Opening the World of Learning Common Core State Standards for English Language Arts & Literacy Kindergarten

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1 A Correlation of to the Common Core State Standards for English Language Arts & Literacy Kindergarten

2 Introduction This document demonstrates how (OWL) meets the Common Core State Standards for English Language Art - Kindergarten. Correlation references are to the OWL Scope and Sequence. (OWL) is a comprehensive Kindergarten Readiness curriculum, equitable in English and Spanish, that prepares children for Kindergarten with ongoing assessment of research-based success predictors and playful, purposeful, and personalized instruction. Features and Benefits OWL provides everything you need to ensure a high-quality experience (full day and half day schedules) and is designed to develop oral language and early literacy skills. Offers equitable instruction in English and Spanish and English Language Development each day. Develops language and early literacy skills in the context of research-based and field-tested content, including math, science, and social studies. Excites kids about learning through highly appealing children's books, posters, picture cards, and music. Program Philosophy (OWL) gets children ready for Kindergarten with a comprehensive curriculum that: Makes every minute count by creating a learning-rich environment where interactions with children are thoughtful and purposeful. Builds conceptual knowledge and develops oral language in every playful, purposeful, and personalized instruction experience. Starts forming the foundation children need for content area learning and later academic success. Provides consistent Social-Emotional Development Skills that are necessary for Transition Kindergarten students. Offers equitable instruction in English and Spanish and English Language Development each day Copyright 2013 Pearson Education, Inc. or its affiliate(s). All rights reserved.

3 Table of Contents Reading Standards for Literature...1 Reading Standards for Informational Text...3 Reading Standards: Foundational Skills...5 Standards...8 Speaking and Listening Standards...10 Language Standards...12 Copyright 2013 Pearson Education, Inc. or its affiliate(s). All rights reserved.

4 Reading Standards for Literature Key Ideas and Details Literature 1. With prompting and support, ask and answer questions about key details in a text. Demonstrate understanding by asking and answering questions Literature 2. With prompting and support, retell familiar stories, including key details. Demonstrate understanding of stories through recall of events and retelling Literature 3. With prompting and support, identify characters, settings, and major events in a story. Demonstrate understanding of stories through recall of events and retelling Literary Elements and Response Understand characters traits, actions, feelings, motives, and plans Use knowledge of setting to understand stories Use story structure and understanding of plot to interpret stories Craft and Structure Literature 4. Ask and answer questions about unknown words in a text. Demonstrate understanding by asking and answering questions Literature 5. Recognize common types of texts (e.g., storybooks, poems). Appreciate Stories and Other Text Gain appreciation for and awareness of diverse genres 1

5 Literature 6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Concepts of Print Identify parts of a book: front cover, back cover, page numbers Integration of Knowledge and Ideas Literature 7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). Concepts of Print Identify parts of a book: front cover, back cover, page numbers 8. (Not applicable to literature) Literature 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Learn from books and use knowledge for higher level thinking: Compare and contrast information Range and Level of Text Complexity Literature 10. Actively engage in group reading activities with purpose and understanding. Use background knowledge before, during, and after reading Draw on understanding to predict events and story elements 2

6 Reading Standards for Informational Text Key Ideas and Details Informational Text 1. With prompting and support, ask and answer questions about key details in a text. Demonstrate understanding by asking and answering questions Informational Text 2. With prompting and support, identify the main topic and retell key details of a text. Demonstrate understanding of stories through recall of events and retelling Informational Text 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure Informational Text 4. With prompting and support, ask and answer questions about unknown words in a text. Understand cause-and-effect relationships Demonstrate understanding by asking and answering questions Informational Text 5. Identify the front cover, back cover, and title page of a book. Concepts of Print Identify parts of a book: front cover, back cover, page numbers Informational Text 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Concepts of Print Identify parts of a book: front cover, back cover, page numbers 3

7 Integration of Knowledge and Ideas Informational Text 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). Concepts of Print Identify parts of a book: front cover, back cover, page numbers Informational Text 8. With prompting and support, identify the reasons an author gives to support points in a text. Learn from books and use knowledge for higher level thinking: Compare and contrast information Informational Text 9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Learn from books and use knowledge for higher level thinking: Compare and contrast information Range of Reading and Level of Text Complexity Informational Text 10. Actively engage in group reading activities with purpose and understanding. Use background knowledge before, during, and after reading Draw on understanding to predict events and story elements 4

8 Reading Standards: Foundational Skills Print Concepts 1. Demonstrate understanding of the organization and basic features of print. Foundational Skills 1.a. Follow words from left to right, top to bottom, and page-by-page. Concepts of Print Turn the pages of a book one at a time from front to back Track print from top to bottom Track print from left to right and sweep back for the next line Foundational Skills 1.b. Recognize that spoken words are represented in written language by specific sequences of letters. Concepts of Print Develop awareness that print represents spoken language and conveys meaning Foundational Skills 1.c. Understand that words are separated by spaces in print. Concepts of Print Understand the concept of letter, word, and sentence Foundational Skills 1.d. Recognize and name all upper- and lowercase letters of the alphabet. Alphabet Knowledge Letter Naming and Recognition Name uppercase letters (at least 20) Name lowercase letters (at least 20) Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Foundational Skills 2.a. Recognize and produce rhyming Phonological and Phonemic Awareness words. Rhyme Identify spoken word pairs that do and do not rhyme Produce rhyming words (real or nonsense) 5

9 Foundational Skills 2.b. Count, pronounce, blend, and segment syllables in spoken words. Phonological and Phonemic Awareness Syllables Blend syllables to make a familiar word Segment a familiar word into syllables Foundational Skills 2.c. Blend and segment onsets and rimes of single syllable spoken words. Phonological and Phonemic Awareness Onset and Rime Blend onset (initial consonant or consonants) and rime (vowel to end) to form a familiar word Segment the onset and rime of a familiar word Foundational Skills 2.d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) Phonological and Phonemic Awareness Phonemes Segment two and three phonemes into words Foundational Skills 2.e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Phonological and Phonemic Awareness Phonemes Produce new words by deleting initial or final phonemes Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. Foundational Skills 3.a. Demonstrate basic knowledge of oneto-one letter sound correspondences by producing the primary Letter-Sound Relationships/Phonics Alphabet Knowledge or many of the most frequent sounds for each consonant. Recognize letter sounds (at least 20) Produce the correct sound for 10 to 15 letters 6

10 Foundational Skills 3.b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. Alphabet Knowledge Letter-Sound Relationships/Phonics Recognize letter sounds (at least 20) Produce the correct sound for 10 to 15 letters Foundational Skills 3.c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). Motivation to Read and Write Read or pretend to read books, imitating reading behaviors Foundational Skills 3.d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Alphabet Knowledge Letter-Sound Relationships/Phonics Recognize letter sounds (at least 20) Produce the correct sound for 10 to 15 letters Fluency Foundational Skills 4. Read emergent reader texts with purpose and understanding. Motivation to Read and Write Read or pretend to read books, imitating reading behaviors 7

11 Standards Text Types and Purposes 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 (e.g., My favorite book is ). Compose, dictate or write messages or stories 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. Compose, dictate or write messages or stories purposes 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. Compose, dictate or write messages or stories Production and Distribution of 4. (Begins in Grade 3) 5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Compose, dictate or write messages or stories 8

12 6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Compose, dictate or write messages or stories Research to Build and Present Knowledge 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Compose, dictate or write messages or stories 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question Compose, dictate or write messages or stories 9. (Begins in grade 4) Range of 10. (Begins in grade 3) 9

13 Speaking and Listening Standards Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Speaking/Listening 1.a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Speaking (Conversation) Engage in informal conversations with peers and adults and attend to rules of conversation Speaking/Listening 1.b. Continue a conversation through multiple exchanges. Speaking (Conversation) Engage in conversation, using language for advanced purposes (asking questions to get information, problem solving) Speaking/Listening 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. Listening Follow two- and three-step directions Speaking/Listening 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Speaking (Conversation) Engage in conversation, using language for advanced purposes (asking questions to get information, problem solving) 10

14 Presentation of Knowledge and Ideas Speaking/Listening 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Speaking (Conversation) Tell a personal narrative with details Speaking/Listening 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. Speaking (Conversation) Tell a personal narrative with details Speaking/Listening 6. Speak audibly and express thoughts, feelings, and ideas clearly. Speaking (Conversation) Speak clearly so that words can be understood by both familiar and unfamiliar adults and children 11

15 Language Standards Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1.a. Print many upper- and lowercase letters. Conventions Use letters or symbols to represent words Write known letters, both independently and on request Language 1.b. Use frequently occurring nouns and verbs. Sentences and Structure Use age-appropriate grammar, including subject-verb agreement Compose, dictate, or write messages or stories Language 1.c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). Sentences and Structure Regular and irregular plurals Compose, dictate, or write messages or stories 12

16 Language 1.d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). Use a wide variety of words to label and describe people, places, things, actions, and attributes of objects Use and increase vocabulary through everyday communication Compose, dictate, or write messages or stories Language 1.e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). Sentences and Structure Use sentences with grammatical complexity Compose, dictate, or write messages or stories Language 1.f. Produce and expand complete sentences in shared language activities. Sentences and Structure Use complete sentences of four or more words Use sentences with grammatical complexity Compose, dictate, or write messages or stories 13

17 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Capitalize the first word in a sentence and the pronoun I. Compose, dictate, or write messages or stories Language 2.b. Recognize and name end punctuation. Compose, dictate, or write messages or stories Language 2.c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). Compose, dictate, or write messages or stories Conventions Write known letters, both independently and on request Language 2.d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Compose, dictate, or write messages or stories 14

18 Knowledge of Language 3. (Begins in grade 2) Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Language 4.a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). Use a wide variety of words to label and describe people, places, things, actions, and attributes of objects Use and increase vocabulary through everyday communication Language 4.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. Use a wide variety of words to label and describe people, places, things, actions, and attributes of objects Use and increase vocabulary through everyday communication 5. With guidance and support from adults, explore word relationships and nuances in word meanings. Language 5.a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories Use category labels to understand how words or represent. objects relate to each other Language 5.b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Use a wide variety of words to label and describe people, places, things, actions, and attributes of objects Know the meaning of 3,000 to 4,000 words 15

19 Language 5.c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). Use a wide variety of words to label and describe people, places, things, actions, and attributes of objects Know the meaning of 3,000 to 4,000 words Language 5.d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. Use a wide variety of words to label and describe people, places, things, actions, and attributes of objects Know the meaning of 3,000 to 4,000 words Language 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Use a wide variety of words to label and describe people, places, things, actions, and attributes of objects Use and increase vocabulary through everyday communication 16