Connecticut State Standards for Language Arts: Kindergarten

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. Concepts About Print: Identify parts of books, e.g., spine, cover, pages, title, front, back.

1.6. Concepts About Print: Emergently ''read'' familiar books, i.e., recognize print and pictures tell the story.

1.7. Concepts About Print: Track printed words from left to right demonstrating one-to-one correspondence.

1.8. Phonological Awareness: Produce rhyming words orally in response to spoken words.

1.9. Phonological Awareness: Blend onset and rime to form words, e.g., /d/ /o/g/ = dog.

1.10. Phonological Awareness: Identify spoken words with similar initial sounds.

1.11. Phonological Awareness: Identify spoken words with similar ending sounds.

1.12. Phonological Awareness: Produce groups of words orally that begin with the same initial sounds.

1.13. Phonological Awareness: Segment and isolate initial, medial and final sounds of CVC (consonant-vowel-consonant) words.

1.14. Phonological Awareness: Blend up to three orally presented phonemes into a correct word.

1.15. Phonological Awareness: Substitute initial phoneme sounds.

1.16. Phonological Awareness: Identify the number of syllables in three-syllable words.

1.17. Phonics: Demonstrate letter-sound correspondences for all single consonants.

1.18. Phonics: Identify letters matched to short vowel sounds.

1.19. Phonics: Use common consonant sounds with short vowels to decode three letter words.

1.20. High-Frequency Words: Read at least 25 high-frequency words, e.g., Dolch or Fry.

1.21. High-Frequency Words: Recognize some high-frequency words taught in context.

1.22. Fluency: Read decodable texts to practice and gain fluency.

1.23. Fluency: Identify patterns in books, rhymes and songs.

1.24. Fluency: Read or sing along with correct expression and pace in books, rhymes and songs.

1.25. Vocabulary: Confirm meanings of unknown words, using prior knowledge, context, photos, illustrations and diagrams.

1.26. Vocabulary: Identify common words in basic categories, i.e., can give examples of favorite foods or favorite colors.

1.27. Before Reading: Use pre-reading strategies, such as predicting, picture walks, and questioning to set context for reading and to aid comprehension.

1.28. Before Reading: Activate prior knowledge to aid comprehension of fiction and nonfiction texts in terms of what is true and what is not true.

1.29. During Reading: Ask questions when things do not make sense.

1.30. During Reading: Create pictures from read-aloud and shared readings.

1.31. During Reading: Identify parts of a text that seem important.

1.32. During Reading: Make connections between text and self.

1.33. During Reading: Make predictions about what may happen next.

1.34. After Reading: Answer literal and easy inferential questions about texts read aloud.

1.35. After Reading: Retell information from a story, using proper sequence.

1.36. After Reading: Identify the setting, theme, conflict, and important events of the plot in a story.

1.37. After Reading: Identify the topic of a nonfiction text.

1.38. After Reading: Make text-to-self connections.

1.39. After Reading: Identify the specific purposes of a text, e.g., to find information, to enjoy a story, to receive a message.

1.40. After Reading: Express opinions about texts and the reasons why, e.g., I liked ..., I did not like...

1.41. Reading Reflection/Behaviors: Choose a book to read, and share it with the teacher and classmates.

1.42. Reading Reflection/Behaviors: Independently ''read'' books for 5-10 minutes.

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

2.5. Speaking: Participate in group discussion.

2.6. Speaking: Use voice level fitting of setting.

2.7. Speaking: Share information and ideas in complete sentences.

2.8. Speaking: Relate an experience or a story in a logical sequence.

2.9. Speaking: Recite short poems, rhymes and songs.

2.10. Speaking: Describe objects, events, feelings, etc. with details or examples.

2.11. Speaking: Make simple comparisons, e.g., positional words.

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Writing Conventions: Write first and last name with correct capitalization.

3.4. Writing Conventions: Use directionality of print in writing--left to right, top to bottom.

3.5. Writing Conventions: Use capital letters to begin sentences, names and the word ''I.''

3.6. Writing Conventions: Leave space between words.

3.7. Writing Conventions: Recognize names of letters and are able to write uppercase and lowercase letters when the letter name or sound is dictated.

3.8. Writing Conventions: Spell high-frequency words, e.g., I, a, it, go, the, and.

3.9. Writing Process: Look at pictures and listen to discussions to generate ideas for writing.

3.10. Writing Process: ''Write'' for several minutes.

3.11. Writing Process: Write name on paper.

3.12. Writing Process: Revise by adding details to pictures or letters to words.

3.13. Writing Process: Talk about writing with the teacher.

3.14. Writing Process: Publish and present final products in a variety of ways, e.g., reader's theater, word processing.

3.15. Writing Genres, Traits and Crafts (Descriptive): Use pictures and letters to describe a topic, idea or event.

3.16. Writing Genres, Traits and Crafts (Narrative): Draw and write in journals about the day's events.

3.17. Writing Genres, Traits and Crafts (Narrative): Draw and write a story with a character and a problem.

3.18. Writing Genres, Traits and Crafts (Expository): Dictate and write simple lists, labels, captions and informational sentences.

3.19. Writing Genres, Traits and Crafts (Persuasive): Dictate and write one idea for liking something.

3.20. Writing Genres, Traits and Crafts (Poetic): Write an ABC poem.

3.21. Writing Genres, Traits and Crafts (Poetic): Write a name or acrostic poem.

3.22. Writing Genres, Traits and Crafts (Poetic): Demonstrate voice through the use of different colors, facial features and actions of ''characters.''