Learning Progressions: Kindergarten

	A	B	C
1		Standard	Standard Description
2	Foundational Skills: Print Concept
3	Foundational Skills: Print Concept	RF.K.1	Grade Level: Demonstrate understanding of the organization and basic features of print.
4			1a. Follow words left to right, top to bottom, and page by page.
5			1.b Recognize that spoken words are represented in written language by specific sequences of letters.
6			1.c Understand that words are separated by spaces in print.
7			1.d Recognize and name all uppercase and lowercase letters of the alphabet.
8			Above Level :Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending. punctuation.)
9
10	Foundational Skills: Phonological Awareness	RF.K.2	Grade Level: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
11			2.a Recognize and produce rhyming words.
12			2.b Count, pronounce, blend, and segment syllables in spoken words.
13			2.c Blend and segment onsets and rimes of single-syllable spoken words.
14			2.d Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in the three-phoneme (CVC) words.
15			2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
16			Above Level: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sound’s (phonemes).
17
18	Foundational Skills: Phonics and Word Recognition	RF.K.3	Grade Level: Know and apply grade-level phonics and word analysis skills in decoding words.
19			3.a Demonstrate basic knowledge of one-to-one letter-sound correspondence.
20			3.b Associate the long and short sounds with common spellings for the five major vowels.
21			3.c Read grade-level high-frequency sight words with automaticity.
22			3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
23			Above Level: Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final –e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words.
24
25	Foundational Skills: Fluency	RF.K.4	Grade Level: Read emergent-reader text with purpose and understanding.
26			Above Level: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, re-reading as necessary.
27		Standard	Standard Description
28	Reading Literature
29	Key Ideas and Details: Text Analysis	RL.K.1	Grade level: With prompting and support, ask and answer questions about key details in a text. Above Grade Level: Ask and answer questions about key details in a text.
30
31	Key Ideas and Details: Theme	RL.K.2	Grade Level: With prompting and support, retell familiar stories, including key details. Above Level: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
32
33	Key Ideas and Details: Literary Elements	RL.K.3	Grade Level: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Above Level: Describe characters, settings, and major events in a story, using key details.
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35	Craft and Structure: Vocabulary	RL.K.4	Grade Level: Ask and answer questions about unknown words in a text. Above Grade Level: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language standards 4‐6 for additional expectations.)
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37	Craft and Structure: Text Structure	RL.K.5	Grade Level: Recognize common types of text (e.g. storybooks, poems). Above Level: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
38
39	Craft and Structure: Point of View	RL.K.6	Grade Level: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Above Level: Identify who is telling the story at various points in a text.
40
41	Integration of Knowledge and Ideas: Diverse Media	RL.K.7	Grade Level: 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). Above Level: Use illustrations and details in a story to describe its characters, setting, or events.
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43	Integration of Knowledge: Evaluating Arguments	RL.K.8	n/a to Literature
44
45	Integration of Knowledge: Analysis Across Texts	RL.K.9	Grade Level: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Above Level: Compare and contrast the adventures and experiences of characters in stories.
46
47	Range of Reading	RL.K.10	Grade Level: Actively engage in group reading activities with purpose and understanding. Above Level: With prompting and support, read prose and poetry of appropriate complexity for grade 1. A. Activate prior knowledge related to the information and events in a text. B. Confirm predictions about what will happen next in a text.
48	Reading Informational
49	Key Ideas and Details: Text Analysis	RI.K.1	Grade Level: With prompting and support, ask and answer questions about key details in a text. Above Level: Ask and answer questions about key details in a text.
50
51	Key Ideas and Details: Main Idea	RI.K.2	Grade Level: With prompting and support, identify the main topic and retell key details in a text. Above Level: Identify the main topic and retell key details of a text.
52
53	Key Ideas and Details: Text Analysis	RI.K.3	Grade Level: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Above Level: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
54
55	Craft and Structure: Vocabulary	RI.K.4	Grade Level: With prompting and support, ask and answer questions about unknown words in a text. Above Level: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language standards 4‐6 for additional expectations.)
56
57	Craft and Structure: Text Structure	RI.K.5	Grade Level: Identify the front cover, back cover, and title page of a book. Above Level: Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
58
59	Craft and Structure: Point of View	RI.K.6	Grade Level: Name the author and illustrator of a story and define the role of each in telling the story. Above Level: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
60
61	Integration of Knowledge and Ideas: Diverse Media	RI.K.7	Grade Level: With prompting and support, describe the relationship between illustrations and the text in which they appear. Above Level: Use the illustrations and details in a text to describe its key ideas.
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63	Integration of Knowledge: Evaluating Arguments	RI.K.8	Grade Level: With prompting and support, identify the reasons an author gives to support points in a text. Above Level: Identify the reasons an author gives to support points in a text.
64
65	Integration of Knowledge: Analysis Across Texts	RI.K.9	Grade Level: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures). Above Level: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustration, descriptions, or procedures).
66
67	Range of Reading	RI.K.10	Grade Level: Actively engage in group reading activities with purpose and understanding. Above Level: With prompting and support, read informational texts appropriately complex for grade 1. A. Activate prior knowledge related to the information and events in a text. B. Confirm predictions about what will happen next in a text.
68	Writing Standards
69	Writing Opinion / Argumentative	W.K.1	Grade Level: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
70	Writing Opinion / Argumentative	W.K.1	Above Level: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
71
72	Writing Informative / Explanatory	W.K.2	Grade Level: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
73	Writing Informative / Explanatory		Above Level: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
74
75	Writing Narrative	W.K.3	Grade Level: 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.
76	Writing Narrative	W.K.3	Above Level: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
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78	Writing: Production and Distribution of Writing Process	W.K.4	Begins in CCSS 3rd grade
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80	Writing: Production and Distribution of Writing Process	W.K.5	Grade Level: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
81	Writing: Production and Distribution of Writing Process	W.K.5	Above Level: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
82
83	Writing: Technology and Publication	W.K.6	Grade Level: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
84	Writing: Technology and Publication	W.K.6	Above Level: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
85
86	Writing: Research to Build and Present Knowledge	W.K.7	Grade Level: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
87	Writing: Research to Build and Present Knowledge	W.K.7	Above Level: Participate in shared research and writing projects (e.g., explore a number of “how‐to” books on a given topic and use them to write a sequence of instructions).
88
89	Writing: Credibility, Reliability, and Validity of Sources	W.K.8	Grade Level: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
90	Writing: Credibility, Reliability, and Validity of Sources	W.K.8	Above Level: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
91
92	Writing: Analysis Across Texts	W.K.9	CCSS begins in Grade 4
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94	Wrting: Range of Writing	W.K.10	CCSS Range of Writing begin in Grade 3
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96	Speaking, Listening and Language Standards
97	Comprehension and Collaboration	SL.K.1	Grade Level: Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups.
98			1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
99			1.b Continue a conversation through multiple exchanges.
100			Above Level: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. o A. Follow agreed‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). o B. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. o C. Ask questions to clear up any confusion about the topics and texts under discussion.