Pearson myWorld Social Studies, Florida Edition ©2013 to the
Language Arts Florida Standards, Kindergarten
A Correlation of
to the
Language Arts Florida Standards
LAFS
Kindergarten
Table of Contents
Strand: Reading Standards for Literature 3
Strand: Reading Standards: Foundational Skills 5
Strand: Reading Standards for Informational Text 7
Strand: Writing Standards 10
Strand: Standards for Speaking and Listening 12
Strand: Language Standards 15
Language Arts Florida StandardsKindergarten /
Florida myWorld Social Studies
Here We Are, Kindergarten /
Strand: Reading Standards for Literature
Cluster 1: Key Ideas and DetailsLAFS.K.RL.1.1 With prompting and support, ask and answer questions about key details in a text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / SE: 94-95, 97-98,
TG: Differentiated Instruction, 94: L2-L4; 116: l2-L4; Distinguish Fact from Fiction, 97
LAFS.K.RL.1.2 With prompting and support, retell familiar stories, including key details.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / SE: 93-94
TG: Differentiated Instruction, 94: L2-L4
LAFS.K.RL.1.3 With prompting and support, identify characters, settings, and major events in a story.
Cognitive Complexity: Level 1: Recall / SE: 94-95, 97-98
TG: Differentiated Instruction, 94: L2-L4; 98: L2-L4; Distinguish Fact from Fiction, 97
Cluster 2 Craft and Structure
LAFS.K.RL.2.4 With prompting and support, ask and answer questions about unknown words in a text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / Students have many opportunities to ask and answer questions about unknown words when reading in Pearson myWorld Social Studies.
SE: 6, 7, 30, 32, 52, 53, 103, 104
TG: Differentiated Instruction, 118: L1; Academic Vocabulary, 3; Support English Language Learners, 4, 30, 52, 80, 104
LAFS.K.RL.2.5 Recognize common types of texts (e.g., storybooks, poems).
Cognitive Complexity: Level 1: Recall / Students have many opportunities to recognize some common types of texts when reading in Pearson myWorld Social Studies.
SE: 4, 30, 52, 80, 93-94, 104
TG: Song, 4, 30, 52, 880, 104; Support English Language Learners, 94
LAFS.K.RL.2.6 With prompting and support, identify the author and illustrator of a story and define the role of each in telling the story.
Cognitive Complexity: Level 1: Recall / Opportunities to address this standard may be found on pages:
SE: Critical Thinking: Use Illustrations, 117–118
TG: Leveled Reader, 28, 50, 78, 102
Cluster 3: Integration of Knowledge and Ideas
LAFS.K.RL.3.7 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).
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / Students have many opportunities to describe the relationship between illustrations and the text when reading in Pearson myWorld Social Studies.
SE: 4, 10, 14, 15, 14, 20, 22, 23, 22, 24, 30, 32, 36, 42, 43, 44, 48, 53, 55, 59, 63, 65, 67, 75, 80, 84, 94, 98, 104, 103, 113, 115, 117, 120, 121, 125, 127
TG:Analyze Visuals, 3, 4, 10, 14, 16, 18, 22, 29, 30, 32, 36, 51, 52, 62, 79, 80, 103, 104; Analyze Maps, 58, 64, 112, 122, 124, 128
Differentiated Instruction, 20: L2; 42: L1-L4; 66: L2-L4; 70: L2-L4; 82: L2-L4; 84: L2-L4; 92: L2-L4; 108: L2; 118: L1-L4; Support English Language Learners, 72, 74, 86, 88, 90, 92, 96
LAFS.K.RL.3.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning / Students have many opportunities to describe the compare and contrast when reading in Pearson myWorld Social Studies.
SE: 81, 82, 93-94,
TG: Compare and Contrast, 83; Differentiated Instruction, 82: L2-L4; 84: L2-L4; 86: L2-L4; 94: L2-L4; Make Connections, 103, 126; Analyze Visuals, 122, 128
Cluster 4: Range of Reading and Level of Text Complexity
LAFS.K.RL.4.10 Actively engage in group reading activities with purpose and understanding.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / TG: Summarize, 52, 79, Sequence, 106, 107, 110, 112, 114, 116; Support English Language Learners, 8, Differentiated Instruction, 60: L1; 70: L2; 92: L4; 94: L4; 128: L1-L4
Strand: Reading Standards: Foundational Skills
Cluster 1: Print ConceptsLAFS.K.RF.1.1
Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet. / Students have many opportunities to practice using the organization and features of print when reading in Pearson myWorld Social Studies.
SE: 7, 32, 53, 80, 103
TG: Differentiated Instruction, 118: L1; Academic Vocabulary, 3; Support English Language Learners, 4, 30, 52, 80, 104
LAFS.K.RF.2.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
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/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. / Students have many opportunities to demonstrate an understanding of spoken words, syllables and sounds when reading in Pearson myWorld Social Studies.
SE: 6, 7, 30, 32, 52, 53, 103, 104
TG: Differentiated Instruction, 118: L1; Academic Vocabulary, 3; Support English Language Learners, 4, 30, 52, 80, 104
LAFS.K.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with the common spellings (graphemes)
for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. / Students have many opportunities to know and apply phonics and word analysis when reading in Pearson myWorld Social Studies.
SE: 6, 7, 30, 32, 52, 53, 103, 104
TG: Differentiated Instruction, 118: L1; Academic Vocabulary, 3; Support English Language Learners, 4, 30, 52, 80, 104
Cluster 4: Fluency
LAFS.K.RF.4.4
Read emergent-reader texts with purpose and understanding.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / OC: Leveled Readers, George Washington: Our First President, Jackie Robinson Changes the Game, Mish Michaels, Weather Chaser, Rosa Parks Stands Up for Freedom, Steve Jobs and the Computer Business
Strand: Reading Standards for Informational Text
Cluster 1: Key Ideas and DetailsLAFS.K.RI.1.1 With prompting and support, ask and answer questions about key details in a text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / SE: Critical Thinking, 97–98, 117–118, Reading Skill, 11–12, 41–42, 65–66, 83–84, 107–108; Lesson Response, 6, 8, 10, 14, 16, 18, 20, 22, 24, 25, 28, 32, 34, 36, 38, 40, 42, 44, 46, 47, 50, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 75, 78, 82, 84, 86, 88, 90, 92, 94, 96, 98, 99, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 129
TG: Main Ideas and Details, 4, 6, 8, 10, 11, 14, 16, 18, 22, 24; Summarize, 6, 29, 52, 79, 94; Ask Questions, 18, 106
OC: Leveled Readers, George Washington: Our First President, Jackie Robinson Changes the Game, Mish Michaels, Weather Chaser, Rosa Parks Stands Up for Freedom, Steve Jobs and the Computer Business; Digital Lessons, Main Idea and Details Digital Presentation
LAFS.K.RI.1.2 With prompting and support, identify the main topic and retell key details of a text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / SE: Reading Skills: Main Idea and Details, 11–12
TG: Main Ideas and Details, 4, 6, 8, 10, 11, 14, 16, 18, 22, 24; Summarize, 6, 29, 52, 79, 94
OC: Leveled Readers, George Washington: Our First President, Jackie Robinson Changes the Game, Mish Michaels, Weather Chaser, Rosa Parks Stands Up for Freedom, Steve Jobs and the Computer Business
Digital Lessons, Main Idea and Details Digital Presentation
LAFS.K.RI.1.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
(Continued)
LAFS.K.RI.1.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning / SE: Reading Skills: Cause and Effect, 41–42; Classify and Categorize, 65–66; Sequence, 107–108
TG: Make Connections, 3, 8, 14, 16, 24, 30, 51, 54, 72, 74, 79, 88, 103, 120, 126; Sequence, 103, 106, 110, 112, 114, 116, 120, 122, 124, 126, 128; Cause and Effect, 30, 32, 34, 36, 40, 41, 42, 44, 46, 70; Classify and Categorize, 54, 56, 58, 62, 64, 65, 68, 70, 72, 74
(Continued)
OC: Leveled Readers, Jackie Robinson Changes the Game, Rosa Parks Stands Up For Freedom, Steve Jobs and the Computer Business
Digital Lessons, Cause and Effect Digital Presentation, Classify and Categorize Digital Presentation, Compare and Contrast Digital Presentation, Sequence Digital Presentation
Assessment, Life Then and Now Chapter Test
Cluster 2: Craft and Structure
LAFS.K.RI.2.4 With prompting and support, ask and answer questions about unknown words in a text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / SE: Vocabulary Preview, 4, 32, 52, 80, 103
TG: Academic Vocabulary, 3, 114; Support English Language Learners: Content and Language, 4, 6, 8, 10, 14, 16, 18, 22, 24, 30, 32, 34, 36, 40, 44, 46, 52, 54, 56, 58, 62, 64, 68, 70, 72, 74, 80, 82, 86, 88, 90, 92, 94, 96, 104, 106, 110, 112, 114, 116, 120, 122, 124, 126, 128
LAFS.K.RI.2.5 Identify the front cover, back cover, and title page of a book.
Cognitive Complexity: Level 1: Recall / Opportunities to address this standard may be found on pages:
SE: Table of Contents, FL4–FL5; Chapter Openers, 1, 27, 49, 77, 101; Critical Thinking: Use Illustrations, 117–118
TG: Leveled Reader, 28, 50, 78, 102
LAFS.K.RI.2.6 With prompting and support, identify the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Cognitive Complexity: Level 1: Recall / Opportunities to address this standard may be found on pages:
SE: Critical Thinking: Use Illustrations, 117–118
TG: Leveled Reader, 28, 50, 78, 102
Cluster 3: Integration of Knowledge and Ideas
LAFS.K.RI.3.7 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).
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / SE: Critical Thinking: Use Illustrations, 117–118
TG: Analyze Visuals, 3, 4, 10, 14, 16, 18, 22, 30, 32, 36, 51, 52, 62, 79, 80, 82, 90, 92, 96, 103, 104, 112, 122, 124, 128; Analyze Maps, 58, 64
OC: Leveled Readers, Jackie Robinson Changes the Game, Mish Micheals, Weather Chaser, Steve Jobs and the Computer Business
Digital Lessons, Use Illustrations Digital Presentation; Assessment, My Family, My Life Chapter Test, Everybody Works Chapter Test, Where We Live Chapter Test, Our Traditions Chapter Test, Life Then and Now
LAFS.K.RI.3.8 With prompting and support, identify the reasons an author gives to support points in a text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / For supporting material please see:
SE: Critical Thinking, 97–98, 117–118, Reading Skill, 11–12, 41–42, 65–66, 83–84, 107–108
TG: Review and Assessment, 26–27, 48–49, 75–76, 100–101, 130–131; Big Question, 3, 26, 29, 48, 51, 75, 79, 100, 103, 130; Analyze Primary Sources, 116; Summarize, 6, 29, 52, 79, 94, 107
OC: Leveled Readers, Steve Jobs and the Computer Business
LAFS.K.RI.3.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning / SE: Reading Skills: Classify and Categorize, 65–66; Compare and Contrast, 83–84
TG: Compare and Contrast, 82, 83, 86, 88, 90, 92, 94, 96; Classify and Categorize, 54, 56, 58, 62, 64, 65, 68, 70, 72, 74; Fact from Fiction, 97; Critical Thinking: Distinguish Fact from Fiction, 97–98
Cluster 4: Range of Reading and Level of Text Complexity
LAFS.K.RI.4.10 Actively engage in group reading activities with purpose and understanding
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
(Continued)
LAFS.K.RI.4.10 Actively engage in group reading activities with purpose and understanding
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / SE: Lesson Response, 6, 8, 10, 14, 16, 18, 20, 22, 24, 25, 28, 32, 34, 36, 38, 40, 42, 44, 46, 47, 50, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 75, 78, 82, 84, 86, 88, 90, 92, 94, 96, 98, 99, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 129
(Continued)
TG: Leveled Reader, 28, 50, 78, 102; Differentiated Instruction activities allow students to build social studies knowledge and skills on their level. See Key below for L1-L4 activities throughout the program.
L1: Special Needs
L2: Extra Support
L3: On Level
L4: Challenge
Differentiated Instruction, 3: L2-L4;
6: L2-L4; 8: L2-L4; 10: L2-L4; 12: L1-L4; 14: L2-L4; 16: L2-L4; 18: L2-L4; 20: L1-L4; 22: L2-L4; 24: L2-L4; 29: L2-L4; 32: L2-L4; 34: L2-L4; 38: L1-L4; 40: L2-L4; 42: L2-L4; 44: L2-L4; 46: L2-L4; 51: L2-L4; 54: L2-L4;
56: L2-L4; 58: L2-L4; 60: L1-L4; 62: L2-L4; 64: L2-L4; 66: L2-L4; 68: L2-L4; 70: L2-L4; 72: L2-L4; 74: L2-L4; 79: L1-L4; 82: L2-L4; 84: L2-L4; 86: L2-L4; 88: L2-L4; 90: L2-L4; 92: L2-L4; 94: L2-L4; 96: L2-L4; 98: L2-L4; 103: L2-L4; 106: L2-L4; 108: L1-L4; 110: L2-L4; 112: L2-L4; 114: L2-L4; 116: L2-L4; 118: L1-L4; 120: L2-L4; 122: L2-L4; 124: L2-L4; 126: L2-L4; 128: L1-L4
Strand: Writing Standards
Cluster 1: Text Types and PurposesLAFS.K.W.1.1 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...).