Delaware State Standards for Language Arts: Kindergarten

DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:

1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice. (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).

1.1.1. Purpose: Students understand that persuasive writing is audience-centered: the purpose is to influence/convince the audience/reader by presenting and supporting a position on a particular issue/perspective.

1.1.2. Purpose: Students understand that informative writing is subject-centered: the purpose is to help the reader understand the subject or topic by describing the subject and explaining the details related to the subject so that the reader has a clear and complete understanding of the message.

1.1.3. Purpose: Students understand that expressive writing is author-centered: the purpose is to entertain the audience/reader by narrating a personal experience with an established sequence of events OR help the reader know about the writer by expressing the writer's feelings about events and their significance

1.1.4. Audience: Students understand that writing has an intended audience. In order to begin to meet the needs of that audience, students write to audiences that are familiar (e.g., self, classmate, parent, sibling, teacher)

1.1.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive

1.1.5.1. Development (Persuasive Writing): Agree or disagree with an easily understood issue

1.1.5.2. Development (Persuasive Writing): Support the idea with an example and/or fact

1.1.5.3. Development (Informative Writing): Select an interesting subject for writing

1.1.5.4. Development (Informative Writing): Choose a title, when appropriate

1.1.5.5. Development (Informative Writing): Give details about the subject

1.1.5.6. Development (Expressive Writing): Select an interesting idea for writing

1.1.5.7. Development (Expressive Writing): Choose a title, when appropriate

1.1.5.8. Development (Expressive Writing): Give details about how things look, feel, sound, smell

1.1.5.9. Organization (Persuasive Writing): Logically order ideas most of the time

1.1.5.10. Organization (Persuasive Writing): State a clear reason for choosing the position

1.1.5.11. Organization (Informative Writing): Sequence ideas most of the time

1.1.5.12. Organization (Informative Writing): State the writing topic

1.1.5.13. Organization (Expressive Writing): Logically order ideas most of the time

1.1.5.14. Organization (Expressive Writing): State the interesting idea

1.1.6. Sentence Structure (& Style/Voice): Begin to recognize that sentences are written with the audience's needs and writer's purpose, style, and voice in mind:

1.1.6.1. Separate 'words' with spaces

1.1.6.2. Use capital letters and end marks to indicate intended beginning and end of simple sentences most of the time

1.1.6.3. Use complete sentences to express thoughts most of the time

1.1.7. Word Choice (& Style/Voice): Use concrete nouns most of the time

1.1.8. Word Choice (& Style/Voice): Demonstrate appropriate style and voice most of the time

1.1.9. Conventions (& Style/Voice): Use Standard Written English (SWE) as appropriate for the audience:

1.1.9.1. Use capital letters to indicate beginning of sentences, familiar proper nouns, and the pronoun 'I' most of the time

1.1.9.2. Use initial consonant/letter sounds to attempt correct spellings of words

1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.

1.4.1. Use language to describe feelings, people, objects, and events

1.4.2. Share stories or information orally with an audience

1.4.3. Retell information shared by others

1.4.4. Listen, recite, and respond to familiar stories, poems, nursery rhymes, songs, and stories with repeated patterns.

1.5. Oral Communication: Listen to and comprehend oral communications.

1.5.1. Follow basic directions

1.5.2. Listen attentively by making eye contact, facing the speaker, asking questions, and restating what is said

1.5.3. Ask and respond to questions from teachers and other group members

1.5.4. Use words to describe/name people, place, and things

1.5.5. Use words to describe actions

1.5.6. Contribute to classroom interactions

1.5.7. Speak in complete thoughts

1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.

1.6.1. Use language to describe feelings, people, objects, and events

1.6.2. Suggest rhyming words during word play, songs, or read-aloud

1.6.3. Explain words and ideas

1.6.4. Give and follow oral directions

1.7. Oral Communication: Participate effectively in a discussion.

1.7.1. Share experiences and express ideas

1.7.2. Listen and speak in informal conversation with peers and adults

1.7.3. Follow implicit rules for conversation (e.g., taking turns, staying on topic)

1.7.4. Use appropriate voice level in group settings

1.7.5. React to stories, poems, and songs

1.7.6. Participate in discussion about what is being learned

DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:

2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.

2.1.1. Phonological Awareness: Identify initial, final, and medial sounds in words

2.1.2. Phonological Awareness: Segment individual sounds in words

2.1.3. Phonological Awareness: Orally blend separate phonemes

2.1.4. Phonological Awareness: Identify and produce rhyming words

2.1.5. Alphabetic Principle: Say the most common sound associated with individual letters

2.1.6. Alphabetic Principle: Blend letter sounds in 1-syllable words

2.1.7. Alphabetic Principle: Recognize 20 words by sight with automaticity

2.1.8. Vocabulary: Name pictures of common concepts

2.1.9. Vocabulary: Use words to describe location, size, color, and shapes

2.1.10. Vocabulary: Learn new vocabulary through stories and instruction

2.1.11. Alphabetic Recognition: Recognize all letters upper and lower case with automaticity

2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.

2.3a.1. Use 'During Reading' strategies by assimilating prior knowledge

2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.

2.3c.1. Use illustrations to construct meaning from text

2.3c.2. Make, confirm, or adjust predictions

2.3c.3. Reread sentences when meaning is not clear

2.3c.4. Connect events, characters, and actions in stories to specific life experiences

2.3c.5. Ask questions when meaning is not clear

2.3c.6. Retell stories and ideas

2.3c.7. Begin to create mental images

2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.

2.4a.1. Predict likely outcomes based on clues in a text by answering teacher-led question (e.g., what do you think will happen next?)

2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.

2.4bI/T.1. Begin to identify essential information from text features (e.g., title and author)

2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).

2.4bL.1. Identify the main character in a story or speaker in a poem

2.4bL.2. Identify the main setting (time and/or place

2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.

2.4c.1. Listen for alliteration and rhyme

2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.

2.4d.1. Retell a story

2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.

2.4e.1. Complete a graphic organizer (e.g., webs, charts) that identifies story/literary elements and story structure with teacher help/direction

2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose.

2.4f.1. Understand that there are various purpose(s) for writing

2.4f.2. Understand author's purpose (to inform, to persuade, or to entertain)

2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts.

2.4g.1. Make connections between ideas/characters in stories

2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion.

2.4h.1. Recognize that there is a difference between a fact (true statement) and an opinion (a belief)

2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences

2.4i.1. Draw conclusions from a text

2.4i.2. Make reasonable predictions as they read

2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.

2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)

2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections

2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.

2.5g.1. Listen to different versions of the same piece of text and consider, through classroom discussion, how these versions differ

2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.

2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)

2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections

DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:

3.1a1. Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.

3.1a1.1. Identify multiple sources of information (e.g., books, television, videos/DVDs, resource people, cassette recordings, picture dictionaries)

3.1a1.2. Select informational resources

3.1a1.3. Use technology tools to enhance learning

3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.

3.2a.1. Use technology to synthesize information by filling in a graphic organizer.

DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:

4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.

4.2a.1. Draw conclusions from a text

4.2a.2. Make reasonable predictions as they read

4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].

4.2b.1. Listen and respond to poetry and prose

4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.

4.3a.1. Listen to simple stories from different cultures and eras to broaden cultural awareness

4.3a.2. Acknowledge the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities