Arizona State Standards for Language Arts: Kindergarten

Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.

AZ.R00-S1. Reading Process

R00-S1C1. Print Concepts: Demonstrate understanding of print concepts.

R00-S1C1-01. Recognize that print represents spoken language and conveys meaning (e.g., his/her own name, Exit and Danger signs).

R00-S1C1-02. Hold a book right side up and turn pages in the correct direction.

R00-S1C1-03. Start at the top left of the printed page, track words from left to right, using return sweep, and move from the top to the bottom of the page.

R00-S1C1-04. Identify different parts of a book (e.g., front cover, back cover, title page) and the information they provide.

R00-S1C1-05. Distinguish between printed letters and words.

R00-S1C1-06. Recognize that spoken words are represented in written language by specific sequences of letters.

R00-S1C1-07. Recognize the concept of words by segmenting spoken sentences into individual words.

R00-S1C1-08. Demonstrate the one-to-one correlation between a spoken word and a printed word.

R00-S1C2. Phonemic Awareness: Identify and manipulate the sounds of speech.

R00-S1C2-01. Distinguish spoken rhyming words from non-rhyming words (e.g., run, sun versus run, man).

R00-S1C2-02. Orally produce rhyming words in response to spoken words (e.g., What rhymes with hat?)

R00-S1C2-03. Orally produce groups of words that begin with the same initial sound (alliteration).

R00-S1C2-04. Blend two or three spoken syllables to say words.

R00-S1C2-05. Blend spoken simple onsets and rimes to form real words (e.g., onset /c/ and rime /at/ makes cat).

R00-S1C2-06. Blend spoken phonemes to form a single syllable word (e.g., /m/.../a/.../n/...makes man).

R00-S1C2-07. Identify the initial and final sounds (not the letter) of a spoken word.

R00-S1C2-08. Segment one-syllable words into its phonemes, using manipulatives to mark each phoneme (e.g., dog makes /d/.../o/.../g/ while the student moves a block or tile for each phoneme).

R00-S1C3. Phonics: Decode words, using knowledge of phonics, syllabication, and word parts.

R00-S1C3-01. Identify letters of the alphabet (upper and lower case).

R00-S1C3-02. Recognize that a new word is created when a specific letter is changed, added, or removed.

R00-S1C3-03. Say letter sounds represented by the single-lettered consonants and vowels.

R00-S1C4. Vocabulary: Acquire and use new vocabulary in relevant contexts.

R00-S1C4-01. Determine what words mean from how they are used in a sentence, heard or read.

R00-S1C4-02. Sort familiar words into basic categories (e.g., colors, shapes, foods).

R00-S1C4-03. Describe familiar objects and events in both general and specific language.

R00-S1C5. Fluency: Read fluently.

R00-S1C6. Comprehension Strategies: Employ strategies to comprehend text.

R00-S1C6-01. Make predictions based on title, cover, illustrations, and text.

R00-S1C6-02. Derive meaning from books that are highly predictable, use repetitive syntax, and have linguistic redundancy.

AZ.R00-S2. Comprehending Literary Text

R00-S2C1. Elements of Literature: Identify, analyze, and apply knowledge of the structures and elements of literature.

R00-S2C1-01. Participate (e.g., react, speculate, join in, read along) when predictably patterned selections of fiction and poetry are read aloud.

R00-S2C1-02. Identify elements of a story, including characters, setting, and key events.

R00-S2C1-03. Retell or re-enact a story, placing the events in the correct sequence.

R00-S2C1-04. Determine whether a literary selection, that is heard, is realistic or fantasy.

R00-S2C2. Historical and Cultural Aspects of Literature: Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.

AZ.R00-S3. Comprehending Informational Text

R00-S3C1. Expository Text: Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.

R00-S3C1-01. Identify the purpose for reading expository text.

R00-S3C1-02. Restate facts from listening to expository text.

R00-S3C1-03. Respond appropriately to questions based on facts in expository text, heard or read.

R00-S3C2. Functional Text: Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.

R00-S3C2-01. Sequentially follow a two or three-step set of directions (e.g., recipes, center directions, classroom procedures, science experiments) using picture clues.

R00-S3C2-02. Identify signs, symbols, labels, and captions in the environment.

R00-S3C3. Persuasive Text: Explain basic elements of argument in text and their relationship to the author's purpose and use of persuasive strategies.

AZ.W00-S1. Writing Process

W00-S1C1. Prewriting: Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

W00-S1C1-01. Generate ideas through class discussion.

W00-S1C1-02. Draw a picture about ideas generated through class discussion.

W00-S1C2. Drafting: Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.

W00-S1C2-01. Communicate by drawing, telling, or writing for a purpose.

W00-S1C2-02. Create a group draft, scripted by the teacher.

W00-S1C3. Revising: Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)

W00-S1C3-01. Reread original draft scripted by teacher or individual.

W00-S1C3-02. Add additional details with prompting.

W00-S1C4. Editing: Editing includes proofreading and correcting the draft for conventions.

W00-S1C4-01. Review the draft for errors in conventions, with prompting.

W00-S1C5. Publishing: Publishing includes formatting and presenting a final product for the intended audience.

W00-S1C5-01. Share a finished piece of writing.

AZ.W00-S2. Writing Elements

W00-S2C1. Ideas and Content: Writing is clear and focused, holding the reader's attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

W00-S2C1-01. Use pictures that convey meaning.

W00-S2C1-02. Use pictures with imitative text, letters, or recognizable words to convey meaning.

W00-S2C1-03. Use labels, captions, or picture descriptors to expand meaning.

W00-S2C2. Organization: Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

W00-S2C2-01. Show a clear sense of coordination between text and pictures (e.g., a reader can readily see that they go together).

W00-S2C2-02. Consistently write left to right and top to bottom.

W00-S2C2-03. Space appropriately between words with some degree of accuracy.

W00-S2C3. Voice: Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.

W00-S2C3-01. Create pictures or text with distinctive personal style and originality.

W00-S2C4. Word Choice: Word choice reflects the writer's use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

W00-S2C4-01. Select labels, captions, or descriptors to enhance pictures.

W00-S2C4-02. Use words, labels, or short phrases that clearly go with picture text.

W00-S2C5. Fluency: Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.

W00-S2C5-01. Attempt simple sentences (some may be fragments).

W00-S2C6. Conventions: Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

W00-S2C6-01. Write the 26 letters of the alphabet in:

W00-S2C6-01-a. Lower case

W00-S2C6-01-b. Upper case

W00-S2C6-02. Distinguish between upper and lower case letters.

W00-S2C6-03. Use capital letters to begin ''important'' words, although may be inconsistent or experimental.

W00-S2C6-04. Use spaces between words.

W00-S2C6-05. Write left to right and top to bottom.

W00-S2C6-06. Use punctuation in writing, although may be inconsistent or experimental.

W00-S2C6-07. Use knowledge of letter sound relationship to spell simple words with some consonants and few vowels (e.g., I lik t d nts. - I like to draw knights.)

W00-S2C6-08. Use resources (e.g., environmental print, word walls) to spell correctly.

W00-S2C6-09. Write own name on personal work.

AZ.W00-S3. Writing Applications

W00-S3C1. Expressive: Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.

W00-S3C1-01. Create narratives by drawing, dictating, and/or emergent writing.

W00-S3C1-02. Participate in writing simple poetry, rhymes, songs, or chants.

W00-S3C2. Expository: Expository writing includes nonfiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.

W00-S3C2-01. Participate in creating expository texts (e.g., labels, lists, observations, journals, summaries) through drawing or writing.

W00-S3C3. Functional: Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.

W00-S3C3-01. Participate in writing a variety of functional text (e.g., classroom rules, letters, experiments, recipes, notes/messages, labels, directions, posters, graphs/tables).

W00-S3C3-02. Participate in writing communications, with teacher as scribe, including:

W00-S3C3-02-a. Friendly letters

W00-S3C3-02-b. Thank-you notes

W00-S3C4. Persuasive: Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action.

W00-S3C5. Literary Response: Literary response is the writer's reaction to a literary selection. The response includes the writer's interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it.

W00-S3C5-01. Participate in a group discussion, based on a literature selection, that identifies the:

W00-S3C5-01-a. Character(s)

W00-S3C5-01-b. Setting

W00-S3C5-01-c. Sequence of events

W00-S3C5-02. Participate in a group discussion in response to a given piece of literature that connects:

W00-S3C5-02-a. Text to self (personal connection)

W00-S3C5-02-b. Text to world (social connection)

W00-S3C5-02-c. Text to text (compare within multiple texts)

W00-S3C6. Research: Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a fin

W00-S3C6-01. Participate in a creating a simple class report where the teacher is the scribe.

AZ.LS3. Listening and Speaking

LS-R. Students effectively listen and speak in situations that serve different purposes and involve a variety of audiences.

LS-R1. Tell or retell a personal experience or creative story in a logical sequence

LS-R2. Follow simple directions

LS-R3. Share ideas, information, opinions and questions

LS-R4. Listen and respond to stories, poems and nonfiction

LS-R5. Participate in group discussions

AZ.VP4. Viewing and Presenting

VP-R. Students use a variety of visual media and resources to gather, evaluate and synthesize information and to communicate with others.

VP-R1. Recognize and respond to visual messages such as logos, symbols and trademarks

VP-R2. Identify story events or information from visual media

VP-R3. Create visual representations of personal experiences through media such as drawing, painting, acting and puppeteering

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