Utah State Standards for Language Arts: Kindergarten

UT.1. Oral Language: Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.

1.1. Develop language through listening and speaking.

1.1.a. Listen attentively.

1.1.b. Listen and demonstrate understanding by responding appropriately (e.g., follow two-step directions).

1.1.c. Speak clearly and audibly with expression in communicating ideas.

1.1.d. Speak in complete sentences.

1.2. Develop language through viewing media and presenting.

1.2.a. View a variety of media presentations attentively.

1.2.b. Use a variety of formats (e.g., show and tell, drama, sharing of books) in presenting with various forms of media.

UT.2. Concepts of Print: Students develop an understanding of how printed language works.

2.1. Demonstrate an understanding that print carries 'the' message.

2.1.a. Recognize that print carries different messages.

2.1.b. Identify messages in common environmental print (e.g., signs, boxes, wrappers).

2.2. Demonstrate knowledge of elements of print within a text.

2.2.a. Identify front/back, top/bottom, left/right of text/book.

2.2.b. Discriminate between upper- and lower-case letters, numbers, and words in text.

2.2.c. Show the sequence of print by pointing left to right with return sweep.

2.2.d. Identify where text begins and ends on a page.

2.2.e. Identify punctuation in text (i.e., periods, question marks, exclamation points).

UT.3. Phonological and Phonemic Awareness: Students develop phonological and phonemic awareness.

3.1. Demonstrate phonological awareness.

3.1.a. Count the number of words in a sentence.

3.1.b. Identify and create a series of rhyming words orally (e.g., cat, bat, sat, _____).

3.1.c. Recognize words beginning with the same initial sound in an alliterative phrase or sentence (e.g., six snakes sold snacks and sodas.).

3.2. Recognize like and unlike word parts (oddity tasks).

3.2.a. Identify the word that does not rhyme in a series of words (e.g., bat, cat, sat, pig).

3.2.b. Identify the words with same beginning consonant sound in a series of words (e.g., man, sat, sick) and ending consonant sound (e.g., man, sat, then).

3.3. Orally blend word parts (blending).

3.3.a. Blend syllables to make words (e.g., /ta/.../ble/, table).

3.3.b. Blend onset and rimes to make words (e.g., /p/?/an/, pan).

3.3.c. Blend individual phonemes to make words (e.g., /s/?/a/?/t/, sat).

3.4. Orally segment words into word parts (segmenting).

3.4.a. Segment words into syllables (e.g., table, /ta/?/ble/).

3.4.b. Segment words into onset and rime (e.g., pan, /p/?an).

3.4.c. Segment words into individual phonemes (e.g., sat, /s/?/a/?/t/).

3.5. Orally manipulate phonemes in words and syllables (manipulation).

3.5.a. Substitute initial sound (e.g., replace the first sound in mat to /s/, say sat).

3.5.b. Substitute initial sound to create new words (e.g., replace the first sound in mat with letters of the alphabet).

UT.4. Phonics and Spelling: Students use phonics and other strategies to decode and spell unfamiliar words while reading and writing.

4.1. Demonstrate an understanding of the relationship between letters and sounds.

4.1.a. Name all upper- and lower-case letters of the alphabet in random order.

4.1.b. Match consonant and short vowel sounds to the correct letter.

4.1.c. Blend simple cvc sounds into one-syllable words.

4.2. Use knowledge of structural analysis to decode words.

4.2.a. Identify and read grade level contractions and compound words.

4.2.b. Identify sound patterns and apply knowledge to decode one-syllable words (e.g., blends, digraphs, vowel patterns, r-controlled vowels).

4.2.c. Demonstrate an understanding of representing same sound with different patterns by decoding these patterns accurately in one-syllable words (e.g., ee, ie, ea, e).

4.2.d. Use knowledge of root words and suffixes to decode words (i.e., -ful, -ly, -er).

4.2.e. Use letter patterns to decode words (e.g., phonograms/word families/onset and rime: -ack, -ail, -ake).

4.3. Spell words correctly.

4.3.a. Hear and write letters to represent single sounds in words.

4.3.b. Spell a small number of grade level words (e.g., you, the, to, is).

4.3.c. Spell first name correctly.

4.4. Use spelling strategies to achieve accuracy (e.g., prediction, visualization, association).

4.4.a. Use knowledge about spelling to predict the spelling of new words.

4.4.b. Associate the spelling of new words with that of known words.

UT.5. Fluency: Students develop reading fluency to read aloud grade level text effortlessly without hesitation.

5.1. Read aloud grade level text with appropriate speed and accuracy.

5.1.a. Read alphabet letters in random order with automaticity.

5.1.b. Read numerals from zero to ten in random order with automaticity.

5.2. Read aloud grade level text effortlessly with clarity.

5.2.a. Use appropriate intonation and expression during unison oral reading with the teacher.

5.2.b. Read with automaticity approximately 25 high-frequency/sight words.

UT.6. Vocabulary: Students learn and use grade level vocabulary to increase understanding and read fluently.

6.1. Learn new words through listening and reading widely.

6.1.a. Use new vocabulary learned by listening, reading, and discussing a variety of genres.

6.1.b. Learn the meaning of a variety of grade level words (e.g., words from literature, social studies, science, math).

6.1.c. Use resources to learn new words by relating them to known words (e.g., books, charts, word walls).

6.2. Use multiple resources to learn new words by relating them to known words and/or concepts.

6.2.a. Use multiple resources to determine the meanings of unknown words (e.g., dictionaries, glossaries, thesauruses).

6.2.b. Determine gradients of meanings between related words and concepts (e.g., colonization exploration, migrate, settlement).

6.3. Use structural analysis and context clues to determine meanings of words.

6.3.a. Identify meanings of words by looking at the root word and using known endings (e.g., car, cars; jump, jumped, jumping).

6.3.b. Monitor reading using context to explain the meanings of unknown key words from text read aloud.

UT.7. Comprehension: Students understand, interpret, and analyze narrative and informational grade level text.

7.1. Identify purposes of text.

7.1.a. Discuss purpose for reading.

7.1.b. Discuss author's purpose.

7.2. Apply strategies to comprehend text.

7.2.a. Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).

7.2.b. Ask questions about text.

7.2.c. Make predictions using picture clues, title, and prior knowledge.

7.2.d. Make inferences and draw conclusions from text.

7.2.e. Retell identifying key ideas.

7.2.f. Compile information from text.

7.3. Recognize and use features of narrative and informational text.

7.3.a. Identify beginning, middle, and ending of text.

7.3.b. View a variety of simple genres nursery rhymes, fairy tales, poems, realistic fiction, fantasy.

7.3.c. Identify information from pictures.

7.3.d. Recognize information as real/make believe.

7.3.e. View a variety of informational texts (e.g., pictures books).

UT.8. Writing: Students write daily to communicate effectively for a variety of purposes and audiences.

8.1. Prepare to write by gathering and organizing information and ideas (pre-writing).

8.1.a. Generate ideas for writing by listening, talking, drawing, looking at literature and informational text, being read to, and reflecting on personal experiences.

8.1.b. Select topics from generated ideas.

8.2. Compose a written draft.

8.2.a. Draft ideas on paper, utilizing pictures with labels/words.

8.2.b. Select appropriate words to convey meaning.

8.3. Revise by elaborating and clarifying a written draft.

8.3.a. Revise draft to add details, strengthen word choice, clarify main idea, and reorder content.

8.3.b. Enhance fluency by using transitional words, phrases to connect ideas, and a variety of complete sentences and paragraphs to build ideas (e.g., varied sentence length, simple and compound sentences).

8.3.c. Revise writing, considering the suggestions from others.

8.4. Edit written draft for conventions.

8.4.a. Edit writing of first name for appropriate capital and lower-case letters.

8.4.b. Edit writing for the spelling of a key word.

8.5. Use fluent and legible handwriting to communicate.

8.5.a. Print all upper- and lower-case letters of the alphabet and numerals 0-9 using proper form, proportions, and spacing.

8.5.b. Write with increasing fluency in forming manuscript letters and numerals.

8.5.c. Write name legibly using correct manuscript form.

8.6. Write in different forms and genres.

8.6.a. Produce personal writing (e.g., All About Me books, notes).

8.6.b. Produce traditional and imaginative stories, narrative and formula poetry as a shared writing activity.

8.6.c. Produce functional text (e.g., ABC books, labels, signs).

8.6.d. Share illustrations and writing with others.

8.6.e. Take part in producing group products.