Washington State
Kindergarten English Language Arts Standards Transition Document
This document serves as a guide to assist in the transition between the Washington State GLES for Reading, Writing, and Communication and the Common Core State Standards for English Language Arts.
The College and Career Ready standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text. / Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.
.
Reading Standards for LiteratureKey Ideas and Details
Current Washington Standards / Common Core State Standards
Students currently:
2.1.1: Understand how to ask questions about text.
1.1.3: Apply understanding of oral language skills to develop reading skills.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
No notable change from current State standards.
Students currently:
2.2.1: Understand story sequence.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.K.2: With prompting and support, retell familiar stories, including key details
No notable change from current State standards.
Students currently:
2.2.3: Understand story elements.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.K.2: With prompting and support, identify characters, settings, and major events in a story.
No notable change from current State standards.
Craft and Structure
Current Washington Standards / Common Core State Standards
Students currently:
1.2.1: Understand how to use resources to learn new word meanings.
1.2.2: Apply vocabulary strategies in grade-level text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.K.4: Ask and answer questions about unknown words in a text.
No notable change from current State standards.
Students currently:
2.4.2: Understand purposes of simple text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.K.5: Recognize common types of texts (e.g., storybooks, poems).
No notable change from current State standards.
Students currently:
No match found / Students need to:
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.
Notable change: naming author and illustrator and their roles.
Integration of Knowledge and Ideas
Current Washington Standards / Common Core State Standards
Students currently:
No Match found / Students need to:
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).
Notable change: significance of illustrations to the story
Students currently:
2.3.1: Understand similarities within and between informational/expository text and literary/narrative text.
Key ideas will be found in current Evidence of Learning for these GLEs.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
No notable change from current State standards.
Range of Reading and Level of Text Complexity
Current Washington Standards / Common Core State Standards
Students currently:
3.1.1: Understand that resources contain information needed to answer questions and solve problems.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RL.K.10: Actively engage in group reading activities with purpose and understanding.
No notable change from current State standards.
With full implementation, Kindergarten teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.
Essential components to support the learning progression in the implementation of the Common Core State Standards.
Reading Standards for Informational Text
Key Ideas and Details
Current Washington Standards / Common Core State Standards
Students currently:
2.1.1: Understand how to ask questions about text.
1.1.3: Apply understanding of oral language skills to develop reading skills.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.K.1: With prompting and support, ask and answer questions about key details in a text.
No notable change from current State standards.
Students currently:
1.1.3: Apply understanding of oral language skills to develop reading skills.
2.1.3: Understand that some parts of the text are more important than others.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
No notable changes from current State standards.
Students currently:
2.3.1: Understand similarities within and between informational/expository text and literary/narrative text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
No notable change from current State standards.
Craft and Structure
Current Washington Standards / Common Core State Standards
Students currently:
1.2.1: Understand how to use resources to learn new word meanings.
1.2.2: Apply vocabulary strategies in grade-level text.
1.3.1: Understand and apply new vocabulary.
1.3.2: Understand and apply content/academic vocabulary.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.K.4: With prompting and support, ask and answer questions about unknown words in a text.
No notable change from current State standards.
Students currently:
1.1.1: Understand and apply concepts of print.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.K.5: Identify the front cover, back cover, and title page of a book.
No notable change from current State standards.
Students currently:
No match found / Students Need to:
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.
Notable change: naming author and illustrator and their roles.
Integration of Knowledge and Ideas
Current Washington Standards / Common Core State Standards
Students currently:
No match found / Students Need to:
RI.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).
No notable change from current State standards.
Students currently:
2.4.1: Understand how to give personal responses and make connections to text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.K.8: With prompting and support, identify the reasons an author gives to support points in a text.
No notable change from current State standards.
Students currently:
2.3.1: Understand similarities within and between informational/expository text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
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).
No notable change from current State standards.
Range of Reading and Level of Text Complexity
Current Washington Standards / Common Core State Standards
Students currently:
1.1.3: Apply understanding of oral language skills to develop reading skills.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.K.10: Actively engage in group reading activities with purpose and understanding.
No notable change from current State standards.
With full implementation, Kindergarten teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.
Essential components to support the learning progression in the implementation of the Common Core State Standards.
3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.
· Listen to and discuss a variety of literature representing different perspectives of family, friendship, culture and tradition and generate a personal response.
3.4.2 Understand traditional and contemporary literature written in a variety of genres.
· Listen to and provide a personal response to literature including culturally relevant texts from a variety of genres by drawing, performing, and explaining.
3.4.3 Understand that literature represents different cultures and traditions.
· Identify and discuss the culture and/or traditions represented in a story (with teacher guidance).
4.2.1 Understand how readers choose books.
· Choose books and share with others with teacher guidance.
Reading Standards: Foundational Skills Kindergarten
Print Concepts
Current Washington Standards / Common Core State Standards
Students currently:
Reading 1.1.1 Understand and apply concepts of print.
Reading 2.2.2 Understand features of printed text and electronic sources. / Students Need to:
1. Demonstrate understanding of the organization and basic features of print.
Students currently:
Reading 1.1.1 Understand and apply concepts of print. / Students Need to:
a. Follow words from left to right, top to bottom, and page by page.
Students currently:
Reading 1.1.1 Understand and apply concepts of print. / Students Need to:
b. Recognize that spoken words are represented in written language by specific sequences of letters.
Students currently:
Reading 1.1.1 Understand and apply concepts of print. / Students Need to:
c. Understand that words are separated by spaces in print.
Students currently:
Reading 1.1.4 Apply understanding of phonics.
· Identify letters of the alphabet. / Students Need to:
d. Recognize and name all upper-and lowercase letters of the alphabet.
Move students to:
Recognize and name all upper-and lowercase letters of the alphabet.
Phonological Awareness
Current Washington Standards / Common Core State Standards
Students currently:
Reading 1.1.2 Understand and apply phonological awareness and phonemic awareness. / Students Need to:
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Students currently:
Reading 1.1.2 Understand and apply phonological awareness and phonemic awareness. / Students Need to:
a.Recognize and produce rhyming words.
Students currently:
Reading 1.1.2 Understand and apply phonological awareness and phonemic awareness. / Students Need to:
b.Count, pronounce, blend, and segment syllables in spoken words.
Students currently:
Reading 1.1.2 Understand and apply phonological awareness and phonemic awareness. / Students Need to:
c.Blend and segment onsets and rimes of single-syllable spoken words.
Students currently:
Reading 1.1.2 Understand and apply phonological awareness and phonemic awareness. / Students Need to:
d.Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC ) words.* ( This does not include CVCs ending with /l/, /r/, or/x/.)
*Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.
Students currently:
Reading 1.1.2 Understand and apply phonological awareness and phonemic awareness. / Students Need to:
e.Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Phonics and Word Recognition
Current Washington Standards / Common Core State Standards
Students currently:
Reading 1.1.4 Apply understanding of phonics. / Student Need to:
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Students currently:
Reading 1.1.4 Apply understanding of phonics.
Writing 3.3.2 Uses phonemes and letter knowledge in phonetic spelling. / Student Need to:
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
Students currently:
Reading 1.1.4 Apply understanding of phonics. / Student Need to:
b.Associate the long and short sounds with common spellings (graphemes) for the five major vowels
Move students to:
Associate the Long vowel sounds with common spellings (graphemes) for the five major vowels
Students currently:
Reading 1.4.1 Know common sight words appropriate to grade-level. / Student Need to:
c. Read common high-frequency words by sight (e.g., the, of, to, you , she, my, is, are, do, does).
Students currently:
Reading 1.1.4 Apply understanding of phonics. / Student Need to:
e. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Move students to:
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Fluency
Current Washington Standards / Common Core State Standards
Students currently:
No match found / Students need to: