Gap Analysis Planning ELA K-12 Croom/Remote-Gap-Analysis ( Covid - 19 Impact).xlsx

	A	B	C	D	E	F	G	H	I	J	K
1	Kindergarten				Insert Dates			Insert Dates
2				COVID -19 Gap Analysis	Taught Prior to Remote Learning	Materials Used in School Setting	Differentiation Tools	Taught Remotely	Remote Resources	Differentiation Tools	Comments
3	Strand	Topic	Standard number	Standard
4	Reading Standards for Literature	Key Ideas and Details	RL.K.1	With prompting and support, ask and answer questions about key details in a text.
5	Reading Standards for Literature	Key Ideas and Details	RL.K.2	With prompting and support, retell familiar stories, including key details.
6	Reading Standards for Literature	Key Ideas and Details	RL.K.3	With prompting and support, identify characters, settings, and major events in a story.
7	Reading Standards for Literature	Craft and Structure	RL.K.4	Ask and answer questions about unknown words in a text.
8	Reading Standards for Literature	Craft and Structure	RL.K.5	Recognize common types of texts (e.g., storybooks, poems).
9	Reading Standards for Literature	Craft and Structure	RL.K.6	With prompting and support, name the author and illustrator of a story and define the role of each in telling the story
10	Reading Standards for Literature	Integration of Knowledge and Ideas	RL.K.7	With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
11	Reading Standards for Literature	Integration of Knowledge and Ideas	RL.K.8	(Not applicable to literature)
12	Reading Standards for Literature	Integration of Knowledge and Ideas	RL.K.9	With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
13	Reading Standards for Literature	Range of Reading and Text Complexity	RL.K.10	Actively engage in group reading activities with purpose and understanding. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
14	Reading Standards for Information Text	Key Ideas and Details	RI.K.1	Ask and answer questions about key details in a text.
15	Reading Standards for Information Text	Key Ideas and Details	RI.K.2	With prompting and support, identify the main topic and retell key details of a text.
16	Reading Standards for Information Text	Key Ideas and Details	RI.K.3	With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
17	Reading Standards for Information Text	Craft and Structure	RI.K.4	With prompting and support, ask and answer questions about unknown words in a text.
18	Reading Standards for Information Text	Craft and Structure	RI.K.5	Identify the front cover, back cover, and title page of a book.
19	Reading Standards for Information Text	Craft and Structure	RI.K.6	Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
20	Reading Standards for Information Text	Integration of Knowledge and Ideas	RL.K.7	With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
21	Reading Standards for Information Text	Integration of Knowledge and Ideas	RI.K.8	With prompting and support, identify the reasons an author gives to support points in a text.
22	Reading Standards for Information Text	Integration of Knowledge and Ideas	RI.K.9	With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
23	Reading Standards for Information Text	Range of Reading and Text Complexity	RI.K.10	Actively engage in group reading activities with purpose and understanding.
24	Reading Standards for Foundational Skills	Print Concepts	RF.K.1.a	Demonstrate understanding of the organization and basic features of print. -- Follow words from left to right, top to bottom, and page by page.
25	Reading Standards for Foundational Skills	Print Concepts	RF.K.1.b	Demonstrate understanding of the organization and basic features of print. -- Recognize that spoken words are represented in written language by specific sequences of letters.
26	Reading Standards for Foundational Skills	Print Concepts	RF.K.1.c	Demonstrate understanding of the organization and basic features of print. -- Understand that words are separated by spaces in print.
27	Reading Standards for Foundational Skills	Print Concepts	RF.K.1.d	Demonstrate understanding of the organization and basic features of print. -- Recognize and name all upper- and lowercase letters of the alphabet.
28	Reading Standards for Foundational Skills	Phonological Awareness	RF.K.2.a	Demonstrate understanding of spoken words, syllables, and phonemes (sounds). -- Recognize and produce rhyming words.
29	Reading Standards for Foundational Skills	Phonological Awareness	RF.K.2.b	Demonstrate understanding of spoken words, syllables, and phonemes (sounds). -- Count, pronounce, blend, and segment syllables in spoken words.
30	Reading Standards for Foundational Skills	Phonological Awareness	RF.K.2.c	Demonstrate understanding of spoken words, syllables, and phonemes (sounds). -- Blend and segment onsets and rimes of single-syllable spoken words.
31	Reading Standards for Foundational Skills	Phonological Awareness	RF.K.2.d	Demonstrate understanding of spoken words, syllables, and phonemes (sounds). -- Isolate and pronounce the initial, medial vowel, and final phonemes (sounds) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)
32	Reading Standards for Foundational Skills	Phonological Awareness	RF.K.2.e	Demonstrate understanding of spoken words, syllables, and phonemes (sounds). -- Add or substitute individual phonemes (sounds) in simple, one-syllable words to make new words.
33	Reading Standards for Foundational Skills	Phonics and Word Recognition	RF.K.3.a	Know and apply grade-level phonics and word analysis skills in decoding words. -- Demonstrate basic knowledge of one-toone grapheme (letter)-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
34	Reading Standards for Foundational Skills	Phonics and Word Recognition	RF.K.3.b	Know and apply grade-level phonics and word analysis skills in decoding words. -- Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
35	Reading Standards for Foundational Skills	Phonics and Word Recognition	RF.K.3.c	Know and apply grade-level phonics and word analysis skills in decoding words. -- Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
36	Reading Standards for Foundational Skills	Phonics and Word Recognition	RF.K.3.d	Know and apply grade-level phonics and word analysis skills in decoding words. -- Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
37	Reading Standards for Foundational Skills	Fluency	RF.K.4	Read emergent-reader texts with purpose and understanding.
38	Writing Standards	Text Types and Purposes	W.K.1	Use a combination of drawing, dictating, and writing to compose opinion pieces that tell a reader the topic or the name of the book being written about and express an opinion or preference about the topic or book (e.g., My favorite book is ... ).
39	Writing Standards	Text Types and Purposes	W.K.2	Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name what is being written about and supply some information about the topic.
40	Writing Standards	Text Types and Purposes	W.K.3	Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
41	Writing Standards	Production and Distribution of Writing	W.K.4	Begins in Grade 3
42	Writing Standards	Production and Distribution of Writing	W.K.5	With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
43	Writing Standards	Production and Distribution of Writing	W.K.6	With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
44	Writing Standards	Research to Build and Present Knowledge	W.K.7	Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
45	Writing Standards	Research to Build and Present Knowledge	W.K.8	With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
46	Writing Standards	Research to Build and Present Knowledge	W.K.9	Begins in Grade 4
47	Writing Standards	Range of Writing	W.K.10	Begins in Grade 3
48	Speaking and Listening Standards	Comprehension and Collaboration	SL. K.1.a	Participate in collaborative conversations about kindergarten topics and texts with diverse partners in small and larger groups. -- Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion)
49	Speaking and Listening Standards	Comprehension and Collaboration	SL.K.1.b	Participate in collaborative conversations about kindergarten topics and texts with diverse partners in small and larger groups. -- Continue a conversation through multiple exchanges
50	Speaking and Listening Standards	Comprehension and Collaboration	SL.K.2	Confirm understanding of a text read aloud or information presented in various media and other formats (e.g., orally) by asking and answering questions about key details and requesting clarification if something is not understood.
51	Speaking and Listening Standards	Comprehension and Collaboration	SL.K.3	Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
52	Speaking and Listening Standards	Presentation of Knowledge and Ideas	SL.K.4	Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
53	Speaking and Listening Standards	Presentation of Knowledge and Ideas	SL.K.5	Add drawings or other visual displays to descriptions as desired to provide additional detail.
54	Speaking and Listening Standards	Presentation of Knowledge and Ideas	SL.K.6	Speak audibly and express thoughts, feelings, and ideas clearly.
55	Language Standards	Conventions of Standards English	L.K.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
56	Language Standards	Conventions of Standards English	L.K.1.a	a. Print many upper- and lowercase letters.
57	Language Standards	Conventions of Standards English	L.K.1.b	b. Use frequently occurring nouns and verbs.
58	Language Standards	Conventions of Standards English	L.K.1.c	c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
59	Language Standards	Conventions of Standards English	L.K.1.d	d. Understand and use interrogatives (question words) (e.g., who, what, where, when, why, how).
60	Language Standards	Conventions of Standards English	L.K.1.e	e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
61	Language Standards	Conventions of Standards English	L.K.1.f	f. Produce and expand complete sentences in shared language activities.
62	Language Standards	Conventions of Standards English	L.K.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
63	Language Standards	Conventions of Standards English	L.K.2.a	a. Capitalize the first word in a sentence and the pronoun I.
64	Language Standards	Conventions of Standards English	L.K.2.b	b. Recognize and name end punctuation.
65	Language Standards	Conventions of Standards English	L.K.2.c	c. Write a letter or letters for most consonant and short-vowel phonemes (sounds).
66	Language Standards	Conventions of Standards English	L.K.2.d	d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
67	Language Standards	Knowledge of Language	L.K. 3	Begins in Grade 2
68	Language Standards	Vocabulary Acquisition and Use	L.K.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
69	Language Standards	Vocabulary Acquisition and Use	L.K.4.a	a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
70	Language Standards	Vocabulary Acquisition and Use	L.k.4.b	b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of the unknown word
71	Language Standards	Vocabulary Acquisition and Use	L.K.5	With guidance and support from adults, explore word relationships and nuances in word meanings.
72	Language Standards	Vocabulary Acquisition and Use	L.K.5.a	a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
73	Language Standards	Vocabulary Acquisition and Use	L.K.5.b	b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their antonyms (opposites).
74	Language Standards	Vocabulary Acquisition and Use	L.K.5.c	c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
75	Language Standards	Vocabulary Acquisition and Use	L.K.5.d	d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
76	Language Standards	Vocabulary Acquisition and Use	L.K.6	Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
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