-appropriate topics and texts. In order to do so, students will need
ample opportunities to take part in a variety of rich, structured conversations.

Students actively engage as part of a whole class, in small groups, and with a partner, sharing the roles of participant, leader, and
observer.

Students at this level should engage in collaborative conversations (such as book groups, literature circles, buddy reading), and develop
skills in active (close) listening and group discussion (looking at the speaker, turn taking, linking ideas to the speakers‟ idea, sharing the
floor, pair-share).

Kindergarten students are able to confirm understanding of a text read aloud or information presented in multiple formats.

Kindergarten students should be able to listen to what a speaker says and then ask questions to gain comprehension if something is not
understood. Students need to have strategies for asking questions that are on topic. They also need to know strategies for understanding
and answering questions asked of them.

Kindergarteners should be able to report facts and relevant details about an experience. This should be done orally, with some detail,
and with clarity of thought and emotions. They should be able to add visual displays to illuminate chosen facts or details. In order to do
so, students will need multiple opportunities to present information to others and develop behaviors that will lead to the ability to add
appropriate visual displays.

Students will need to engage in behaviors that lead to the natural expression of ideas both verbally and in writing: turn and talk, small
group discussion, and emergent listening and speaking learning centers.

Students will also need a purposeful focus throughout ELA on choice-making. For example, kindergarten students need to be able to
choose visual displays that add to and support their thinking about a topic. Students must be able to articulate their ideas in a way that is
purposeful and appropriate to the audience.
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Speaking and College and Career Depth of Content Learning Targets “I can…” Essential
Listening: Standards Standards Knowledge Vocabulary Skills Question(s)
SL.K.1  Participate in Prepare for and Level1: discussion  I can identify and follow When is an
Comprehension and collaborative participate effectively Recall and ideas the agreed rules for appropriate time
Collaboration conversations with in a range of Reproduction discussion. to ask and answer
diverse partners about conversations and questions?
kindergarten topics collaborations with Level 2:  I can listen to the
and texts with peers diverse partners, build Skills and comments of others and How can I add to
and adults in small and on other’s ideas and Concepts share my own ideas. a conversation?
larger groups. expressing their own
clearly and
o SL.K.1a Follow persuasively.
agreed-upon rules for
discussions (e.g.,
listening to others and
taking turns speaking
about the topics and
texts under
discussion).
o SL.K.1b Continue a
conversation through
multiple exchanges.
Key Strategies
Listening: Teach receptive and expressive skills  Organization: The text exhibits a discernible progression of ideas.
 Engage in reflective conversation about their own writing and the writing of  Style: The writer demonstrates a quality of imagination, individuality,
others and a distinctive voice.
 Note taking both to deliver oral presentations and to listen to oral  Produce texts that exhibit the following language conventions at all
presentations grade levels: sentence formation, conventions.
 Use audience feedback tools and protocols  Sentence Formation: Sentences are complete and varied in length and
 Use written and oral English appropriate for various purposes and audiences. structure.
 Produce texts that exhibit the following text features, all of which are  Conventions: Appropriate grammar, mechanics, spelling and usage
consistent with the genre and purpose of the writing: development, enhance the meaning and readability of the text. Formal English
organization, style, and word choice. conventions are to be followed unless otherwise called for by the
 Development: The topic, theme , stand/perspective, argument or character is purpose of the writing
fully developed
 Word Choice: The words are precise, vivid, and economical.

Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Speaking and College and Career Depth of Content Learning Targets “I can…” Essential
Listening: Standards Standards Knowledge Vocabulary Skills Question(s)
SL.K.2  Confirm Integrate and evaluate Level1: key details  I can identify key How can asking
Comprehension and understanding of a information presented Recall and presentations information presented in and answering
Collaboration text read aloud or in diverse media Reproduction media different formats (e.g. questions support
information presented formats, including text read aloud, oral understanding?
orally or through other visual, quantitatively, Level 2: presentation, video,
media by asking and and orally. Skills and audio book)
answering questions Concepts  I can ask questions
about key details and about key details of
requesting clarification information presented in
if something is not multiple ways.
understood.  I can answer questions
about key details of
information presented in
o multiple ways.
 I can ask for clarification
if I do not understand
something.
Key Strategies
Listening: Teach receptive and expressive skills  Organization: The text exhibits a discernible progression of
 Engage in reflective conversation about their own writing and the ideas.
writing of others  Style: The writer demonstrates a quality of imagination,
 Note taking both to deliver oral presentations and to listen to oral individuality, and a distinctive voice.
presentations  Produce texts that exhibit the following language conventions at
 Use audience feedback tools and protocols all grade levels: sentence formation, conventions.
 Use written and oral English appropriate for various purposes and  Sentence Formation: Sentences are complete and varied in
audiences. length and structure.
 Produce texts that exhibit the following text features, all of which are  Conventions: Appropriate grammar, mechanics, spelling and
consistent with the genre and purpose of the writing: development, usage enhance the meaning and readability of the text. Formal
organization, style, and word choice. English conventions are to be followed unless otherwise called
 Development: The topic, theme , stand/perspective, argument or for by the purpose of the writing
character is fully developed
 Word Choice: The words are precise, vivid, and economical.
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Speaking and College and Career Depth of Content Learning Targets “I can…” Essential
Listening: Standards Standards Knowledge Vocabulary Skills Question(s)
SL.K.3  Ask and answer Evaluate a speaker’s Level1: information  I can identify when I do What kinds of
Comprehension and questions in order to point of view, Recall and clear not understand questions should I
Collaboration seek help, get reasoning, and use of Reproduction something. ask during a
information, or clarify evidence and rhetoric. presentation to
something that is not Level 2:  I can ask and answer increase my
understood. Skills and questions that help me understanding?
Concepts get information or make
something clear.

Key Strategies
Listening: Teach receptive and expressive skills  Organization: The text exhibits a discernible progression of
 Teach students to ask questions to seek help, information, and ideas.
clarification  Style: The writer demonstrates a quality of imagination,
 Engage in reflective conversation about their own writing and the individuality, and a distinctive voice.
writing of others  Produce texts that exhibit the following language conventions at
 Note taking both to deliver oral presentations and to listen to oral all grade levels: sentence formation, conventions.
presentations  Sentence Formation: Sentences are complete and varied in
 Use audience feedback tools and protocols length and structure.
 Use written and oral English appropriate for various purposes and  Conventions: Appropriate grammar, mechanics, spelling and
audiences. usage enhance the meaning and readability of the text. Formal
 Produce texts that exhibit the following text features, all of which are English conventions are to be followed unless otherwise called
consistent with the genre and purpose of the writing: development, for by the purpose of the writing
organization, style, and word choice.
 Development: The topic, theme , stand/perspective, argument or
character is fully developed
 Word Choice: The words are precise, vivid, and economical.

Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Speaking and College and Career Depth of Content Learning Targets “I can…” Essential
Listening: Standards Standards Knowledge Vocabulary Skills Question(s)
SL.K.4  Describe familiar Present information Level1: familiar  I can identify familiar Why is it important
Presentation of people, places, things, ,findings, and Recall and people people, places, things, to describe
Knowledge and Ideas and events and, with supporting evidence Reproduction place and events. people, places,
prompting and such that listeners can thing  I can use details to things, and events
support, provide follow the line of Level 2: events describe familiar people, with details?
additional detail. reasoning and the Skills and details places, things, and
organization, Concepts events.
development, and
 .
style are appropriate Level 3:
to task, purpose, and Strategic
o audience. Thinking and
Reasoning

Key Strategies
Listening: Teach receptive and expressive skills  Organization: The text exhibits a discernible progression of
 Teach students to ask questions to seek help, information, and ideas.
clarification  Style: The writer demonstrates a quality of imagination,
 Engage in reflective conversation about their own writing and the individuality, and a distinctive voice.
writing of others  Produce texts that exhibit the following language conventions at
 Note taking both to deliver oral presentations and to listen to oral all grade levels: sentence formation, conventions.
presentations  Sentence Formation: Sentences are complete and varied in
 Use audience feedback tools and protocols length and structure.
 Use written and oral English appropriate for various purposes and  Conventions: Appropriate grammar, mechanics, spelling and
audiences. usage enhance the meaning and readability of the text. Formal
 Produce texts that exhibit the following text features, all of which are English conventions are to be followed unless otherwise called
consistent with the genre and purpose of the writing: development, for by the purpose of the writing
organization, style, and word choice.
 Development: The topic, theme , stand/perspective, argument or
character is fully developed
 Word Choice: The words are precise, vivid, and economical.

Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Speaking and College and Career Depth of Content Learning Targets “I can…” Essential
Listening: Standards Standards Knowledge Vocabulary Skills Question(s)
SL.K.5  Add drawings or other Make strategic use of Level1: presentation  I can identify places in How can visuals
Presentation of visual displays to digital media and Recall and detail my work where I want enhance a
Knowledge and Ideas descriptions as visual displays of data Reproduction visual to add more details. presentation?
desired to provide to express information display
additional detail. and enhance  I can create drawings
understanding of or add visual displays
presentations. (e.g. photos, collages,

paintings) to add details
to my presentation.
o
Key Strategies
Listening: Teach receptive and expressive skills  Organization: The text exhibits a discernible progression of
 Teach students to ask questions to seek help, information, and ideas.
clarification  Style: The writer demonstrates a quality of imagination,
 Engage in reflective conversation about their own writing and the individuality, and a distinctive voice.
writing of others  Produce texts that exhibit the following language conventions at
 Note taking both to deliver oral presentations and to listen to oral all grade levels: sentence formation, conventions.
presentations  Sentence Formation: Sentences are complete and varied in
 Use audience feedback tools and protocols length and structure.
 Use written and oral English appropriate for various purposes and  Conventions: Appropriate grammar, mechanics, spelling and
audiences. usage enhance the meaning and readability of the text. Formal
 Produce texts that exhibit the following text features, all of which are English conventions are to be followed unless otherwise called
consistent with the genre and purpose of the writing: development, for by the purpose of the writing
organization, style, and word choice.
 Development: The topic, theme , stand/perspective, argument or
character is fully developed
 Word Choice: The words are precise, vivid, and economical.

Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Speaking and College and Career Depth of Content Learning Targets “I can…” Essential
Listening: Standards Standards Knowledge Vocabulary Skills Question(s)
SL.K.6  Speak audibly and Adapt a speech to a Level1: thoughts  I can speak in a voice How can I express
Presentation of express thoughts, variety of contexts and Recall and feeling that others can hear and my ideas clearly?
Knowledge and Ideas feelings, and ideas communicative tasks, Reproduction idea understand.
clearly. demonstrating clearly
command of formal Level 2:  I can share my thoughts
English when Skills and and feelings clearly
indicated or Concepts when I speak.
appropriate.

Key Strategies
Listening: Teach receptive and expressive skills  Organization: The text exhibits a discernible progression of
 Teach students to ask questions to seek help, information, and ideas.
clarification  Style: The writer demonstrates a quality of imagination,
 Teach students to speak using appropriate volume for the situation individuality, and a distinctive voice.
 Teach students to communicate thoughts, feelings, and ideas  Produce texts that exhibit the following language conventions at
clearly through spoken words all grade levels: sentence formation, conventions.
 Engage in reflective conversation about their own writing and the  Sentence Formation: Sentences are complete and varied in
writing of others length and structure.
 Note taking both to deliver oral presentations and to listen to oral  Conventions: Appropriate grammar, mechanics, spelling and
presentations usage enhance the meaning and readability of the text. Formal
 Use audience feedback tools and protocols English conventions are to be followed unless otherwise called
 Use written and oral English appropriate for various purposes and for by the purpose of the writing
audiences.
 Produce texts that exhibit the following text features, all of which are
consistent with the genre and purpose of the writing: development,
organization, style, and word choice.
 Development: The topic, theme , stand/perspective, argument or
character is fully developed
 Word Choice: The words are precise, vivid, and economical.

Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Deconstructing Kindergarten
Language Standards
(L)
Learner Outcomes:

An understanding of language is essential for effective communication. “The inclusion of Language standards in their own strand should
not be taken as an indication that skills related to conventions, knowledge of language, and vocabulary are unimportant to reading,
writing, speaking, listening, and viewing; indeed, they are inseparable from such contexts.”

Kindergarten students must have a command of the grammar and usage of spoken and written standard English. Standards that are
related to conventions are appropriate to formal spoken English as they are to formal written English.

As students at this level focus on word acquisition and use, the intent of the CCSS is to introduce grammatical knowledge in basic ways
that will be relearned in more sophisticated contexts in the upper grades. The overall focus of language learning in regards to vocabulary
acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in
a wide range of print and digital texts.

Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to
craft their message for specific purposes.

Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts
and for different purposes. Learning words at this stage includes exploring different shades of the same verb (run/sprint) inflections,
common concepts/objects, words with multiple meanings, opposites, and how words are used in “real-life.”
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Language: Standards College and Depth of Content Learning Targets “I can…” Essential
Career Standards Knowledge Vocabulary Skills Question(s)
L.K.1  Demonstrate command of the Demonstrate Level1: uppercase letter  I can identify the difference Why is grammar
Conventions conventions of standard English command of the Recall and lowercase letter between upper and lowercase important when
of Standard grammar and usage when writing conventions of Reproduction common noun letters. speaking or
English or speaking. standard English proper noun  I can print upper- and writing?
grammar and Level 2: possessive noun lowercase letters correctly.
o L.K.1a Print many upper- and usage when writing Skills and verb  I can use common nouns and
lowercase letters. or speaking. Concepts singular verbs correctly when writing
plural and speaking.
o L.K.1b Use frequently occurring
nouns and verbs.
pronoun  I can make the correct plural
personal pronoun noun when writing or speaking
o L.K.1c Form regular plural nouns indefinite by adding –s, or –es.
orally by adding /s/ or /es/ (e.g., pronoun  I can use question words
conjunction correctly when writing or
dog, dogs; wish, wishes).
determiner speaking.
o L.K.1d Understand and use preposition  I can use common prepositions
question words (interrogatives) simple sentence correctly when writing or
(e.g., who, what, where, when, compound speaking.
why, how). sentence I can share my ideas and
respond to questions using
o L.K.1e Use the most frequently complete sentences.
occurring prepositions (e.g., to,
from, in, out, on, off, for, of, by,
with).
o L.K.1f Produce and expand
complete sentences in shared
language activities.
Key Strategies
Segmenting the word and spelling each sound, often called sound it out, teach word patterns Direct instruction and modeling of appropriate grammar
• Spelling unknown words by analogy to familiar words • Assimilating prior knowledge
• Applying affixes to root words • Provide appropriate input
• Proofreading to locate spelling errors in a rough draft • Use language in authentic ways
• Locating the spelling of unfamiliar words in a dictionary • Provide context
• Providing daily reading and writing opportunities • Design activities with purpose
• Teaching students to learn to spell high-frequency words • Use task-based activities
• Linguistic and nonlinguistic representations are taught • Encourage collaboration
• Organize words into categories • Use an integrated approach
• Direct and Indirect Vocabulary Instruction (i.e., Marzano’s Six Steps) • Address grammar consciously
• Graphic organizers • Adjust feedback/error correction to the situation
• Vocabulary Notebooks • Include awareness of cultural aspects of language use
• Seeking meaning of unknown vocabulary • Seeking meaning of unknown vocabulary
• Making and revising predictions • Making connections and responding to text deconstruction
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Language: Standards College and Depth of Content Learning Targets “I can…” Essential
Career Standards Knowledge Vocabulary Skills Question(s)
L.K.2  Demonstrate command of the Demonstrate Level1: capitalize  I can capitalize the first Why are
Conventions conventions of standard English command of the Recall and pronoun word in a sentence. conventions
of Standard capitalization, punctuation, and conventions of Reproduction question Mark  I can capitalize the important when
English spelling when writing. standard English exclamation pronoun I in a sentence. writing?
capitalization, Level 2: point  I can recognize and
o L.K.2a Capitalize the first word in punctuation, and Skills and period name end punctuation How does using
a sentence and the pronoun I spelling when Concepts consonant sound such as question mark, appropriate
writing. vowel sound exclamation point, and capitalization,
o L.K.2b Recognize and name end punctuation, and
period.
punctuation.
 I can recognize the spelling help my
o L.K.2c Write a letter or letters for common sound made writing?
most consonant and short-vowel by letters.
sounds (phonemes).  I can write the letter or
letters for consonant
o L.K.2d Spell simple words and vowel sounds.
phonetically, drawing on  I can spell words by
knowledge of sound-letter matching sounds to
relationships. letters.

o
Key Strategies
Segmenting the word and spelling each sound, often called sound it out, teach word Graphic organizers
patterns • Vocabulary Notebooks
• Spelling unknown words by analogy to familiar words • Seeking meaning of unknown vocabulary
• Applying affixes to root words • Making and revising predictions
• Proofreading to locate spelling errors in a rough draft • Direct instruction and modeling of appropriate grammar
• Locating the spelling of unfamiliar words in a dictionary • Assimilating prior knowledge
• Providing daily reading and writing opportunities • Provide appropriate input
• Teaching students to learn to spell high-frequency words • Use language in authentic ways
• Linguistic and nonlinguistic representations are taught • Provide context
• Organize words into categories
• Direct and Indirect Vocabulary Instruction (i.e., Marzano’s Six Steps)
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

L.K.3 Begins in Second Grade

Language: Standards College and Depth of Content Learning Targets “I can…” Essential
Career Standards Knowledge Vocabulary Skills Question(s)
L.K.4  Determine or clarify the meaning Determine or Level 2: prefix  I can identify words that have What strategies
Conventions of unknown and multiple-meaning clarify the meaning Skills and suffix more than one meaning. can help me
of Standard words and phrases based on of unknown and Concepts affix  I can use a word that has more determine the
English kindergarten reading and content. multiple-meaning than one meaning correctly. meaning of
words and phrases Level 3:  I can identify frequently unknown words?
o L.K.4a Identify new meanings for by using context Strategic occurring inflections and
familiar words and apply them clues, analyzing Thinking affixes. (e.g., -ed, -s, re-, un-,
accurately (e.g., knowing duck is meaningful word and pre-, -ful, -less)
a bird and learning the verb to parts, and Reasoning  I can use frequently occurring
duck). consulting general inflections and affixes. (e.g., -
and specialized ed, -s, re-, un-, pre-, -ful, -less)
o L.K.4b Use the most frequently reference to identify the meaning of
occurring inflections and affixes materials, as unknown words.
(e.g., -ed, -s, re-, un-, pre-, -ful, - appropriate.
less) as a clue to the meaning of
an unknown word.
Key Strategies
Segmenting the word and spelling each sound, often called sound it out, teach word Graphic organizers
patterns • Vocabulary Notebooks
• Spelling unknown words by analogy to familiar words • Seeking meaning of unknown vocabulary
• Applying affixes to root words • Making and revising predictions
• Proofreading to locate spelling errors in a rough draft • Direct instruction and modeling of appropriate grammar
• Locating the spelling of unfamiliar words in a dictionary • Assimilating prior knowledge
• Providing daily reading and writing opportunities • Provide appropriate input
• Teaching students to learn to spell high-frequency words • Use language in authentic ways
• Linguistic and nonlinguistic representations are taught • Provide context
• Organize words into categories
• Direct and Indirect Vocabulary Instruction (i.e., Marzano’s Six Steps)
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Language: Standards College and Depth of Content Learning Targets “I can…” Essential
Career Standards Knowledge Vocabulary Skills Question(s)
L.K.5  With guidance and support from Demonstrate Level1: common  I can sort common objects into How do I
Conventions adults, explore word relationships understanding of Recall and category categories. recognize word
of Standard and nuances in word meanings. word relationships Reproduction trait  I can use words to explain patterns?
English and nuances in connection what the objects in my
o L.K.5a Sort common objects into word meanings. Level 2: verb categories have in common.
categories (e.g., shapes, foods) Skills and adjective  I can identify the opposite of a
to gain a sense of the concepts Concepts word (verb or adjective).
the categories represent.  I can connect words I hear and
read to the real world.
o L.K.5b Demonstrate
understanding of frequently  I can recognize verbs
that have similar meanings
occurring verbs and adjectives by
and act out the meanings to
relating them to their opposites
show their differences. (walk,
(antonyms).
march, strut, prance etc.)
o L.K.5c Identify real-life
connections between words and
their use (e.g., note places at
school that are colorful).
o 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.
Key Strategies
Segmenting the word and spelling each sound, often called sound it out, teach word Graphic organizers
patterns • Vocabulary Notebooks
• Spelling unknown words by analogy to familiar words • Seeking meaning of unknown vocabulary
• Applying affixes to root words • Making and revising predictions
• Proofreading to locate spelling errors in a rough draft • Direct instruction and modeling of appropriate grammar
• Locating the spelling of unfamiliar words in a dictionary • Assimilating prior knowledge
• Providing daily reading and writing opportunities • Provide appropriate input
• Teaching students to learn to spell high-frequency words • Use language in authentic ways
• Linguistic and nonlinguistic representations are taught • Provide context
• Organize words into categories
• Direct and Indirect Vocabulary Instruction (i.e., Marzano’s Six Steps)
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Language: Standards College and Depth of Content Learning Targets “I can…” Skills Essential
Career Standards Knowledge Vocabulary Question(s)
L.K.6  Use words and phrases acquired Acquire and use Level 2: list  I can discover new words and What strategies
Conventions through conversations, reading accurately a range Skills and phrase phrases through reading, will I use to learn
of Standard and being read to, and responding of general Concepts listening, and conversation. and use words?
English to texts. academic and
domain-specific Level 3:  I can use my new words and How do I use new
words and phrases Strategic phrases when speaking and words I learn in
sufficient for Thinking writing. my language?
reading, writing, and
speaking, and Reasoning
listening at the
college and career
readiness level;
demonstrate
independence in
gathering
vocabulary
knowledge when
encountering an
unknown term
important to
comprehend
expression.
Key Strategies
Segmenting the word and spelling each sound, often called sound it out, teach word Graphic organizers
patterns • Vocabulary Notebooks
• Spelling unknown words by analogy to familiar words • Seeking meaning of unknown vocabulary
• Applying affixes to root words • Making and revising predictions
• Proofreading to locate spelling errors in a rough draft • Direct instruction and modeling of appropriate grammar
• Locating the spelling of unfamiliar words in a dictionary • Assimilating prior knowledge
• Providing daily reading and writing opportunities • Provide appropriate input
• Teaching students to learn to spell high-frequency words • Use language in authentic ways
• Linguistic and nonlinguistic representations are taught • Provide context
• Organize words into categories
• Direct and Indirect Vocabulary Instruction (i.e., Marzano’s Six Steps)
Grand Rapids Public Schools
Deconstructing Kindergarten Standards

Resources

Common Core State Standards Deconstructed for Classroom Use

http://vineland.k12.ca.us/wp-files/vineland//2013/07/Kindergarten-ELA.pdf

Depth of Knowledge Chart


http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf

Lesson Plans – Kindergarten


http://www.commoncoreelalessons.com/p/gr-2.html

Teaching Resources: Stories to be used with CCSS


http://web.ccsd.k12.wy.us/techcurr/CORE/ccsstech_2.html