2016-2017 OSSD
Kindergarten ELA Pacing Guide
TARGET STANDARDS / Learning Targets*(indicates which 9 weeks it will be assessed)
SPEAKING LISTENING / SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults
in small and larger groups.
a. Follow agreed-upon rules for discussions
b. Continue a conversation through multiple exchanges / SL.K.1a.1 Sit still and look at a person who is speaking or reading(*1,2,3,4)
SL.K.1a.2 Respect others by waiting to speak until they are finished(*1,2,3,4)
SL.K.1b.1 Listen to others speak and add to what they are talking about by taking turns and keeping the conversation going(*1,*2,*3,*4)
SL.K.2.Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering
questions about key details and requesting clarification if something is not understood. / SL.K.2.1 Answer questions to show that I understand the text(*1,2,*3,4)
SL.K.2.2Ask questions if I don’t understand something I hear or see(1,*2,3,4)
SL.K.3.Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. / SL.K.3.1 Answer questions about a topic to help me learn more about what I don’t understand(*1,*2,*3,*4)
SL.K.3.2 Ask questions or find help to learn more about a topic(*1,2,*3,*4)
SL.K.4.Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. / SL.K.4.1 Describe and tell about my family, friends, and other people that I know(1,*2,*3,4)
SL.K.4.2 Describe and tell about things that have happened in my life(1,*2,*3,4)
SL.K.4.3 Describe and tell about places I go to regularly(1,*2,*3,4)
SL.K.4.4 Answer questions about my family, friends, and other people that I know(1,*2,*3,4)
SL.K.4.5 Answer questions about things that have happened in my life(1,*2,*3,4)
SL.K.4.6 Answer questions about places I go to regularly(1,*2,*3,4)
SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail. / SL.K.5.1 Draw a picture to illustrate what I described (1,*2,3,4)
SL.K.6.Speak audibly and express thoughts, feelings, and ideas
clearly. / SL.K.6.1 Talk clearly and loud enough so that others can understand(1,*2,3,4)
SL.K.6.2 Look at the person or group of people I am talking to(1,2,*3,4)
SL.K.6.3 Tell others about my thoughts, feelings, and ideas using complete sentences(1,2,*3,*4)
READING FOUNDATIONAL
READING FOUNDATIONS / RF.K.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 wordsare separated by spaces in print.
d. Recognize and name all upperand lowercase letters of the alphabet. / RF.K.1a.1Show that I can hold a book the right way(*1,2,3,4)
RF.K.1a.2 Follow words from top to bottom, left to right , and page by page in the text/article(*1,2,3,4)
RF.K.1b.1Distinguish between a letter and a number or another object or symbol(*1,*2,3,4)
RF.K.1b.2 Recognize that certain groups of sounds or letters make up words(*1,*2,*3,*4)
RF.K.1b.3 Create words by putting together sounds from left to right(1,*2,*3,*4)
RF.K.1c.1 Understand that there are spaces between word(1,*2,3,4)
RF.K.1d.1 Distinguish between upper and lower case letters(1,*2,3,4)
RF.K.1d.2 Name all upper case letters of the alphabet(1,*2,3,4)
RF.K.1d.3 Name all lower case letters of the alphabet(1,*2,3,4)
RF.K.1d.4 Use words to make sentences(1,*2,*3,*4)
RF.K.1d.5 Combine letters to make words(1,2,*3,*4)
RF.K.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
e.Add or substitute individual sounds (phonemes) in simple one-syllable words to make new words. / RF.K.2a.1 Recognize rhyming words(*1,*2,3,4)
RF.K.2a.2 Match rhyming words(*1,*2,3,4)
RF.K.2a.3 Tell two or more words that rhyme(1,*2,3,4)
RF.K.2b.1 Count the number of syllables in a word(1,*2,*3,*4)
RF.K.2b.2 Say the syllables in a word(1,*2,*3,*4)
RF.K.2b.3 Put together syllables to make a word(1,*2,*3,4)
RF.K.2b.4 Divide a word into syllables(1,*2,*3,4)
RF.K.2c.1 Blend the first sound of a spoken word together with the rest of the word. (*2,*3,*4)
RF.K.2c.2 Separate the first sound of a spoken word from the rest of the word. (*2,3,4)
RF.K.2c.3 Blend sounds without stopping between the sounds. (2,3,*4)
RF.K.2c.4 Separate the sounds within a one syllable word. (2,3*,4)
RF.K.2d.1 Identify the first sound in a 3 phoneme word. (CVC) (*2,*3,*4)
RF.K.2d.2 Recognize sounds that certain letter combinations make. (2,*3,*4)
RF.K.2d.3 Identify the third sound in a 3 phoneme word. (CVC) (2,*3,*4)
RF.K.2d.4 Identify the second sound in a 3 phoneme word. (CVC) (2,*3,*4)
RF.K.2e.1 Change a sound at the beginning of a word to make a new word. (2,*3,*4)
RF.K.2e.2 Change a sound in the middle of a word to make a new word. (2,*3,*4)
RF.K.2e.3 Change a sound at the end of a word to make a new word(2,*3,*4)
RF.K.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 sounds for each consonant.
b. Associate the long and short sounds with 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. / RF.K.3a.1 Point to and say the sound that each letter makes(1,*2,3,4)
RF.K.3b.1 Point to and say short sounds of vowels(1,*2,3,4)
RF.K.3b.2 Point to and say long sounds of vowels.(3,*4)
RF.K.3c.1 Read common sight words(1,2,*3,*4)
RF.K.3d.1 Tell one word from another by identifying the letter sounds of the word. (2,3,*4)
RF.K.4.Read emergent-reader texts with purpose and understanding / RF.K.4.1 Apply what I have learned to read a story(1,2,3,*4)
RF.K.4.2 Read a story on my level to learn something about a new topic(1,2,3,*4)
RF.K.4.3 Read a story on my level to answer questions(1,2,3,*4)
RF.K.4.4 Read a story on my level and ask questions about that topic(1,2,3,*4)
RF.K.4.5 Read a story on my level and explain why it was important to me(1,2,3,*4)
READING LITERATURE / RL.K.1. With prompting and support, ask and answer questions about key details in a text. / RL.K.1.1 Sit still and listen to a story in a group setting(*1,2,3,4)
RL.K.1.2 Name who or what the story is about(*1,2,3,4)
RL.K.1.3 Describe where and when the story happened(1,*2,3,4)
RL.K.1.4 With prompting and support, ask questions to identify the problem in the story. (*3,4)
RL.K.1.5 With prompting and support, explain how the problem was solved in the story (*3,4)
RL.K.2. With prompting and support, retell familiar stories, including key details. / RL.K.2.1Use my own words to retell a story I have heard before including key detail(*1,*2,*3,*4)
RL.K.2.2 Divide a story into beginning, middle, and end(*1,*2,*3,*4)
RL.K.2.3Identify key details in a familiar story(1,2,*3,*4)
RL.K.2.4 Retell a familiar story including key details by writing(1,2,3,*4)
RL.K.3. With prompting and support, identify characters, settings, and major events in a story. / RL.K.3.1Understand what a character is (*1,2,3,4)
RL.K.3.2 Identify the characters in a story(*1,2,3,4)
RL.K.3.3Tell what the setting is(*1,2,3,4)
RL.K.3.4 Tell about the characters in story(1,*2,3,4)
RL.K.3.5 Describe the setting(1,*2,3,4)
RL.K.3.6 Discuss the events in a story(1,*2,3,*4)
RL.K.3.7 Ask who, what, when, where, how, and why of a story(1,*2,3,*4)
RL.K.4. Ask and answer questions about unknown words in a text. / RL.K.4.1 Answer questions about words that I have never heard before using context clues(1,2,3,*4)
RL.K.4.2 Ask questions about words that I have never heard before using pictures and words around it (2,*3,4)
RL.K.5. Recognize common types of texts (e.g., storybooks, poems). / RL.K.5.1 Identify the following different types of genres: (1,2,3,4)
Storybooks (fiction text), *1
Nursery Rhymes, *1
Poems, *2
Informational text, *2
Realistic Fiction*4
RL.K.5.2 Sort familiar text into the correct genres(1,2,3,4)
RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in tellingthe story. / RL.K.6.1Name (point to the name) the author of a book(*1,2,3,4)
RL.K.6.2 Explain what an author does(*1,2,3,4)
RL.K.6.3 Name (point to the name) the illustrator of a book(*1,2,3,4)
RL.K.6.4 Explain what an illustrator does(*1,2,3,4)
RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which theyappear (e.g., what
moment in a story an illustration depicts). / RL.K.7.1Identify illustrations(*1,2,3,4)
RL.K.7.2 Describe illustrations(1,*2,3,4)
RL.K.7.3 Predict what the story is about by looking at the picture(1,*2,3,4)
RL.K.7.4 Examine a picture and describe what part of the story that picture makes me think about.(*1,*2,*3,*4)
RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters infamiliar stories. / RL.K.9.1Recognize characters in a familiar story(*1,2,3,4)
RL.K.9.2 Discuss the adventures and experiences of a character in a story that I have heard before.(1,2,*3,*4)
RL.K.9.3 Tell how characters’ adventures and experiences are alike in stories that I have heard.(1,2,*3,4)
RL.K.9.4 Tell how characters’ adventures and experiences are different in stories that I have hear.(1,2,*3,4)
RL.K.10. Actively engage in group reading activities with purpose and understanding. / RL.K.10.1Listen to peers ask questions about or discuss a story(*1,2,3,4)
RL.K.10.2Answer questions from the teacher or from another student about the story(1,2,*3,4)
RL.K.10.3Ask questions to help me understand the story better(1,2,*3,4)
READING INFORMATIONAL / RI.K.1. With prompting and support, ask and answer questions about key details in a text. / RI.K.1.1 Sit and listen to non-fictional text(1,2,3,4)
RI.K.1.2 Answer who and what the text is about(1,2,3,4)
RI.K.1.3 Answer when and where the text happens(1,*2,3,4)
RI.K.1.4 Answer why and how the events in the text take place(1,2,*3,4)
RI.K.1.5 Ask who and what the text is about(*1,2,3,4)
RI.K.1.6 Ask when and where the text happens(1,*2,3,4)
RI.K.1.7 Ask why and how the events in the text happen(1,2,*3,4)
RI.K.2. With prompting and support, identify the main topic and retell key details of a text. / RI.K.2.1Describe what the article/text is about(*1,2,3,4)
RI.K.2.2Give an example of important parts of the article/text (*1,*2,*3,*4)
RI.K.2.3Explain in my own words information in the text/article(1,2,*3,4)
RI.K.2.4Tell what happened first in the article/text(1,2,*3,4)
RI.K.2.5 Tell what happened next in the article(1,2,*3,4)
RI.K.2.6 Tell what happened last in the article(1,2,3,4)
RI.K.2.7 With prompting and support, separate the important parts of article/text from some that are not (3,*4)
RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. / RI.K.3.1Identify key details about a person or people described in a text(1,2,*3,*4)
RI.K.3.2 Identify details about an event(s) or idea(s) in a text(1,2,*3,*4)
RI.K.3.3 Discuss how two people, events, ideas, or things are alike(*1,*2,3,4)
RI.K.3.4 Explain how two people, events, ideas, or things are alike(1,2,*3,*4)
RI.K.3.5 With prompting and support, identify the relationship between two informational pieces. (3,*4)
RI.K.4. With prompting and support, ask and answer questions about unknown words in a text. / RI.K.4.1 Answer questions about words that I have never heard before using context clues(1,2,3,*4)
RI.K.4.2 Ask questions about words that I have never heard before using pictures and words around it (1,2,*3,4)
RI.K.5. Identify the front cover, back cover, and title page of a book. / RI.K.5.1 Find the front cover of a book(*1,2,3,4)
RI.K.5.2 Find the back cover of a book(*1,2,3,4)
RI.K.5.3 Find the title page of a book(*1,2,3,4)
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. / RI.K.6.1 Name (point to) the author of a text/article(*1,2,3,4)
RI.K.6.2 Explain what an author does(*1,2,3,4)
RI.K.6.3 Name (point to) the illustrator of a text/article(*1,2,3,4)
RI.K.6.4 Explain whatan illustrator does(*1,2,3,4)
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). / RI.K.7.1Use the pictures to help me understand the article/text(*1,*2,*3,*4)
RI.K.7.2 Examine a picture and describe which of the following items in the text/article that picture makes me think of: What person, place, thing, idea(1,*2,3,4)
RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text. / RI.K.8.1 Name the details from the article/ topic(*1,*2,*3,*4)
RI.K.8.2 Tell in my own words the topic or main point of the article(1,*2,*3,*4)
RI.K.8.3 With prompting and support, tell why the author included this event in the text/article.(2,3,*4)
RI.K.9. With prompting and support, identify basic similarities and differences between two texts on the same topic(e.g., in illustrations, descriptions, or procedures) / RI.K.9.1 Sit and listen to two different passage(*1,*2,3,4)
RI.K.9.2 Tell in my own words how two texts/articles about the same topic are alike(1,*2,3,*4)
RI.K.9.3 Tell in my own words how two texts/articles about the same topic are different(1,*2,3,*4)
RI.K.10. Actively engage ingroup reading activities with purpose and understanding. / RI.K.10.1 Sit still and listen to a text/article in a group setting(1,2,3,4)
RI.K.10.2 Listen to others ask questions about the text/article(1,2,3,4)
RI.K.10.3 Answer questions from the teacher or from another student about the text/article(1,2,*3,4)
RI.K.10.4 Ask questions to help me understand the text/article(1,2,*3,4)
LANGUAGE / L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
a.Print many upper-and lowercase letters.
b.Use frequently occurring nouns and verbs.
c.Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog,dogs; wish, wishes).
d.Understand and use question words (interrogatives) (e.g., who, what, where,when, why, how).
e.Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f.Produce and expand complete sentences in shared language activities / L.K.1a.1 Write most uppercase and lowercase letters that have been introduced(*1,*2,3,4)
L.K.1b.1 Use nouns correctly when speaking(1,*2,*3,*4)
L.K.1b.2 Use nouns correctly when writing. (3,*4)
L.K.1b.3 Use verbs/actions correctly when speaking(2,*3,*4)
L.K.1b.4 Use verbs/actions correctly when writing. (3,*4)
L.K.1c.1 Add s or es to change a word meaning from one to more than one person, place or thing. (*3,*4)
L.K.1d.1 Use the words who,what, when, where, why and how correctly to ask questions(1,2,*3,*4)
L.K.1e.1 Use prepositional words correctly when I write or speak(*1,2,3,*4)
L.K.1f.1 Use a complete sentence when speaking(1,2,*3,*4)
L.K.1f.2 Build a complete sentence when writing. (3,*4)
L.K.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing
a.Capitalize the first word in a sentence and the pronoun I
b.Recognize and name end punctuation.
c.Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d.Spell simple words phonetically, drawing on knowledge of sound-letter relationships / L.K.2a.1 Build a sentence beginning with an uppercase letter(1,2,*3,*4)
L.K.2a.2 Use an uppercase “I” in a sentence when the “I” stands alone(1,*2,3,4)
L.K.2b.1 Identify and name the following: period, questionmark, exclamation mark(1,*2,3,*4)
L.K.2c.1 Write a letter or letters for most sounds(1,*2,3,4)
L.K.2d.1 Combine letters/sounds to make simple words(1,2,*3,*4)
L.K.4. Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based onkindergarten reading and
content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
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 an unknown word. / L.K.4a.1 Tell if a word has more than one meaning(1,2,*3,*4)
L.K.4a.2 Use words that have more than one meaning.(2,3,*4)
L.K.4a.3 Use a word in different ways(1,2,*3,*4)
L.K.4b.1 Understand that certain letters or groups of letters can be added to a word to change the meaning of that word. (3,*4)
L.K.4b.2 Add –ed to the end of a word to make it show that the action has already happened. (3,*4)
L.K.4b.3 Add –s to the end of a word to make it show more than one (plural). (2,*3,4)
L.K.4b.4 Add re- to the beginning of a word to show that you do an action again. (3,*4)
L.K.4b.5 Add –un to the beginning of a word to show that an action is not done. (3,*4)
L.K.4b.6 Add-pre to the beginning of a word to show that something is being done before that action. (3,*4)
L.K.4b.7 Add-ful to the end of a word to show that something is full of ______. (3,*4)
L.K.4b.8 Add –less to end of a word to show that something is without.(3,*4)
L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings.
a.Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b.Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c.Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d.Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. / L.K.5a.1 Put objects that are alike in a group and tell how they are alike(1,*2,3,4)
L.K.5a.2 Pull out objects that are different from a group and tell how they are different(1,*2,3,4)
L.K.5b.1 Show the opposite of an action(1,*2,3,4)
L.K.5b.2 Tell the opposite of a describing word(1,*2,3,4)
L.K.5c.1 With guidance and support: Use describing words to tell about real-life things (3,*4)
L.K.5d.1 With guidance and support: Show how words mean similar things by acting them out.(3,*4)
L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding totexts. / L.K.6.1 Use words and groups of words that I have heard someone say or someone read in a book when speaking(1,2,*3,*4)
WRITING / W.K.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 / W.K.1.1 Recognize what an opinion is(*1,2,3,4)
W.K.1.2 Draw a picture to explain my thoughts about a story or topic(*1,*2,*3,*4)
W.K.1.3 Dictate a sentence or sentences to explain my thoughts about a story or topic(*1,*2,*3,*4)
W.K.1.4 Write a simple sentence or sentences to explain my thoughts about a story or article/text. (3,*4)
W.K.2. 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. / W.K.2.1 Identify an informative/explanatory text(*1,2,3,4)
W.K.2.2 Create a drawing to show what a text/article is about.(2,*3,4)
W.K.2.3Dictate a sentence or sentences to explain my thoughts about the text/article(1,2,*3,*4)
W.K.2.4 Create a sentence or paragraph telling what I know about a text/article.(3,*4)
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. / W.K.3.1 Define event(*1,2,3,4)
W.K.3.2 Create a picture showing something I’ve done(*1,2,3,4)
W.K.3.3 Tell in my own words, the correct order in which something happened. (2,*3,4)
W.K.3.4 Draw pictures to show the order of events(*1,*2,*3,*4)
W.K.3.5 Tell in my own words how I feel about an event(*1,2,3,4)
W.K.3.6 Create a story in my own words (through drawing, dictating, writing, or a combination of these) in which the order of events makes sense (3,*4)
W.K.3.7 Identify important and non-important details(1,*2,*3,*4)
W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. / W.K.5.1 With guidance and support: Create a detailed writing about a topic (2,3,*4)
W.K.5.2 With guidance and support: Share my drawing or writing with my peers and listen to new ways to make my work better. (3,*4)
W.K.5.3 With guidance and support: Share ideas about a friend’s drawings and/or writings.(3,*4)
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. / W.K.6.1 With guidance and support: Demonstrate basic computer skills (eg., turn on computer, basic word processing tools). (3,*4)
W.K.6.2 With guidance and support: Explore different types of tools I can use to create a writing/drawing project (computers,NookBooks, etc.). (3,*4)
W.K.6.3 With guidance and support: Use a digital tool to create and share a project (i.e. book, poem, drawings, etc.) about a topic.(3,*4)
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. / W.K.7.1 With guidance and support: Work with my peers to look for information about a topic. .(3,*4)
W.K.7.2 With guidance and support: Use the information found to create a shared writing project..(3,*4)
W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to
answer a question. / W.K.8.1 Identify experience(*1,2,3,4)
W.K.8.2Tell Information about something I’ve done(*1,*2,*3,*4)
W.K.8.3 With guidance and support: Identify source.(2,3,*4)
W.K.8.4 With guidance and support: Look for and share information learned about a topic.(3,*4)
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