kindergarten ela - scott county schools
TRANSCRIPT
Scott County Public Schools
TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING
2011-2012 Kindergarten
English Language Arts
Pacing Guide and Curriculum Map
Scott County Public Schools
TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING
Introduction Scott County Elementary Teachers, It is my hope that this new pacing guide and curriculum map for the Kentucky Core Academic Standards (KCAS)
will provide you with a wealth of instructional material to ensure at least one year’s worth of growth for every single
child that you come into contact with over the course of the school year. As you begin to look through the document, you
will first see that it is designed differently than what we have used before. Please allow me to describe each of the
different sections in detail.
Pacing Guide Each grade level and content area will begin with a one-page pacing guide overview for the year. This pacing guide is
designed with a few different purposes in mind: a) Provide continuity within all elementary schools in Scott County so
that students who transfer from school to school will not miss large chunks of instruction, b) Allow each school to have
the flexibility to group concepts within a specific 9 weeks in a sequence that is most appropriate for them. You will
notice that for each 9 weeks, the specific clusters (math) and strands/clusters (ELA) that the students need to learn are
listed. The strands and clusters are listed in a suggested order for each 9 weeks, however, as long as all concepts are
covered within that specific 9 week period, each school may determine a slightly different sequence within the 9 weeks.
This, hopefully, will allow schools to continue, as necessary, any specific scope and sequence within a strong
instructional program that has proven success in raising student achievement (Everyday Math, etc.). The pacing guide
provides a broad overview of when during the year, specific concepts should be taught.
Curriculum Map The curriculum map is a much more specific piece of the document. The curriculum map provides each standard
deconstructed into smaller learning targets. Each of these learning targets has then been rewritten in student friendly
language and, in some cases, has success criteria added. The purpose of having the specific learning targets in student
friendly language with success criteria is to communicate it to the students at the beginning of each lesson (verbally and by
posting on the board) in order to help them take more ownership and accountability for their own learning. Words and
phrases that show up in parentheses in the student friendly targets are teacher information and can be removed before
posting on the board.
You will notice that in some cases, a specific standard shows up in multiple 9 week blocks. When that happens, please
pay special attention as it may mean that the intent is to review previously learned content or it may mean that different
targets within that standard are being taught each time.
Within the curriculum map you will also see additional columns that have been intentionally left blank for the 2011-2012
school year. Please use the columns for assessments, resources, and differentiation to record what you do for each during
this school year. At the end of the year, we will begin to add them to the district document.
As always, please keep in mind that this is a living, breathing document and as such will never be “finished.” We will
continually work to improve it as we collaborate together for the benefit of our students.
- Matt Thompson, Director of Elementary Schools 6/24/11
This document would not have been possible without the tireless efforts of the following teachers and administrators: Thank you so much for all your work!!!
Anne Mason Eastern Garth Northern Southern Stamping Ground Western Ruthie Adams
Maria Bennett
Amy Brannock
Crissy Ellison
Elizabeth Gabehart
Jessica Grant
Missie Hickey
Christa Kelly
Robin Lowe
Ashlee McCullough
Carla Prather
Paula Richey
Leah Riney
Annie Starnes
Ashley Beckett
Dana Boggs
Andrea Caudill
Stephanie Chenault
Ed Denney
Amanda Ford
Meghan Hillman
Lori Beth Mays
Jaime Moore
Rebecca Sargent
Morganne Vance
Rusty Andes
Ginny Barnes
Lori Bergman
Donna Cox
Amanda Featherston
Lisa Hanson
Rachel Lukacsko
Melissa Mullins
Angela Perkins
Misty Portwood
Theresa Shoup
Mary Frances Watts
Lori Wise
Kelley Bush
Monica Campbell
Melissa Chandler
Stephanie Foley
Debra Hunley
Judi Hunter
Wanda Johnson
Micah Rumer
Brittany Thomas
Marcie Ward
Tracey Werkheiser
Olivia Winkle
Dana Young
Bryan Blankenship
Laura Brock
Brooke Donovan
Marsha Downey
Jennifer Fraley
Jean Gillespie
Lori Graves
Judy Halasek
Shannon Marshall
Tammy Moore
Angela Schmidt
Angie Wallace
Robyn Bays
Stacey Carpenter
Kim Duncan
Betsy Fredericks
Amy Fryman
Wendy Holbrook
Jill Ingram
Paul Krueger
Bettie Ann Monroe
Jessica Napier
Kendle Nicholson
Sarah Price
Debbie Walker
Amy Baker
Corbie Bennett
Tammy Bisotti
Cari Bradley
Shannon Christopher
Peggy Cullen
Dorothy Daley
Cathy Gaebler
Deborah Haddad
Laura Johnson
Jeanne Keller
Amy McGuire
Heidi Mullins
Janet Parker
Lerin Parker
Terri Sutton
Page 2 of 164
Domain Key KID CS IKI RRLTC PC PA PWR F TTP PDW RBPK RW CC PKI CSE KL VAU
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Print Concepts Phonological Awareness
Phonics and Word
Recognition
Fluency Text Types and Purposes
Production and
Distribution of Writing
Research to Build and Present
Knowledge
Range of Writing
Comprehension and
Collaboration
Presentation of Knowledge
and Ideas
Conventions of Standard
English
Knowledge of Language
Vocabulary Acquisition
and Use
Scott County Pacing Guide Kindergarten English Language Arts
Strand Reading Literature Reading Informational Foundational Skills Writing Speaking and Listening Language
Clusters KID CS IKI RRLTC KID CS IKI RRLTC PC PA PWR F TTP PDW RBPK RW CC PKI CSE KL VAU
1Nine
Weeks
st 1 3
4 5 6
7 9
10 1
2 3 4 1 3
5 6
8 1 2 3
4 5 6
1 2
4 5 6
2Nine
Weeks
nd 1 2 3
4 7 9
10 1 2 3
4 5 6
7 10 1 2 3 4 1 2 3
5 7 8
1 2 3
4 5 6
1 2
4 5 6
3rd
Nine Weeks
1 2 3
4 5 6
7 9
10 1 2 3
4 6
7 8
10 1
2 3 4 1 2 3
5 6
7 8
1 2 3
4 5 6
1 2
4 5 6
4th
Nine Weeks
1 2 3
4 7 9
10 1 2 3
4 7 8 9
10 2 3 4 1 2 3
5 6
7 8
1 2 3
4 5 6
1 2
4 5 6
Page 3 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RL.1 K R S P
College and Career Readiness Anchor Standard Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
With prompting and support, ask and answer questions about key details in a text.
Strand Cluster Reading Literature Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K With prompting and support, ask and answer questions about key details in a text.
I can tell (identify) what a text is.
Scott County Schools Kindergarten English Language Arts
Page 4 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RL.3 K R S P
College and Career Readiness Anchor Standard Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
With prompting and support, identify characters, settings, and major events in a story.
Strand Cluster Reading Literature Key Ideas and Details
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K With prompting and support, define and identify character.
With help from my teacher or others, I can tell what a character is.
With help from my teacher or others, I can name (identify) the characters in the story.
2 K With prompting and support, define and identify setting.
With help from my teacher or others, I can tell what a setting is.
With help from my teacher or others, I can tell (identify) the setting in the story.
Page 5 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RL.4 K R S P
College and Career Readiness Anchor Standard Standard Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyzes how specific word choices shape meaning or tone.
Ask and answer questions about unknown words in text.
Strand Cluster Reading Literature Craft and Structure
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify unknown words in text.
I can identify the words I don’t understand in the text.
2 K Recognize that a question requires an answer.
I can recognize question words (e.g., who, what, where, when, why, can, do, does, etc.).
I can recognize a question needs an answer.
Page 6 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RL.5 K R S P
College and Career Readiness Anchor Standard Standard Analyze the structure of texts including how specific sentences, paragraphs and larger portions of texts (e.g., a section, chapter, scene or stanza) relate to each other and the whole.
Recognize common types of texts (e.g., storybooks, poems).
Strand Cluster Reading Literature Craft and Structure
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize common types of text such as storybooks.
I can recognize a storybook.
Scott County Schools Kindergarten English Language Arts
Page 7 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RL.6 K R S P
College and Career Readiness Anchor Standard Standard Assess how point of view or purpose shapes the content and style of a text. With prompting and support, name the author and illustrator of a story and define the role of each in telling
the story. Strand Cluster Reading Literature Craft and Structure
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
With prompting and support, name the author and define what an author does.
I can name the author. I can tell what an author does.
2 K
With prompting and support, name the illustrator and define what an illustrator does.
I can name the illustrator. I can tell what an illustrator does.
Page 8 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.7 K R S P
College and Career Readiness Anchor Standard Standard
Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words.
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).
Strand Cluster
Reading Literature Integration of Knowledge and Ideas
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify illustrations. I can identify illustrations.
2 K Know how to describe. I can describe by telling
about something (e.g.,
using at least 2 details.
3 R With prompting and
support, describe a moment
in the story using the
illustrations that depict it.
I can use the illustrations to
describe what is happening
at that point in the story.
4 R With prompting and
support, describe how the
illustrations and story are
related as they appear.
I can describe how the
pictures and the story go
together.
Page 9 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RL.9 K R S P
College and Career Readiness Anchor Standard Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Strand Cluster Reading Literature Integration of Knowledge and Ideas
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize characters in familiar stories.
I can name (recognize) characters in stories I know.
Page 10 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.10 K R S P
College and Career Readiness Anchor Standard Standard
Read and comprehend complex literary and informational texts independently and
proficiently.
Actively engage in group reading activities with purpose and understanding.
This is a cumulative list of learning targets that students should have mastered by the end of the nine weeks
with grade level texts. Strand Cluster
Reading Literature Range of Reading and Level of Text
Complexity
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
R
Actively engage in group
reading activities
concerning craft and
structure.
I can identify the front and
back cover and the title of
a book.
2 I can name the author and
illustrator of a book, and
tell what they do.
3 R Actively engage in group
reading activities
concerning key ideas and
details.
I can identify the main
topic of a text.
Page 11 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RF.1 K R S P
College and Career Readiness Anchor Standard Standard Reading foundational skills. Demonstrate understanding of the organization and basic features of print.
A. Follow words from left to right, top to bottom, and page by page. B. Recognize that spoken words are represented in written language by specific sequences of letters.
C. Understand that words are separated by spaces in print. D. Recognize and name all upper‐ and lowercase letters of the alphabet.
Strand Cluster Reading Foundational Skills Print Concepts
Assessments Resources Differentiation
Target Target State Target Student Friendly Target Success Criteria Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
# Type (If Appropriate)
1
K er n
Recognize that spoken words are represented in written language by specific sequences of lettand separated by spaces iprint.
I can recognize that words I say are written with letters.
2 I can recognize the difference between a letter and a word.
3 K
Recognize that words on a page progress from left to right and from top to bottom.
I can recognize that words on a page go from left to right.
I can recognize that words on a page go from top to bottom.
4 K Recognize that spoken words are represented in
er n
written language by specific sequences of lettand separated by spaces iprint.
I can recognize that words are separated by a space.
5 K I can recognize that sentences are made up of
Recognize that sentences are made up of words.
words.
Scott County Schools Kindergarten English Language Arts
Page 12 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RF.2 K R S P
College and Career Readiness Anchor Standard Standard Reading foundational skills. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
A. Recognize and produce rhyming words. B. Count, pronounce, blend and segment syllables in spoken words.
C. Blend and segment onsets and rimes of single‐syllable spoken words. 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/.) Add or substitute individual sounds (phonemes) in simple, one‐syllable words to make new words.
E.
Words, syllables, or phonemes written in /slash/refer to their pronunciation phonology. Thus, /cvc/ is a *word with three phonemes regardless of the number of letters in the spelling of the word.
Strand Cluster Reading Foundational Skills Phonological Awareness
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize rhyming, short vowel sounds initial
I can recognize rhyming words.
,
sound, and ending sounds.
2 S
Count syllables in spoken I can count syllables in words. spoken words. Pronounce syllables in spoken words.
I can say the syllables in spoken words.
Blend syllables in spoken words.
I can blend syllables in spoken word.
Segment syllables in spoken words.
I can break a spoken worddown into sylla
bles.
3 Produce rhyming words. I can rhyme words (verbally).
Scott County Schools Kindergarten
4 K hort
.
English Language Arts
Recognize rhyming, svowel sounds, initial sound, and ending sounds
I can recognize beginning sounds.
Page 13 of 164
Scott County Schools Kindergarten English Language Arts
4 S
Blend onsets and rimes of the beginning single-syllable spoken words.
I can blend sound with the rest of the word when spoken.
Segment onsets and rimes of single syllable spoken words.
I can break a word into the
y
beginning sound and the rest of the word when I sait.
Isolate and pronounce CVC words to recognize the initial sound.
I can recognize the beginning sound of a (CVC) word.
Page 14 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RF.3 K R S P
College and Career Readiness Anchor Standard Standard
Reading foundational skills. Know and apply grade-level phonics and word analysis skills in decoding words.
A. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the
primary or many of the most frequent sound for each consonant.
B. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
C. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
D. Distinguish between similarly spelled words by identify the sounds of the letters that differ.
Strand Cluster
Reading Foundational Skills Phonics and Word Recognition
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize one-to-one
letter (sound)
correspondence for each
consonant.
I can recognize (tell) each
consonant has a sound.
1 S Say the sound that
corresponds to the
consonant.
I can say the sound that
each consonant makes.
2 K Recognize high-frequency
sight words.
I can recognize sight words
(Dolch list as guide).
2 S Read high-frequency sigh
words.
I can read high-frequency
sight words.
3 K Recognize words that are
similarly spelled.
I can tell what is the same
in words.
I can tell what is different
in words.
Page 15 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RF.4 K R S P
College and Career Readiness Anchor Standard Standard Reading foundational skills. Read emergent-reader texts with purpose and understanding.
Strand Cluster Reading Foundational Skills Fluency
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize that there are different purposes for reading emergent-reader texts.
I can recognize that there are different reasons for reading (e.g., for fun, for information, and to be a better reader).
Scott County Schools Kindergarten English Language Arts
Page 16 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.1 K R S P
College and Career Readiness Anchor Standard Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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…..). Strand Cluster
Writing Text Types and Purposes.
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the title of a book or a topic to write about.
I can identify the title of a book.
I can identify a topic to write about.
Scott County Schools Kindergarten English Language Arts
Page 17 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.3 K R S P
College and Career Readiness Anchor Standard Standard Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
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.
Strand Cluster Writing Text Types and Purposes.
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Define event. I can define event. 2 K Choose a single event to
discuss. I can choose an event to talk about.
6 P Draw, dictate, and/or write a narrative piece which contains relevant details, a logical sequence of events, and a reaction.
I can use drawing, dictating, or writing to tell about an event.
Scott County Schools Kindergarten English Language Arts
Page 18 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.5 K R S P
College and Career Readiness Anchor Standard Standard Develop and strength writing as needed by planning, revision, editing, rewriting or trying a new approach.
With guidance and support from adults, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
Strand Cluster Writing Production and Distribution of Writing
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
With guidance and support from adult, students should recognize how to respond to questions and suggestions from peers and how to add details to strengthen writing as needed.
I can recognize a question needs an answer.
Scott County Schools Kindergarten English Language Arts
Page 19 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.6 K R S P
College and Career Readiness Anchor Standard Standard Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Strand Cluster Writing Production and Distribution of Writing
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
With guidance and support, use basic computer skills (e.g., turn on computer, log on, and use common software and basic word processing tools).
(With help from my teacher or others), I can turn on the computer, log onto the computer, use computer programs, and find letters on the keyboard.
I can tell what it means to publish something.
Scott County Schools Kindergarten English Language Arts
Page 20 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.W.8 K R S P
College and Career Readiness Anchor Standard Standard
Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.
With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.
Strand Cluster
Writing Research to Build and Present Knowledge
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify experience and
source.
I can tell (identify) what an
experience is.
2 S With guidance and support,
answer a question using
information from
experience and answer a
question using information
from a provided source.
I can answer a question
using what I already know.
Page 21 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.1 K R S P
College and Career Readiness Anchor Standard Standard Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each other’s ideas and expressing their own clearly and persuasively.
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
Strand Cluster Speaking and Listening Comprehension and Collaboration
Assessments Resources Differentiation
Target #
Target Type
State Target Student Friendly Target Printed
Techn latives Strategies Remediatio ESL Success Criteria (If Appropriate)
Resources
ology Manipu n Extension
1 K Recognize how others I can recognize how others listen. listen.
2 S while others are sten while others are Listen speaking.
I can litalking.
3 K reed-upon rules me (identify) the Identify agfor discussion.
I can naclass rules for discussion.
4 R ed-upon g owing
Observe if agrediscussion rules are beinfollowed.
I can recognize if classmates are follclass rules.
5 S eed-upon rules class rules for Follow agrfor discussion.
I can followdiscussion.
6 K om and
y a topic Identify ideas frkindergarten topics texts.
I can identifthrough listening.
7 R comments and o the
I can stick to the point of a Decidequestions appropriate ttopic of discussion.
discussion.
8 K rs ng.
I can recognize how others Recognize how othemove conversations alo share in conversation.
9 S Participate in conversationsabout kindergarten topics and texts.
I can share during conversations.
10 S respond to
I can take turns in Listen and continue conversationswith peers and adults.
conversations.
Scott County Schools Kindergarten English Language Arts
Page 22 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.2 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
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.
Strand Cluster
Speaking and Listening Comprehension and Collaboration
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K
Ask and answer questions about key details read aloud, or presented orally through media formats.
I can answer questions about important (key) details in a text (read aloud).
I can answer questions about important (key) details in a presentation.
Scott County Schools Kindergarten English Language Arts
Page 23 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.3 K R S P
College and Career Readiness Anchor Standard Standard Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Ask and answer questions in order to seek help, get information, or clarify something that is not
understood.
Strand Cluster Speaking and Listening Comprehension and Collaboration
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify questions I can identify questions. Identify answers I can identify answers.
2 K
Identify situations in which help is needed, when information is needed, or when clarification is necessary.
I can recognize when I need help.
I can recognize when I need to know more.
I can recognize when I need to better understand.
3 K
Recognize that asking questions is an appropriate strategy to further understanding.
I can recognize that asking questions helps me understand.
Scott County Schools Kindergarten English Language Arts
Page 24 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.4 K R S P
College and Career Readiness Anchor Standard Standard Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience.
Describe familiar people, places, things and events, and with prompting and support, provide additional details.
Strand Cluster
Speaking and Listening Presentation of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify familiar people, places, things, events, and details.
I can identify people I know.
I can identify places I know.
I can identify things I know.
I can identify events I know.
I can identify details I know.
2 R
Determine relevant details that describe people, places, things, events with prompting and support.
(With help from my teacher or others), I can describe people.
This means that I can give two or more details to describe people.
(With help from my teacher or others), I can describe places.
This means that I can give two or more details to describe places.
(With help from my teacher or others), I can describe things.
This means that I can give two or more details to describe things.
(With help from my teacher or others), I can describe events.
This means that I can give two or more details to describe events.
Scott County Schools Kindergarten English Language Arts
Page 25 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.5 K R S P
College and Career Readiness Anchor Standard Standard Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Add drawings or other visual displays to descriptions as desired to provide additional detail.
Strand Cluster Speaking and Listening Presentation of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know what visual displays are.
I can tell what a visual display is (e.g., drawing, picture, object, poster, bulletin board, illustration, etc.).
Scott County Schools Kindergarten English Language Arts
Page 26 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.6 K R S P
College and Career Readiness Anchor Standard Standard Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Speak audible and express thoughts, feelings, and ideas clearly.
Strand Cluster Speaking and Listening Presentation of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify different voice volumes used for different situations.
I can identify how soft or loud to talk.
2 S Speak using appropriate voice volume for situation.
I can talk softly or loudly when needed.
3 S Speak to communicate thoughts, feelings, and ideas clearly.
I can talk about my thoughts, feelings, and ideas.
Scott County Schools Kindergarten English Language Arts
Page 27 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.1 K R S P
College and Career Readiness Anchor Standard Standard Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Demonstrate command of conventions of standard English grammar and usage when writing or speaking. a. Print many upper‐ and lowercase letters.
b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding/s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives (e.g., who, what, when, where, w
hy and how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, off, for, of, by, with). f. Produce and expand complete sentences in shard language activities.
Strand Cluster Language Conventions of Standard English
Differentiation Assessments Resources
Target #
Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Resources Remediation Extension ESL Printed Technology Manipulatives Strategies
1 K Recognize many of the letters of the alphabet.
I can write many letters of the alphabet.
2 K Recognize that letters can be both upper and be uppercase and
lowercase.
I can recognize letters can
lowercase.
4
of
when
operly.
S
Demonstrate command the conventions of grammar and usagespeaking.
I can speak pr
K
Recognize and produce a complete sentence.
I can recognize a complete sentence
I can make a complete sentence.
5 (interrogatives). K
Know the meaning of question words
I can tell the meaning of question words.
S Use question words in speaking.
I can ask questions.
Scott County Schools Kindergarten English Language Arts
Page 28 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.2 K R S P
College and Career Readiness Anchor Standard Standard Demonstrate command of the convention of standard English capitalization, punctuation, and spelling when writing.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short‐vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships.
Strand Cluster Language Conventions of Standard English
Assessments Resources Differentiation
Target Target State Target Student Friendly Target Success Criteria Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
# Type (If Appropriate)
4 R Distinguish the letters. I can recognize different
letters are needed to make different sounds.
5 K Match the sound and the letter for most consonant and short-vowel sounds.
I can match sounds to letters.
6 S l
Write a letter or letter combinations for most consonant and short vowesounds (phonemes).
I can write letters for thesounds I hear.
Scott County Schools Kindergarten English Language Arts
Page 29 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.4 K R S P
College and Career Readiness Anchor Standard Standard Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
b. Use the most frequently occurring inflections and affixes (e.g., ‐ed, ‐e, re‐, un‐, pre‐, ‐ful, ‐less) as a clue to the meaning of an unknown word.
Strand Cluster Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target #
Target Type
State Target Student Friendly Target Printed
Techn latives Strategies Remediatio ESL Success Criteria (If Appropriate)
Resources
ology Manipu n Extension
1 K Recognize that some words I can recognize that words and phrases have multiple meanings.
can mean more than one thing.
2 R w meanings for nd (identify) a new Identify nefamiliar words.
I can fimeaning for a word I already know.
3 R Apply the appropriate ght words at meaning for the word within the context.
I can use the rithe right time.
Scott County Schools Kindergarten English Language Arts
Page 30 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.5 K R S P
College and Career Readiness Anchor Standard Standard Demonstrate understanding, of figurative language, word relationships, and nuances in word meanings.
With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain sense of the concepts the
categories represent. Demonstrate undersb. tanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Identify real‐life connecc. tions between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, pran
ce) by acting out the meanings.
Strand Cluster Language Vocabulary Acquisition and Use
Resources Differentiation Assessments
Target Target State Target Student Friendly Target Success Criteria Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
# Type (If Appropriate)
1
K
Wfrom
ction.
ects.
ith guidance and support adults, identify
common objects, identify categories, know verbs, know adjectives, know opposites, identify real lifeconnections, and distinguish shades of meaning among verbs describing the same a
(With help from my teacher or others) I can identify common obj
(With help from my teacher or others) I can identify categories.
2
2 R
port (With help from my teacher or others) I can sort
es.
With guidance and supfrom adults sort common objects into categories; relate verbs and adjectives to their opposites; identify real life connections between words and their use; and distinguish ways to act out verbs.
objects into categori
Scott County Schools Kindergarten English Language Arts
Page 31 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.6 K R S P
College and Career Readiness Anchor Standard Standard Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Use words and phrases acquired through conversations, reading and being read to, and responding to text.
Strand Cluster Language Vocabulary Acquisition and Use
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Obtain words and phrases acquired through conversations, reading, being read to, and responding to text.
I can tell what a phrase is.
R Distinguish if a word or phrase should be used when responding.
I can choose the right words when talking.
2
K
Obtain words and phrases acquired through conversations, reading, being read to, and responding to text.
I can learn words and phrases through conversations.
S
Use words and phrases accurately acquired through conversations, reading, being read to, and responding to text.
I can use words and phrases I learn through conversations.
Page 32 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RL.1 K R S P
College and Career Readiness Anchor Standard Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
With prompting and support, ask and answer questions about key details in a text.
Strand Cluster Reading Literature Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K With prompting and support, identify key details in a text.
I can tell (identify) what a text is.
2 I can tell (identify what a detail is.
3 I can tell (identify) important (key) details (at least two) in a text.
4 K With prompting and support, ask questions about key details.
I can ask questions about important details in a text.
5 K With prompting and support, answer questions about key details.
I can answer questions about important (key) details in a text.
Scott County Schools Kindergarten English Language Arts
Page 33 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RL.2 K R S P
College and Career Readiness Anchor Standard Standard Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas.
With prompting and support, retell familiar stories, including key details.
Strand Cluster Reading Literature Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K With prompting and support, identify key details of a story.
I can tell (identify) important (key) details (at least two) in a story.
2 K With prompting and support, retell a familiar story including key details.
I can retell a story I know using important (key) details.
This means I can tell the main character(s), the setting, and what happened in the beginning, middle and end of the story.
Scott County Schools Kindergarten English Language Arts
Page 34 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.3 K R S P
College and Career Readiness Anchor Standard Standard
Analyze how and why individuals, events, and ideas develop and interact over the course of
a text.
With prompting and support, identify characters, settings, and major events in a story.
Strand Cluster
Reading Literature Key Ideas and Details
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 K
With prompting and
support, define and identify
the major events of a story.
I can tell what a major
event is.
I can tell (identify) the
major events in a story.
Page 35 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.4 K R S P
College and Career Readiness Anchor Standard Standard
Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyzes how specific word choices shape
meaning or tone.
Ask and answer questions about unknown words in text.
Strand Cluster
Reading Literature Craft and Structure
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 R Formulate a question about
unknown words in text.
I can create a question
about words I don’t
understand in the text.
3 R Use resources/strategies to
answer questions about
unknown words in text.
I can use pictures to answer
questions about words I
don’t understand in the
text.
Page 36 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.7 K R S P
College and Career Readiness Anchor Standard Standard
Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words.
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).
Strand Cluster
Reading Literature Integration of Knowledge and Ideas
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 R With prompting and
support, describe a moment
in the story using the
illustrations that depict it.
I can use the illustrations to
describe what is happening
at that point in the story.
4 R With prompting and
support, describe how the
illustrations and story are
related as they appear.
I can describe how the
pictures and the story go
together.
Page 37 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.9 K R S P
College and Career Readiness Anchor Standard Standard
Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
With prompting and support, compare and contrast the adventures and experiences of characters in familiar
stories.
Strand Cluster
Reading Literature Integration of Knowledge and Ideas
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K
Determine similarities and
differences of adventures
and experiences in familiar
stories.
I can tell what an
experience is.
I can tell what an adventure
is.
Page 38 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.10 K R S P
College and Career Readiness Anchor Standard Standard
Read and comprehend complex literary and informational texts independently and
proficiently.
Actively engage in group reading activities with purpose and understanding.
This is a cumulative list of learning targets that students should have mastered by the end of the nine weeks
with grade level texts. Strand Cluster
Reading Literature Range of Reading and Level of Text
Complexity
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
R
Actively engage in group
reading activities
concerning craft and
structure.
I can identify the front and
back cover and the title of
a book.
2 I can name the author and
illustrator of a book, and
tell what they do.
3
R
Actively engage in group
reading activities
concerning key ideas and
details.
I can identify the main
topic of a text.
4 I can retell important (key)
details (2 or more) in a
text.
5 R I can ask and answer
questions about details in a
text.
R Actively engage in group
reading activities
concerning integration of
knowledge and ideas.
I can tell why the author
wrote important facts.
6 R Actively engage in group
reading activities
concerning key ideas and
details.
I can describe how things
go together in a text.
R Actively engage in group
reading activities
concerning integration of
knowledge and ideas.
I can describe how the
pictures and the story go
together.
Page 39 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.1 K R S P
College and Career Readiness Anchor Standard Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
With prompting and support, ask and answer questions key details in a text.
Strand Cluster Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
With prompting and support, identify key
details in informational text.
I can tell what information text is.
2 I can tell what a detail is.
3
I can tell (identify) important (key) details (at least two) from informational text.
4 K
With prompting and support, answer questions about key ideas in information text.
I can answer questions about important (key) details from informational text.
5 K
With prompting and support, ask questions about key details in informational text.
I can ask questions about important (key) details from informational text.
Scott County Schools Kindergarten English Language Arts
Page 40 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.2 K R S P
College and Career Readiness Anchor Standard Standard Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
With prompting and support, identify the main topic and retell key details of a text.
Strand Cluster Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K With prompting and support, identify the main topic of a text.
I can tell (identify) the main idea of informational text.
2 K
With prompting and support, identify key details of a text.
I can tell (identify) important (key) details (at least two) of informational text.
3 K
With prompting and support, retell key details of a text.
I can retell important (key) details of informational text.
This means I can tell the main idea and important details (at least two) of an informational text.
Scott County Schools Kindergarten English Language Arts
Page 41 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.3 K R S P
College and Career Readiness Anchor Standard Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
With prompting and support, describe the connections between two individuals, events, ideas, or pieces of information in a text.
Strand Cluster Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
With prompting and support, identify key details about an individual discussed in an informational text.
I can tell (identify) important (key) details (two or more about a person in an informational text.
2 K
With prompting and support, identify details about events or ideas in a text.
I can tell (identify) details (two or more) about events or ideas in informational text.
Scott County Schools Kindergarten English Language Arts
Page 42 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.4 K R S P
College and Career Readiness Anchor Standard Standard Interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings and analyzes how word choices shape meaning or tone.
With prompting and support, ask and answer questions about unknown words in text.
Strand Cluster Reading Informational Text Craft and Structure
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify unknown words in text.
I can identify the words I don’t understand in informational text.
2 K
Recognize that a question requires an answer.
I can recognize question words (e.g., who, what, where, when, why, can, do, does, etc.).
3 R
Formulate a question about unknown words in a text, with prompting and support.
I can create question about words I don’t understand in informational texts.
Scott County Schools Kindergarten English Language Arts
Page 43 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.5 K R S P
College and Career Readiness Anchor Standard Standard Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Identify the front cover, back cover, and title page of a book.
Strand Cluster Reading Informational Text Craft and Structure
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify front cover, back cover and title page.
I can identify the front cover of a book.
I can identify the back cover of a book.
I can identify the title page of a book.
Scott County Schools Kindergarten English Language Arts
Page 44 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.6 K R S P
College and Career Readiness Anchor Standard Standard Assess how point of view or purpose shapes the content and style of a text. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in
a text. Strand Cluster Reading Informational Text Craft and Structure
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Name the author and define what an author does.
I can name the author. I can tell what the author does.
2 K Name the illustrator and define what an illustrator.
I can name the illustrator. I can tell what the illustrator does.
Scott County Schools Kindergarten English Language Arts
Page 45 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.7 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
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).
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify illustrations and identify text.
I can identify illustrations.
I can identify text.
2 K Define describe. I can tell what it means to describe.
3
R
With prompting and support, describe people, places, and things in illustrations.
1 can describe people in illustrations.
4 I can describe places in illustrations.
5 I can describe important ideas that are in illustrations.
Scott County Schools Kindergarten English Language Arts
Page 46 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.10 K R S P
College and Career Readiness Anchor Standard Standard Read and comprehend complex literary and informational texts independently and proficiently.
Actively engage in group reading activities with purpose and understanding.
Strand Cluster Reading Informational Text Range of Reading and Text Complexity
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
R Actively engage in group activities concerning craft and structure.
I can identify the front and back cover and the title of a book.
2 I can name the author and illustrator of a book and tell what they do.
3
R
Actively engage in group reading activities concerning key ideas and details.
I can identify the main topic of informational text.
4 I can retell important (key) details (at least 2) in informational text.
5 I can ask and answer questions about details in informational text.
6 I can tell (describe) how things go together in informational text.
6 R
Actively engage in group reading activities concerning integration of knowledge and ideas.
I can describe how the pictures and the informational text go together.
Scott County Schools Kindergarten English Language Arts
Page 47 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RF.1 K R S P
College and Career Readiness Anchor Standard Standard
Reading foundational skills. Demonstrate understanding of the organization and basic features of print.
A. Follow words from left to right, top to bottom, and page by page.
B. Recognize that spoken words are represented in written language by specific sequences of letters.
C. Understand that words are separated by spaces in print.
D. Recognize and name all upper- and lowercase letters of the alphabet.
Strand Cluster
Reading Foundational Skills Print Concepts
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Recognize that spoken
words are represented in
written language by
specific sequences of letter
and separated by spaces in
print.
I can recognize that words
I say are written with
letters.
2
I can recognize the
difference between a letter
and a word.
3 K
Recognize that words on a
page progress from left to
right and from top to
bottom.
I can recognize that words
on a page go from left to
right.
I can recognize that words
on a page go from top to
bottom.
4 K
Recognize that spoken
words are represented in
written language by
specific sequences of letter
and separated by spaces in
print.
I can recognize that words
are separated by a space.
5 K
Recognize that sentences
are made up of words.
I can recognize that
sentences are made up of
words.
6 K
Recognize and name all
upper- and lowercase
letters of the alphabet.
I can recognize all upper-
case letters.
I can recognize all lower-
case letters.
6 K Recognize and name all I can name all uppercase
Page 48 of 164
Scott County Schools Kindergarten English Language Arts
upper- and lowercase
letters of the alphabet.
letters.
I can name all lowercase
letters.
7
S
Follow words from left to
right, from top to bottom,
and from page to page.
I can follow words from
left to right.
8 I can follow words from
top to bottom on a page.
9 I can follow words from
one page to the next.
Page 49 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RF.2 K R S P
College and Career Readiness Anchor Standard Standard Reading foundational skills. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
A. Recognize and produce rhyming words. B. Count, pronounce, blend and segment syllables in spoken words.
C. Blend and segment onsets and rimes of single‐syllable spoken words. 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/.) Add or substitute individual sounds (phonemes) in simple, one‐syllable words to make new words.
E.
Words, syllables, or phonemes written in /slash/refer to their pronunciation phonology. Thus, /cvc/ is a *word with three phonemes regardless of the number of letters in the spelling of the word.
Strand Cluster Reading Foundational Skills Phonological Awareness
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize rhyming, short vowel sounds initial
I can recognize rhyming words.
,
sound, and ending sounds.
2 S
Count syllables in spoken I can count syllables in words. spoken words. Pronounce syllables in spoken words.
I can say the syllables in spoken words.
Blend syllables in spoken words.
I can blend syllables in spoken word.
Segment syllables in spoken words.
I can break a spoken worddown into sylla
bles.
3 Produce rhyming words. I can rhyme words (verbally).
Scott County Schools Kindergarten
4 K hort
.
English Language Arts
Recognize rhyming, svowel sounds, initial sound, and ending sounds
I can recognize beginning sounds.
Page 50 of 164
Scott County Schools Kindergarten English Language Arts
4 S
Blend onsets and rimes of the beginning single-syllable spoken
words.
I can blend sound with the rest of the word when spoken.
Segment onsets and rimes of single syllable spoken
words.
I can break a word into the
y
beginning sound and the rest of the word when I sait.
Isolate and pronounce CVC words to recognize
the initial sound.
I can recognize the beginning sound of a (CVC) word.
5 K
and short vowel sounds.
Isolate and pronounce CVC words to recognize the initial sound, ending
I can recognize ending sounds.
S ding d.
I can recognize the ensound of a (CVC) wor
6 K I can recognize short vo
sound. wel
S I can recognize the middle sound of a (CVC) word.
7 S Isolate and pronounce CVC words.
I can put the beginning, middle, and ending sound together to say a (CVC) word.
Page 51 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RF.3 K R S P
College and Career Readiness Anchor Standard Standard
Reading foundational skills. Know and apply grade-level phonics and word analysis skills in decoding words.
A. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the
primary or many of the most frequent sound for each consonant.
B. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
C. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
D. Distinguish between similarly spelled words by identify the sounds of the letters that differ.
Strand Cluster
Reading Foundational Skills Phonics and Word Recognition
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize one-to-one
letter (sound)
correspondence for each
consonant.
I can recognize (tell) each
consonant has a sound.
1 S Say the sound that
corresponds to the
consonant.
I can say the sound that
each consonant makes.
2 K Recognize high-frequency
sight words.
I can recognize sight words
(Dolch list as guide).
2 S Read high-frequency sigh
words.
I can read high-frequency
sight words.
3 K Recognize words that are
similarly spelled.
I can tell what is the same
in words.
I can tell what is different
in words.
4 K Identify the sounds of the
letters that are different.
In words, I can find the
letter sound that is
different.
Page 52 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RF.4 K R S P
College and Career Readiness Anchor Standard Standard Reading foundational skills. Read emergent-reader texts with purpose and understanding.
Strand Cluster Reading Foundational Skills Fluency
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize that there are different purposes for reading emergent-reader texts.
I can recognize that there are different reasons for reading (e.g., for fun, for information, and to be a better reader).
2 R Determine the purpose for reading emergent-reader texts.
I can tell why I am reading this text (e.g., for fun, for information, to be a better reader).
Scott County Schools Kindergarten English Language Arts
Page 53 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.1 K R S P
College and Career Readiness Anchor Standard Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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…..). Strand Cluster
Writing Text Types and Purposes.
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the title of a book or a topic to write about.
I can identify the title of a book.
I can identify a topic to write about.
Scott County Schools Kindergarten English Language Arts
Page 54 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.2 K R S P
College and Career Readiness Anchor Standard Standard Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Use a combination of drawing, dictating, and writing to compose informative/explanatory text in which they name what they are writing about and supply some information about the topic.
Strand Cluster Writing Text Types and Purposes.
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify an informative/ explanatory text.
I can identify a text that has facts and information.
Scott County Schools Kindergarten English Language Arts
Page 55 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.W.3 K R S P
College and Career Readiness Anchor Standard Standard
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
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.
Strand Cluster
Writing Text Types and Purposes.
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K Choose a single event to
discuss.
I can choose an event to
talk about.
3 R
Distinguish between
relevant and irrelevant
details.
I can decide what an
important (key) detail is.
I can decide what is not an
important (key) detail.
4 R
Sequence relevant events. I can sequence important
events.
This means I can put
important events in order
(beginning, middle, end;
first, second, etc.).
5 R React to the event. I can tell how I felt about
the event.
6 P
Draw, dictate, and/or write
a narrative piece which
contains relevant details, a
logical sequence of events,
and a reaction.
I can use drawing,
dictating, or writing to tell
about an event.
Page 56 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.5 K R S P
College and Career Readiness Anchor Standard Standard Develop and strength writing as needed by planning, revision, editing, rewriting or trying a new approach.
With guidance and support from adults, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
Strand Cluster Writing Production and Distribution of Writing
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2
K
With guidance and support from adult, students should recognize how to respond to questions and suggestions from peers and how to add details to strengthen writing as needed.
I can recognize when friends give me ideas.
3
I can recognize that details make writing better.
Scott County Schools Kindergarten English Language Arts
Page 57 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.7 K R S P
College and Career Readiness Anchor Standard Standard Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
Strand Cluster Writing Research to Build and Present Knowledge
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 R Participate in shared research and writing projects.
I can participate in a group to find out more about something.
Scott County Schools Kindergarten English Language Arts
Page 58 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.W.8 K R S P
College and Career Readiness Anchor Standard Standard
Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.
With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.
Strand Cluster
Writing Research to Build and Present Knowledge
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 S With guidance and support,
answer a question using
information from
experience and answer a
question using information
from a provided source.
I can answer a question
using what I already know.
Page 59 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.1 K R S P
College and Career Readiness Anchor Standard Standard Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each other’s ideas and expressing their own clearly and persuasively.
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
Strand Cluster Speaking and Listening Comprehension and Collaboration
Assessments Resources Differentiation
Target #
Target Type
State Target Student Friendly Target Printed
Techn latives Strategies Remediatio ESL Success Criteria (If Appropriate)
Resources
ology Manipu n Extension
1 K Recognize how others I can recognize how others listen. listen.
2 S while others are sten while others are Listen speaking.
I can litalking.
3 K reed-upon rules me (identify) the Identify agfor discussion.
I can naclass rules for discussion.
4 R ed-upon g owing
Observe if agrediscussion rules are beinfollowed.
I can recognize if classmates are follclass rules.
5 S eed-upon rules class rules for Follow agrfor discussion.
I can followdiscussion.
6 K om and
y a topic Identify ideas frkindergarten topics texts.
I can identifthrough listening.
7 R comments and o the
I can stick to the point of a Decidequestions appropriate ttopic of discussion.
discussion.
8 K rs ng.
I can recognize how others Recognize how othemove conversations alo share in conversation.
9 S Participate in conversationsabout kindergarten topics and texts.
I can share during conversations.
10 S respond to
I can take turns in Listen and continue conversationswith peers and adults.
conversations.
Scott County Schools Kindergarten English Language Arts
Page 60 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.2 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
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.
Strand Cluster
Speaking and Listening Comprehension and Collaboration
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K
Ask and answer questions about key details read aloud, or presented orally through media formats.
I can answer questions about important (key) details in a text (read aloud).
I can answer questions about important (key) details in a presentation.
1 K
Identify key ideas from text read aloud or presented orally through media formats.
I can identify important (key) details in a text (read aloud).
3 K
Ask and answer questions about key details read aloud, or presented orally through media formats.
I can ask questions about important (key) details in a text (read aloud).
I can ask questions about important (key) details in a presentation.
I can ask questions about important (key detail in media (e.g., video clips, interactive websites, audio books, etc.).
Scott County Schools Kindergarten English Language Arts
Page 61 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.3 K R S P
College and Career Readiness Anchor Standard Standard Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Ask and answer questions in order to seek help, get information, or clarify something that is not
understood.
Strand Cluster Speaking and Listening Comprehension and Collaboration
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify questions I can identify questions. Identify answers I can identify answers.
2 K
Identify situations in which help is needed, when information is needed, or when clarification is necessary.
I can recognize when I need help.
I can recognize when I need to know more.
I can recognize when I need to better understand.
3 K
Recognize that asking questions is an appropriate strategy to further understanding.
I can recognize that asking questions helps me understand.
Scott County Schools Kindergarten English Language Arts
Page 62 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.4 K R S P
College and Career Readiness Anchor Standard Standard Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience.
Describe familiar people, places, things and events, and with prompting and support, provide additional details.
Strand Cluster
Speaking and Listening Presentation of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify familiar people, places, things, events, and details.
I can identify people I know.
I can identify places I know.
I can identify things I know.
I can identify events I know.
I can identify details I know.
2 R
Determine relevant details that describe people, places, things, events with prompting and support.
(With help from my teacher or others), I can describe people.
This means that I can give two or more details to describe people.
(With help from my teacher or others), I can describe places.
This means that I can give two or more details to describe places.
(With help from my teacher or others), I can describe things.
This means that I can give two or more details to describe things.
(With help from my teacher or others), I can describe events.
This means that I can give two or more details to describe events.
Scott County Schools Kindergarten English Language Arts
Page 63 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.5 K R S P
College and Career Readiness Anchor Standard Standard Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Add drawings or other visual displays to descriptions as desired to provide additional detail.
Strand Cluster Speaking and Listening Presentation of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know what visual displays are.
I can tell what a visual display is (e.g., drawing, picture, object, poster, bulletin board, illustration, etc.).
2 K Identify details. I can identify details (2 or more).
Scott County Schools Kindergarten English Language Arts
Page 64 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.6 K R S P
College and Career Readiness Anchor Standard Standard Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Speak audible and express thoughts, feelings, and ideas clearly.
Strand Cluster Speaking and Listening Presentation of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify different voice volumes used for different situations.
I can identify how soft or loud to talk.
2 S Speak using appropriate voice volume for situation.
I can talk softly or loudly when needed.
3 S Speak to communicate thoughts, feelings, and ideas clearly.
I can talk about my thoughts, feelings, and ideas.
Scott County Schools Kindergarten English Language Arts
Page 65 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.1 K R S P
College and Career Readiness Anchor Standard Standard Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Demonstrate command of conventions of standard English grammar and usage when writing or speaking. a. Print many upper‐ and lowercase letters.
b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding/s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives (e.g., who, what, when, where, w
hy and how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, off, for, of, by, with). f. Produce and expand complete sentences in shard language activities.
Strand Cluster Language Conventions of Standard English
Differentiation Assessments Resources
Target #
Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Resources Remediation Extension ESL Printed Technology Manipulatives Strategies
1 K Recognize many of the letters of the alphabet.
I can write many letters of the alphabet.
2
K
Recognize that letters can be both upper and be uppercase and
lowercase.
I can recognize letters can
lowercase.
3 upper case I can write the
and lower case form of many letters.
4
S
e command of the conventions of grammar and usage when speaking.
properly. Demonstrat I can speak
K
Recognize and produce a complete sentence.
I can recognize a complete sentence
I can make a complete sentence.
5 (interrogatives). K
Know the meaning of question words
I can tell the meaning of question words.
S Use question words in speaking.
I can ask questions.
Scott County Schools Kindergarten English Language Arts
Page 66 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.2 K R S P
College and Career Readiness Anchor Standard Standard Demonstrate command of the convention of standard English capitalization, punctuation, and spelling when writing.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short‐vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships.
Strand Cluster Language Conventions of Standard English
Assessments Resources Differentiation
Target Target State Target Student Friendly Target Success Criteria Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
# Type (If Appropriate)
1 K
Capita n a lize first word isentence and the pronoun I.
I can start my sentence with a capital letter.
2 I can capitalize the wor‘I’.
d
3 K
punctuation. a Recognize and name end I can recognize and name
period.
I can recognize and name a question mark.
I can recognize and name an exclamation mark.
4 R Distinguish the letters. I can recognize different
letters are needed to make different sounds.
5 K Match the sound and the letter for most consonant and short-vowel sounds.
I can match sounds to letters.
6 S l
Write a letter or letter combinations for most consonant and short vowesounds (phonemes).
I can write letters for thesounds I hear.
Scott County Schools Kindergarten English Language Arts
Page 67 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.4 K R S P
College and Career Readiness Anchor Standard Standard Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
b. Use the most frequently occurring inflections and affixes (e.g., ‐ed, ‐e, re‐, un‐, pre‐, ‐ful, ‐less) as a clue to the meaning of an unknown word.
Strand Cluster Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target #
Target Type
State Target Student Friendly Target Printed
Techn latives Strategies Remediatio ESL Success Criteria (If Appropriate)
Resources
ology Manipu n Extension
1 K Recognize that some words I can recognize that words and phrases have multiple meanings.
can mean more than one thing.
2 R w meanings for nd (identify) a new Identify nefamiliar words.
I can fimeaning for a word I already know.
3 R Apply the appropriate ght words at meaning for the word within the context.
I can use the rithe right time.
Scott County Schools Kindergarten English Language Arts
Page 68 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.5 K R S P
College and Career Readiness Anchor Standard Standard Demonstrate understanding, of figurative language, word relationships, and nuances in word meanings.
With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain sense of the concepts the
categories represent. Demonstrate undersb. tanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Identify real‐life connecc. tions between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, pran
ce) by acting out the meanings.
Strand Cluster Language Vocabulary Acquisition and Use
Resources Differentiation Assessments
Target Target State Target Student Friendly Target Success Criteria Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
# Type (If Appropriate)
1
K
Wfrom
ction.
ects.
ith guidance and support adults, identify
common objects, identify categories, know verbs, know adjectives, know opposites, identify real lifeconnections, and distinguish shades of meaning among verbs describing the same a
(With help from my teacher or others) I can identify common obj
(With help from my teacher or others) I can identify categories.
2
2 R
port (With help from my teacher or others) I can sort
es.
With guidance and supfrom adults sort common objects into categories; relate verbs and adjectives to their opposites; identify real life connections between words and their use; and distinguish ways to act out verbs.
objects into categori
3 K t (With help from my
teacher or others) I can
Scott County Schools Kindergarten English Language Arts
With guidance and supporfrom adults, identify common objects, identify categories, know verbs,
identify opposites. 4 K (With help from my
Page 69 of 164
Scott County Schools Kindergarten English Language Arts
tion.
can mean
know adjectives, know opposites, identify real lifeconnections, and distinguish shades of meaning among verbs describing the same ac
teacher or others) I identify what words to me.
4 R
port (With help from my teacher or others) I can
about
With guidance and supfrom adults sort common objects into categories; relate verbs and adjectives to their opposites; identify real life connections between words and their use; and distinguish ways to act out verbs.
identify words to tell my experiences.
Page 70 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.6 K R S P
College and Career Readiness Anchor Standard Standard Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Use words and phrases acquired through conversations, reading and being read to, and responding to text.
Strand Cluster Language Vocabulary Acquisition and Use
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Obtain words and phrases acquired through conversations, reading, being read to, and responding to text.
I can tell what a phrase is.
R Distinguish if a word or phrase should be used when responding.
I can choose the right words when talking.
2
K
Obtain words and phrases acquired through conversations, reading, being read to, and responding to text.
I can learn words and phrases through conversations.
S
Use words and phrases accurately acquired through conversations, reading, being read to, and responding to text.
I can use words and phrases I learn through conversations.
Page 71 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RL.1 K R S P
College and Career Readiness Anchor Standard Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
With prompting and support, ask and answer questions about key details in a text.
Strand Cluster Reading Literature Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2
K With prompting and support, identify key details in a text.
I can tell (identify what a detail is.
3 I can tell (identify) important (key) details (at least two) in a text.
4 K With prompting and support, ask questions about key details.
I can ask questions about important details in a text.
5 K With prompting and support, answer questions about key details.
I can answer questions about important (key) details in a text.
Scott County Schools Kindergarten English Language Arts
Page 72 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RL.2 K R S P
College and Career Readiness Anchor Standard Standard Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas.
With prompting and support, retell familiar stories, including key details.
Strand Cluster Reading Literature Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K With prompting and support, identify key details of a story.
I can tell (identify) important (key) details (at least two) in a story.
2 K With prompting and support, retell a familiar story including key details.
I can retell a story I know using important (key) details.
This means I can tell the main character(s), the setting, and what happened in the beginning, middle and end of the story.
Scott County Schools Kindergarten English Language Arts
Page 73 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RL.3 K R S P
College and Career Readiness Anchor Standard Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
With prompting and support, identify characters, settings, and major events in a story.
Strand Cluster Reading Literature Key Ideas and Details
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K With prompting and support, define and identify character.
I can tell what a character is.
I can name (identify) the characters in the story.
2 K With prompting and support, define and identify setting.
I can tell what a setting is. I can tell (identify) the setting in the story.
3 K With prompting and support, define and identify the major events of a story.
I can tell what a major event is.
I can tell (identify) the setting in the story.
Page 74 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.4 K R S P
College and Career Readiness Anchor Standard Standard
Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyzes how specific word choices shape
meaning or tone.
Ask and answer questions about unknown words in text.
Strand Cluster
Reading Literature Craft and Structure
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 R Formulate a question about
unknown words in text.
I can create a question
about words I don’t
understand in the text.
3
R
Use resources/strategies to
answer questions about
unknown words in text.
I can use pictures to answer
questions about words I
don’t understand in the
text.
4 I can use words from the
text to answer questions
about words I don’t
understand in the text.
5 I can use what I already
know to answer questions
about words I don’t
understand in the text.
Page 75 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RL.5 K R S P
College and Career Readiness Anchor Standard Standard Analyze the structure of texts including how specific sentences, paragraphs and larger portions of texts (e.g., a section, chapter, scene or stanza) relate to each other and the whole.
Recognize common types of texts (e.g., storybooks, poems).
Strand Cluster Reading Literature Craft and Structure
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K Recognize common types of text such as poems.
I can recognize a poem.
Scott County Schools Kindergarten English Language Arts
Page 76 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.6 K R S P
College and Career Readiness Anchor Standard Standard
Assess how point of view or purpose shapes the content and style of a text. With prompting and support, name the author and illustrator of a story and define the role of each in telling
the story. Strand Cluster
Reading Literature Craft and Structure
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
With prompting and
support, name the author
and define what an author
does.
I can name the author.
I can tell what an author
does.
2 K
With prompting and
support, name the
illustrator and define what
an illustrator does.
I can name the illustrator.
I can tell what an illustrator
does.
Page 77 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.7 K R S P
College and Career Readiness Anchor Standard Standard
Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words.
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).
Strand Cluster
Reading Literature Integration of Knowledge and Ideas
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 R With prompting and
support, describe a moment
in the story using the
illustrations that depict it.
I can use the illustrations to
describe what is happening
at that point in the story.
4 R With prompting and
support, describe how the
illustrations and story are
related as they appear.
I can describe how the
pictures and the story go
together.
Page 78 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.9 K R S P
College and Career Readiness Anchor Standard Standard
Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
With prompting and support, compare and contrast the adventures and experiences of characters in familiar
stories.
Strand Cluster
Reading Literature Integration of Knowledge and Ideas
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2
K
Determine similarities and
differences of adventures
and experiences in familiar
stories.
I can tell what an
experience is.
I can tell what an adventure
is.
3 I can tell if the adventures
and experiences of a
character are the same or
different in stories I know.
Page 79 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.10 K R S P
College and Career Readiness Anchor Standard Standard
Read and comprehend complex literary and informational texts independently and
proficiently.
Actively engage in group reading activities with purpose and understanding.
This is a cumulative list of learning targets that students should have mastered by the end of the nine weeks
with grade level texts. Strand Cluster
Reading Literature Range of Reading and Level of Text
Complexity
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
R
Actively engage in group
reading activities
concerning craft and
structure.
I can identify the front and
back cover and the title of
a book.
2 I can name the author and
illustrator of a book, and
tell what they do.
3
R
Actively engage in group
reading activities
concerning key ideas and
details.
I can identify the main
topic of a text.
4 I can retell important (key)
details (2 or more) in a
text.
5 R I can ask and answer
questions about details in a
text.
R Actively engage in group
reading activities
concerning integration of
knowledge and ideas.
I can tell why the author
wrote important facts.
6 R Actively engage in group
reading activities
concerning key ideas and
details.
I can describe how things
go together in a text.
R Actively engage in group
reading activities
concerning integration of
knowledge and ideas.
I can describe how the
pictures and the story go
together.
Page 80 of 164
Scott County Schools Kindergarten English Language Arts
7 R Actively engage in group
reading activities
concerning craft and
structure.
I can use pictures, words
from the text, and what I
already know to ask and
answer questions about
words I don’t understand.
8 R Actively engage in group
reading activities
concerning integration of
knowledge and ideas.
I can identify things that
are the same in two texts
about the same topic.
I can identify things that
are different in two texts
about the same topic.
9 R Apply activities that reflect
purpose and understanding
of text.
I can respond to what I
read.
This means I can answer
questions or draw pictures
(or other activities) about
what I read.
Page 81 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.1 K R S P
College and Career Readiness Anchor Standard Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
With prompting and support, ask and answer questions key details in a text.
Strand Cluster Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
With prompting and support, identify key
details in informational text.
I can tell what information text is.
2 I can tell what a detail is.
3
I can tell (identify) important (key) details (at least two) from informational text.
4 K
With prompting and support, answer questions about key ideas in information text.
I can answer questions about important (key) details from informational text.
5 K
With prompting and support, ask questions about key details in informational text.
I can ask questions about important (key) details from informational text.
Scott County Schools Kindergarten English Language Arts
Page 82 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.2 K R S P
College and Career Readiness Anchor Standard Standard Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
With prompting and support, identify the main topic and retell key details of a text.
Strand Cluster Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K With prompting and support, identify the main topic of a text.
I can tell (identify) the main idea of informational text.
2 K
With prompting and support, identify key details of a text.
I can tell (identify) important (key) details (at least two) of informational text.
3 K
With prompting and support, retell key details of a text.
I can retell important (key) details of informational text.
This means I can tell the main idea and important details (at least two) of an informational text.
Scott County Schools Kindergarten English Language Arts
Page 83 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.3 K R S P
College and Career Readiness Anchor Standard Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
With prompting and support, describe the connections between two individuals, events, ideas, or pieces of information in a text.
Strand Cluster Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
With prompting and support, identify key details about an individual discussed in an informational text.
I can tell (identify) important (key) details (two or more about a person in an informational text.
2 K
With prompting and support, identify details about events or ideas in a text.
I can tell (identify) details (two or more) about events or ideas in informational text.
3
R
With prompting and support, discuss how two individuals and events in a text connect.
I can talk about how two people in a text are connected.
4 I can talk about how two events in a text are connected.
Scott County Schools Kindergarten English Language Arts
Page 84 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.4 K R S P
College and Career Readiness Anchor Standard Standard Interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings and analyzes how word choices shape meaning or tone.
With prompting and support, ask and answer questions about unknown words in text.
Strand Cluster Reading Informational Text Craft and Structure
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify unknown words in text.
I can identify the words I don’t understand in informational text.
2 K
Recognize that a question requires an answer.
I can recognize question words (e.g., who, what, where, when, why, can, do, does, etc.).
3 R
Formulate a question about unknown words in a text, with prompting and support.
I can create question about words I don’t understand in informational texts.
4 R Recognize that a question requires an answer.
I can recognize when a question has an answer and how to use the answer.
5 R
Answer questions about unknown words in a text,
with prompting and support.
I can use pictures to answer questions about words I don’t understand in informational text.
Scott County Schools Kindergarten English Language Arts
Page 85 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.6 K R S P
College and Career Readiness Anchor Standard Standard Assess how point of view or purpose shapes the content and style of a text. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in
a text. Strand Cluster Reading Informational Text Craft and Structure
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Name the author and define what an author does.
I can name the author. I can tell what the author does.
2 K Name the illustrator and define what an illustrator.
I can name the illustrator. I can tell what the illustrator does.
Scott County Schools Kindergarten English Language Arts
Page 86 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.7 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
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).
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify illustrations and identify text.
I can identify illustrations. I can identify text.
2 K Define describe. I can tell what it means to describe.
3
R
With prompting and support, describe people, places, and things in illustrations.
1 can describe people in illustrations.
4 I can describe places in illustrations.
5 I can describe important ideas that are in illustrations.
6 I can describe important ideas that are in illustrations.
This means that I can look at a picture and tell what it means about the story.
7 R
With prompting and support, describe the relationships between illustrations and text.
I can describe how pictures and the story go together.
Scott County Schools Kindergarten English Language Arts
Page 87 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.8 K R S P
College and Career Readiness Anchor Standard Standard Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
With prompting and support, identify the reasons an author gives to support points in a text.
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify reasons the author gives to support points in the text, with prompting and support.
I can tell (identify) why the author wrote important facts.
Scott County Schools Kindergarten English Language Arts
Page 88 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.10 K R S P
College and Career Readiness Anchor Standard Standard Read and comprehend complex literary and informational texts independently and proficiently.
Actively engage in group reading activities with purpose and understanding.
Strand Cluster Reading Informational Text Range of Reading and Text Complexity
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
R Actively engage in group activities concerning craft and structure.
I can identify the front and back cover and the title of a book.
2 I can name the author and illustrator of a book and tell what they do.
3
R
Actively engage in group reading activities concerning key ideas and details.
I can identify the main topic of informational text.
4 I can retell important (key) details (at least 2) in informational text.
5 I can ask and answer questions about details in informational text.
6 I can tell (describe) how things go together in informational text.
6 R
Actively engage in group reading activities concerning integration of knowledge and ideas.
I can describe how the pictures and the informational text go together.
7 R Actively engage in group activities concerning craft and structure.
I can use pictures, words from informational text, and what I already know to ask and answer questions words I don’t understand.
8 R Actively engage in group I can identify things that
Page 89 of 164
Scott County Schools Kindergarten English Language Arts
reading activities concerning integration of knowledge and ideas.
are the same in two informational texts about the same topic.
9
I can identify things that are different in two informational texts about the same topic.
10
I can name (identify) what is the same between informational texts on the same subject (e.g., illustrations, procedures, descriptions).
11
I can name (identify) what is different between informational texts on the same subject (e.g., illustrations, procedures, descriptions).
Page 90 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RF.1 K R S P
College and Career Readiness Anchor Standard Standard
Reading foundational skills. Demonstrate understanding of the organization and basic features of print.
A. Follow words from left to right, top to bottom, and page by page.
B. Recognize that spoken words are represented in written language by specific sequences of letters.
C. Understand that words are separated by spaces in print.
D. Recognize and name all upper- and lowercase letters of the alphabet.
Strand Cluster
Reading Foundational Skills Print Concepts
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Recognize that spoken
words are represented in
written language by
specific sequences of letter
and separated by spaces in
print.
I can recognize that words
I say are written with
letters.
2
I can recognize the
difference between a letter
and a word.
3 K
Recognize that words on a
page progress from left to
right and from top to
bottom.
I can recognize that words
on a page go from left to
right.
I can recognize that words
on a page go from top to
bottom.
4 K
Recognize that spoken
words are represented in
written language by
specific sequences of letter
and separated by spaces in
print.
I can recognize that words
are separated by a space.
5 K
Recognize that sentences
are made up of words.
I can recognize that
sentences are made up of
words.
6 K
Recognize and name all
upper- and lowercase
letters of the alphabet.
I can recognize all upper-
case letters.
I can recognize all lower-
case letters.
Page 91 of 164
Scott County Schools Kindergarten English Language Arts
6 K
Recognize and name all
upper- and lowercase
letters of the alphabet.
I can name all uppercase
letters.
I can name all lowercase
letters.
7
S
Follow words from left to
right, from top to bottom,
and from page to page.
I can follow words from
left to right.
8 I can follow words from
top to bottom on a page.
9 I can follow words from
one page to the next.
Page 92 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RF.2 K R S P
College and Career Readiness Anchor Standard Standard Reading foundational skills. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
A. Recognize and produce rhyming words. B. Count, pronounce, blend and segment syllables in spoken words.
C. Blend and segment onsets and rimes of single‐syllable spoken words. 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/.) Add or substitute individual sounds (phonemes) in simple, one‐syllable words to make new words.
E.
Words, syllables, or phonemes written in /slash/refer to their pronunciation phonology. Thus, /cvc/ is a *word with three phonemes regardless of the number of letters in the spelling of the word.
Strand Cluster Reading Foundational Skills Phonological Awareness
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize rhyming, short vowel sounds initial
I can recognize rhyming words.
,
sound, and ending sounds.
2 S
Count syllables in spoken I can count syllables in words. spoken words. Pronounce syllables in spoken words.
I can say the syllables in spoken words.
Blend syllables in spoken words.
I can blend syllables in spoken word.
Segment syllables in spoken words.
I can break a spoken worddown into sylla
bles.
3 Produce rhyming words. I can rhyme words (verbally).
Scott County Schools Kindergarten
4 K hort
.
English Language Arts
Recognize rhyming, svowel sounds, initial sound, and ending sounds
I can recognize beginning sounds.
Page 93 of 164
Scott County Schools Kindergarten English Language Arts
4 S
Blend onsets and rimes of the beginning single-syllable spoken words.
I can blend sound with the rest of the word when spoken.
Segment onsets and rimes of single syllable spoken words.
I can break a word into the
y
beginning sound and the rest of the word when I sait.
Isolate and pronounce CVC words to recognize the initial sound.
I can recognize the beginning sound of a (CVC) word.
5 K
and short vowel sounds.
Isolate and pronounce CVC words to recognize the initial sound, ending
I can recognize ending sounds.
S ding d.
I can recognize the ensound of a (CVC) wor
6 K I can recognize short vo
sound. wel
S I can recognize the middle sound of a (CVC) word.
7 S Isolate and pronounce CVC words.
I can put the beginning, middle, and ending sound together to say a (CVC) word.
8 S Add individual sounds in
rds a
simple one syllable woto make new words.
I can add a new sound toword to make a new word.
9
S syllable words to make new words.
g
Substitute individual sounds in simple one
I can change the beginninsound in a word to make a new word.
10 I can change the middle
sound in a word to make a new word.
11 a I can change the ending
sound in a word to make new word.
Page 94 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RF.3 K R S P
College and Career Readiness Anchor Standard Standard
Reading foundational skills. Know and apply grade-level phonics and word analysis skills in decoding words.
A. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the
primary or many of the most frequent sound for each consonant.
B. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
C. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
D. Distinguish between similarly spelled words by identify the sounds of the letters that differ.
Strand Cluster
Reading Foundational Skills Phonics and Word Recognition
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize one-to-one
letter (sound)
correspondence for each
consonant.
I can recognize (tell) each
consonant has a sound.
1 S Say the sound that
corresponds to the
consonant.
I can say the sound that
each consonant makes.
2 K Recognize high-frequency
sight words.
I can recognize sight words
(Dolch list as guide).
2 S Read high-frequency sigh
words.
I can read high-frequency
sight words.
3 K Recognize words that are
similarly spelled.
I can tell what is the same
in words.
I can tell what is different
in words.
4 K Identify the sounds of the
letters that are different.
In words, I can find the
letter sound that is
different.
5
R Distinguish the differing
sound of consonants.
I can tell if (consonant)
sounds are different or the
same.
5 R Determine the pattern of
the word.
I can find the patterns in
words.
Page 95 of 164
Scott County Schools Kindergarten English Language Arts
6 K Identify the five vowels
with common spellings.
I can identify the short
vowel sounds.
I can identify (tell) the
short vowel sounds.
7 S
Read words that have a
similar word pattern and
identify the sounds, letters
that are different.
I can read words that have
the same letter pattern.
This means I can read
words that look similar
(e.g., cat/hat, pot/pat,
pan/pat, etc.)
8 S
I can find the sounds that
are different in words that
have the same letter
pattern.
This means I can find the
sound that is different in
words that look alike (e.g.,
cat/hat, pot/pan, etc.).
9 S
I can find the letters that
are different in words that
have the same letter
pattern.
This means I can find the
letter that is different in
words that look alike (e.g.,
cat/hat, pot/pan, etc.).
Page 96 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RF.4 K R S P
College and Career Readiness Anchor Standard Standard Reading foundational skills. Read emergent-reader texts with purpose and understanding.
Strand Cluster Reading Foundational Skills Fluency
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize that there are different purposes for reading emergent-reader texts.
I can recognize that there are different reasons for reading (e.g., for fun, for information, and to be a better reader).
2 R Determine the purpose for reading emergent-reader texts.
I can tell why I am reading this text (e.g., for fun, for information, to be a better reader).
3 S Read emergent-reader texts with purpose and for understanding.
I can read and respond to what I read.
This means I can answer questions or draw pictures (or other activities) to tell about what I read.
Scott County Schools Kindergarten English Language Arts
Page 97 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.1 K R S P
College and Career Readiness Anchor Standard Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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…..). Strand Cluster
Writing Text Types and Purposes.
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
Identify the title of a book or a topic to write about.
I can identify the title of a book.
I can identify a topic to write about.
2 K Recognize what an opinion is.
I can tell what an opinion is.
3 R Formulate an opinion about a book.
I can create an opinion about a book or topic.
4 P
Write an opinion piece about a topic or a book; the piece should demonstrate a combination of drawing, dictating, and writing; it should include the topic or title of a book; and it should state an opinion or preference about the topic or book.
I can write (demonstrate) an opinion using drawing, dictating, and writing.
I can include the topic or title of a book in my opinion.
Scott County Schools Kindergarten English Language Arts
Page 98 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.2 K R S P
College and Career Readiness Anchor Standard Standard Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Use a combination of drawing, dictating, and writing to compose informative/explanatory text in which they name what they are writing about and supply some information about the topic.
Strand Cluster Writing Text Types and Purposes.
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify an informative/ explanatory text.
I can identify a text that has facts and information.
2 K Select a topic for an informative/ explanatory writing piece.
I can choose a topic to write facts and information about.
3 R
Combine drawing, dictation, and writing to compose informational/ explanatory text to supply additional information about the topic.
I can use drawing, dictating and writing to give facts and information about my topic.
4 P
Compose informative/ explanatory text using in which they name the topic about which they are writing and supply some information about the topic.
I can use drawing, dictating and writing to tell my topic.
I can use drawing, dictating and writing to tell facts and information about my topic.
Scott County Schools Kindergarten English Language Arts
Page 99 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.3 K R S P
College and Career Readiness Anchor Standard Standard Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
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.
Strand Cluster Writing Text Types and Purposes.
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Define event. I can tell what an event is.
2 K Choose a single event to discuss.
I can choose an event to talk about.
3 R
Distinguish between relevant and irrelevant details.
I can decide what an important (key) detail is.
I can decide what is not an important (key) detail.
4 R
Sequence relevant events. I can sequence important events.
This means I can put important events in order (beginning, middle, end; first, second, etc.).
5 R React to the event. I can tell how I felt about the event.
6
P
Draw, dictate, and/or write a narrative piece which contains relevant details, a logical sequence of events, and a reaction.
I can use drawing, dictating, or writing to tell about an event.
7
I can use drawing, dictating, or writing to add important details (at least two).
8 I can use drawing, dictating, or writing to sequence the details.
Scott County Schools Kindergarten English Language Arts
Page 100 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.5 K R S P
College and Career Readiness Anchor Standard Standard Develop and strength writing as needed by planning, revision, editing, rewriting or trying a new approach.
With guidance and support from adults, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
Strand Cluster Writing Production and Distribution of Writing
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
With guidance and support from adult, students should recognize how to respond to questions and suggestions from peers and how to add details to strengthen writing as needed.
I can recognize a question needs an answer.
2 I can recognize when friends give me ideas.
3
I can recognize that details make writing better.
4
R
With guidance and support from adults, students develop writing as needed by responding to questions and suggestions from peers and adding details to strengthen writing as needed.
I can use my friends’ questions and ideas to make my writing better (drawing, dictating, writing).
5 I can use details to make my writing better (drawing, dictating, writing).
Scott County Schools Kindergarten English Language Arts
Page 101 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.6 K R S P
College and Career Readiness Anchor Standard Standard Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Strand Cluster Writing Production and Distribution of Writing
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
With guidance and support, use basic computer skills (e.g., turn on computer, log on, and use common software and basic word processing tools).
(With help from my teacher or others), I can turn on the computer, log onto the computer, use computer programs, and find letters on the keyboard.
I can tell what it means to publish something.
2 R
With guidance and support, choose digital tools for producing and publishing writing.
(With help from my teacher or others), I can choose what technology I want to use to make (produce) and publish writing.
3 S
With guidance and support, use technology to produce and publish writing individually and with peers.
(With help from my teacher or others), I can use technology to make (produce) and publish writing.
Scott County Schools Kindergarten English Language Arts
Page 102 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.7 K R S P
College and Career Readiness Anchor Standard Standard Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
Strand Cluster Writing Research to Build and Present Knowledge
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
Identify sources and tools for shared research.
I can name (identify) sources and tools that help me find out more about something (e.g., books, people, internet, magazines).
2
R
Participate in shared research and writing projects.
I can participate in a group to find out more about something.
3
I can participate in a group to write about something (e.g., drawing, dictating, and writing.)
Scott County Schools Kindergarten English Language Arts
Page 103 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.W.8 K R S P
College and Career Readiness Anchor Standard Standard
Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.
With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.
Strand Cluster
Writing Research to Build and Present Knowledge
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify experience and
source.
I can tell (identify) what an
experience is.
2 S With guidance and support,
answer a question using
information from
experience and answer a
question using information
from a provided source.
I can answer a question
using what I already know.
3 K Identify experience and
source.
I can tell (identify) what a
source is.
4 R Gather information from
more than one source to
answer a question.
I can use sources to answer
a question.
Page 104 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.1 K R S P
College and Career Readiness Anchor Standard Standard Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each other’s ideas and expressing their own clearly and persuasively.
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
Strand Cluster Speaking and Listening Comprehension and Collaboration
Assessments Resources Differentiation
Target #
Target Type
State Target Student Friendly Target Printed
Techn latives Strategies Remediatio ESL Success Criteria (If Appropriate)
Resources
ology Manipu n Extension
1 K Recognize how others I can recognize how others listen. listen.
2 S while others are sten while others are Listen speaking.
I can litalking.
3 K reed-upon rules me (identify) the Identify agfor discussion.
I can naclass rules for discussion.
4 R ed-upon g owing
Observe if agrediscussion rules are beinfollowed.
I can recognize if classmates are follclass rules.
5 S eed-upon rules class rules for Follow agrfor discussion.
I can followdiscussion.
6 K om and
y a topic Identify ideas frkindergarten topics texts.
I can identifthrough listening.
7 R comments and o the
I can stick to the point of a Decidequestions appropriate ttopic of discussion.
discussion.
8 K rs ng.
I can recognize how others Recognize how othemove conversations alo share in conversation.
9 S Participate in conversationsabout kindergarten topics and texts.
I can share during conversations.
10 S respond to
I can take turns in Listen and continue conversationswith peers and adults.
conversations.
Scott County Schools Kindergarten English Language Arts
Page 105 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.2 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
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.
Strand Cluster
Speaking and Listening Comprehension and Collaboration
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation
Target #
Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K
Ask and answer questions about key details read aloud, or presented orally through media formats.
I can answer questions about important (key) details in a text (read aloud).
I can answer questions about important (key) details in a presentation.
1 K
Identify key ideas from text read aloud or presented orally through media formats.
I can identify important (key) details in a text (read aloud).
3 K
Ask and answer questions about key details read aloud, or presented orally through media formats.
I can ask questions about important (key) details in a text (read aloud).
I can ask questions about important (key) details in a presentation.
I can ask questions about important (key detail in media (e.g., video clips, interactive websites, audio books, etc.).
4 K
Ask and answer questions about key details read aloud, or presented orally through media formats.
I can answer questions about important (key) details in other media (e.g., video clips, interactive websites, audio books, etc.).
5 R Ask for clarification of key If I don’t understand
Page 106 of 164
Scott County Schools Kindergarten English Language Arts
details that are not understood from text read aloud and information presented through media.
something, I can ask questions about important details in a text (read aloud). If I don’t understand something, I can ask questions about important (key) details in presentation.
If I don’t understand something, I can ask questions about important (key) details in other media (e.g., video clips, interactive websites, audio books, etc.)
6 S Ask for clarification if something is not understood.
I can ask questions if I don’t understand
Page 107 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.SL.3 K R S P
College and Career Readiness Anchor Standard Standard
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Ask and answer questions in order to seek help, get information, or clarify something that is not
understood.
Strand Cluster
Speaking and Listening Comprehension and Collaboration
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify questions I can identify questions.
Identify answers I can identify answers.
2 K
Identify situations in which
help is needed, when
information is needed, or
when clarification is
necessary.
I can recognize when I
need help.
I can recognize when I
need to know more.
I can recognize when I
need to better understand.
3 K
Recognize that asking
questions is an appropriate
strategy to further
understanding.
I can recognize that asking
questions helps me
understand.
4 R
Formulate appropriate
questions seek help,
information or
clarification.
I can create questions when
I need help.
I can create questions when
I need to know more.
I can create questions to
help me understand.
5 S
Ask questions to seek help,
get information or clarify
something that is not
understood.
I can ask questions when I
need help.
I can ask questions when I
need to know more.
I can ask questions to help
me understand.
6 S
Answer questions in order
to seek help, get
information or clarify
something that is not
understood.
I can answer questions to
help someone better
understand.
Page 108 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.4 K R S P
College and Career Readiness Anchor Standard Standard Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience.
Describe familiar people, places, things and events, and with prompting and support, provide additional details.
Strand Cluster
Speaking and Listening Presentation of Knowledge and Ideas
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify familiar people, places, things, events, and details.
I can identify people I know.
I can identify places I know.
I can identify things I know.
I can identify events I know.
I can identify details I know.
2 R
Determine relevant details that describe people, places, things, events with prompting and support.
(With help from my teacher or others), I can describe people.
This means that I can give two or more details to describe people.
(With help from my teacher or others), I can describe places.
This means that I can give two or more details to describe places.
(With help from my teacher or others), I can describe things.
This means that I can give two or more details to describe things.
(With help from my teacher or others), I can describe events.
This means that I can give two or more details to describe events.
3 S Orally perform a clear (With help from my
Page 109 of 164
Scott County Schools Kindergarten English Language Arts
presentation that describes a person, a place, a thing, or an event that includes relevant details, with prompting and support.
teacher or others) I can tell important details (2 or more) to describe a person. (With help from my teacher or others) I can tell important details (2 or more) to describe a place.
(With help from my teacher or others) I can tell important details (2 or more) to describe a thing.
(With help from my teacher or others) I can tell important details (2 or more) to describe an event.
Page 110 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.5 K R S P
College and Career Readiness Anchor Standard Standard Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Add drawings or other visual displays to descriptions as desired to provide additional detail.
Strand Cluster Speaking and Listening Presentation of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know what visual displays are.
I can tell what a visual display is (e.g., drawing, picture, object, poster, bulletin board, illustration, etc.).
2 K Identify details. I can identify details (2 or more).
3 R Add drawings or visual displays to provide details to descriptions.
I can add pictures, illustrations, or drawings to describe and add details.
Scott County Schools Kindergarten English Language Arts
Page 111 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.6 K R S P
College and Career Readiness Anchor Standard Standard Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Speak audible and express thoughts, feelings, and ideas clearly.
Strand Cluster Speaking and Listening Presentation of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify different voice volumes used for different situations.
I can identify how soft or loud to talk.
2 S Speak using appropriate voice volume for situation.
I can talk softly or loudly when needed.
3 S Speak to communicate thoughts, feelings, and ideas clearly.
I can talk about my thoughts, feelings, and ideas.
Scott County Schools Kindergarten English Language Arts
Page 112 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.1 K R S P
College and Career Readiness Anchor Standard Standard Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Demonstrate command of conventions of standard English grammar and usage when writing or speaking. a. Print many upper‐ and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding/s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives (e.g., who, what, when, where, w
hy and how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, off, for, of, by, with). f. Produce and expand complete sentences in shard language activities.
Strand Cluster Language Conventions of Standard English
Differentiation Assessments Resources
Target #
Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Resources Remediation Extension ESL Printed Technology Manipulatives Strategies
1 K Recognize many of the letters of the alphabet.
I can write many letters of the alphabet.
2
K
Recognize that letters can be both upper and be uppercase and
lowercase.
I can recognize letters can
lowercase.
3 I can write the upper case
and lower case form of many letters.
4
S
e command of the conventions of grammar and usage when speaking.
Demonstrat I can speak properly.
K
Recognize and produce a complete sentence.
I can recognize a complete sentence
I can make a complete sentence.
5 (interrogatives). K
Know the meaning of question words
I can tell the meaning of question words.
S Use question words in uestions.
Scott County Schools Kindergarten English Language Arts
speaking. I can ask q
6 K
mon irection words (e.g., prepositions,
an go).
Recognize comprepositions.
I can recognize d
anywhere a mouse c
Page 113 of 164
Scott County Schools Kindergarten English Language Arts
ring ing. S
Use frequently occurprepositions in speak
I can use direction words when speaking (e.g., prepositions, anywhere a mouse can go).
7 K
Recognize nouns and verbs.
I can tell what a noun is. I can tell what a verb is. I can tell if a word is a noun or a verb.
Recognize that nouns be singular and plural.
can I can tell if a noun can be one, or more than one.
8 S
regular plural nouns with /s/ and /es/. Form I can form words (regu
plural nouns) that mean lar
more than one (e.g., one car, two cars; one bus, two buses).
9 R
mmar and usage when writing to expand sentences and
Demonstrate command of the convention of gra
distinguish between upper and lowercase letters.
I can add more to a sentence.
Page 114 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.2 K R S P
College and Career Readiness Anchor Standard Standard Demonstrate command of the convention of standard English capitalization, punctuation, and spelling when writing.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short‐vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships.
Strand Cluster Language Conventions of Standard English
Assessments Resources Differentiation
Target Target State Target Student Friendly Target Success Criteria Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
# Type (If Appropriate)
1 K
Capita n a lize first word isentence and the pronoun I.
I can start my sentence with a capital letter.
2 I can capitalize the wor‘I’.
d
3 K
punctuation. a Recognize and name end I can recognize and name
period.
I can recognize and name a question mark.
I can recognize and name an exclamation mark.
4 R Distinguish the letters. I can recognize different
letters are needed to make different sounds.
5 K Match the sound and the letter for most consonant and short-vowel sounds.
I can match sounds to letters.
6 S l
Write a letter or letter combinations for most consonant and short vowesounds (phonemes).
I can write letters for thesounds I hear.
7 K rds using the
sounds I hear.
Scott County Schools Kindergarten English Language Arts
Use sound-letter awareness to spell simple words phonetically.
I can spell wo
Page 115 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.4 K R S P
College and Career Readiness Anchor Standard Standard Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
b. Use the most frequently occurring inflections and affixes (e.g., ‐ed, ‐e, re‐, un‐, pre‐, ‐ful, ‐less) as a clue to the meaning of an unknown word.
Strand Cluster Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target #
Target Type
State Target Student Friendly Target Printed
Techn latives Strategies Remediatio ESL Success Criteria (If Appropriate)
Resources
ology Manipu n Extension
1 K Recognize that some words I can recognize that words and phrases have multiple meanings.
can mean more than one thing.
2 R w meanings for nd (identify) a new Identify nefamiliar words.
I can fimeaning for a word I already know.
3 R Apply the appropriate ght words at meaning for the word within the context.
I can use the rithe right time.
Scott County Schools Kindergarten English Language Arts
Page 116 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.5 K R S P
College and Career Readiness Anchor Standard Standard Demonstrate understanding, of figurative language, word relationships, and nuances in word meanings.
With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain sense of the concepts the
categories represent. Demonstrate undersb. tanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Identify real‐life connecc. tions between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, pran
ce) by acting out the meanings.
Strand Cluster Language Vocabulary Acquisition and Use
Resources Differentiation Assessments
Target Target State Target Student Friendly Target Success Criteria Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
# Type (If Appropriate)
1
K
Wfrom
ction.
ects.
ith guidance and support adults, identify
common objects, identify categories, know verbs, know adjectives, know opposites, identify real lifeconnections, and distinguish shades of meaning among verbs describing the same a
(With help from my teacher or others) I can identify common obj
(With help from my teacher or others) I can identify categories.
2
2 R
port (With help from my teacher or others) I can sort
es.
With guidance and supfrom adults sort common objects into categories; relate verbs and adjectives to their opposites; identify real life connections between words and their use; and distinguish ways to act out verbs.
objects into categori
3 K t (With help from my
teacher or others) I can
Scott County Schools Kindergarten English Language Arts
With guidance and supporfrom adults, identify common objects, identify categories, know verbs,
identify opposites. 4 K (With help from my
Page 117 of 164
tion.
can mean
know adjectives, know opposites, identify real lifeconnections, and distinguish shades of meaning among verbs describing the same ac
teacher or others) I identify what words to me.
4 R
port (With help from my teacher or others) I can
about
With guidance and supfrom adults sort common objects into categories; relate verbs and adjectives to their opposites; identify real life connections between words and their use; and distinguish ways to act out verbs.
identify words to tell my experiences.
5 K
tion.
(With help from my teacher or others) I can
With guidance and supportfrom adults, identify common objects, identify categories, know verbs, know adjectives, know opposites, identify real lifeconnections, and distinguish shades of meaning among verbs describing the same ac
identify. (With help from my eacher ot r others) I can
bs for
identify different verone action (e.g., toss, throw, hurl).
5 R
port hers) I can
f
With guidance and supfrom adults sort common objects into categories; relate verbs and adjectives to their opposites; identify real life connections between words and their use; and distinguish ways to act out verbs.
(With help from my teacher or otrecognize opposites overbs. (With help from my eachert or others) I can
t out
figure out ways to acverbs.
5 S
verb.
With guidance and supportfrom adults act out meanings of verbs.
(With help from my teacher or others) I can act out the meaning of a
6 K
tion.
With guidance and support from adults, identifycommon objects, identify categories, know verbs, know adjectives, know opposites, identify real lifeconnections, and distinguish shades of meaning among verbs describing the same ac
(With help from my teacher or others) I can identify adjectives.
Scott County Schools Kindergarten English Language Arts
6 R port (With help from my teacher or others) I can
With guidance and supfrom adults sort common
Page 118 of 164
Scott County Schools Kindergarten English Language Arts
f objects into categories; relate verbs and adjectives to their opposites; identify real life connections between words and their use; and distinguish ways to act out verbs.
recognize opposites oadjectives.
Page 119 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.6 K R S P
College and Career Readiness Anchor Standard Standard Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Use words and phrases acquired through conversations, reading and being read to, and responding to text.
Strand Cluster Language Vocabulary Acquisition and Use
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Obtain words and phrases acquired through conversations, reading, being read to, and responding to text.
I can tell what a phrase is.
R Distinguish if a word or phrase should be used when responding.
I can choose the right words when talking.
2
K
Obtain words and phrases acquired through conversations, reading, being read to, and responding to text.
I can learn words and phrases through conversations.
S
Use words and phrases accurately acquired through conversations, reading, being read to, and responding to text.
I can use words and phrases I learn through conversations.
3 K
Obtain words and phrases acquired through conversations, reading, being read to, and responding to text.
I can learn words and phrases through being read to.
S Use words and phrases I can use words and
Page 120 of 164
Scott County Schools Kindergarten English Language Arts
accurately acquired through conversations, reading, being read to, and responding to text.
phrases I learn through being read to.
4
K
Obtain words and phrases acquired through conversations, reading, being read to, and responding to text.
I can learn words and phrases through talking about text.
S
Use words and phrases accurately acquired through conversations, reading, being read to, and responding to text.
I can use words and phrases I learn through talking about text.
5
K
Obtain words and phrases acquired through conversations, reading, being read to, and responding to text.
I can learn words and phrases through reading.
S
Use words and phrases accurately acquired through conversations, reading, being read to, and responding to text.
I can use words and phrases I learn through reading.
Page 121 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RL.1 K R S P
College and Career Readiness Anchor Standard Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
With prompting and support, ask and answer questions about key details in a text.
Strand Cluster Reading Literature Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 K With prompting and support, identify key details in a text.
I can tell (identify) important (key) details (at least two) in a text.
4 K With prompting and
support, ask questions about key details.
I can ask questions about important details in a text.
5 K With prompting and support, answer questions about key details.
I can answer questions about important (key) details in a text.
Scott County Schools Kindergarten English Language Arts
Page 122 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.2 K R S P
College and Career Readiness Anchor Standard Standard
Determine central ideas or themes of a text and analyze their development, summarize the
key supporting details and ideas.
With prompting and support, retell familiar stories, including key details.
Strand Cluster
Reading Literature Key Ideas and Details
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K With prompting and
support, identify key
details of a story.
I can tell (identify)
important (key) details (at
least two) in a story.
2 K With prompting and
support, retell a familiar
story including key details.
I can retell a story I know
using important (key)
details.
This means I can tell the
main character(s), the
setting, and what happened
in the beginning, middle
and end of the story.
Page 123 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RL.3 K R S P
College and Career Readiness Anchor Standard Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
With prompting and support, identify characters, settings, and major events in a story.
Strand Cluster Reading Literature Key Ideas and Details
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K With prompting and support, define and identify character.
I can tell what a character is.
I can name (identify) the characters in the story.
2 K With prompting and support, define and identify setting.
I can tell what a setting is. I can tell (identify) the setting in the story.
3 K With prompting and support, define and identify the major events of a story.
I can tell what a major event is.
I can tell (identify) the setting in the story.
Page 124 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.4 K R S P
College and Career Readiness Anchor Standard Standard
Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyzes how specific word choices shape
meaning or tone.
Ask and answer questions about unknown words in text.
Strand Cluster
Reading Literature Craft and Structure
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
Identify unknown words in
text.
I can identify the words I
don’t understand in the
text.
2 K
Recognize that a question
requires an answer.
I can recognize question
words (e.g., who, what,
where, when, why, can, do,
does, etc.).
3
R Formulate a question about
unknown words in text.
I can create a question
about words I don’t
understand in the text.
3
R
Use resources/strategies to
answer questions about
unknown words in text.
I can use pictures to answer
questions about words I
don’t understand in the
text.
4
I can use words from the
text to answer questions
about words I don’t
understand in the text.
5
I can use what I already
know to answer questions
about words I don’t
understand in the text.
6
I can use pictures, words
from the text, and what I
already know to answer
questions about words I
don’t understand in the
text.
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Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.7 K R S P
College and Career Readiness Anchor Standard Standard
Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words.
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).
Strand Cluster
Reading Literature Integration of Knowledge and Ideas
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 R With prompting and
support, describe a moment
in the story using the
illustrations that depict it.
I can use the illustrations to
describe what is happening
at that point in the story.
4 R With prompting and
support, describe how the
illustrations and story are
related as they appear.
I can describe how the
pictures and the story go
together.
Page 126 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.9 K R S P
College and Career Readiness Anchor Standard Standard
Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
With prompting and support, compare and contrast the adventures and experiences of characters in familiar
stories.
Strand Cluster
Reading Literature Integration of Knowledge and Ideas
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2
K
Determine similarities and
differences of adventures
and experiences in familiar
stories.
I can tell what an
experience is.
I can tell what an adventure
is.
3 I can tell if the adventures
and experiences of a
character are the same or
different in stories I know.
4 R
Compare and contrast
adventures and
experiences.
I can compare the
adventures and experiences
of characters in stories I
know.
This means I can tell what
is alike about the adventure
and experiences of
characters in stories I
know.
I can contrast the
adventures and experiences
of characters in stories I
know.
This means I can tell what
is different about the
adventures and experiences
of characters in stories I
know.
Page 127 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RL.10 K R S P
College and Career Readiness Anchor Standard Standard
Read and comprehend complex literary and informational texts independently and
proficiently.
Actively engage in group reading activities with purpose and understanding.
This is a cumulative list of learning targets that students should have mastered by the end of the nine weeks
with grade level texts. Strand Cluster
Reading Literature Range of Reading and Level of Text
Complexity
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
R
Actively engage in group
reading activities
concerning craft and
structure.
I can identify the front and
back cover and the title of
a book.
2 I can name the author and
illustrator of a book, and
tell what they do.
3
R Actively engage in group
reading activities
concerning key ideas and
details.
I can identify the main
topic of a text.
4 I can retell important (key)
details (2 or more) in a
text.
5 R I can ask and answer
questions about details in a
text.
R Actively engage in group
reading activities
concerning integration of
knowledge and ideas.
I can tell why the author
wrote important facts.
6 R Actively engage in group
reading activities
concerning key ideas and
details.
I can describe how things
go together in a text.
R Actively engage in group
reading activities
concerning integration of
knowledge and ideas.
I can describe how the
pictures and the story go
together.
Page 128 of 164
Scott County Schools Kindergarten English Language Arts
7 R Actively engage in group
reading activities
concerning craft and
structure.
I can use pictures, words
from the text, and what I
already know to ask and
answer questions about
words I don’t understand.
8 R Actively engage in group
reading activities
concerning integration of
knowledge and ideas.
I can identify things that
are the same in two texts
about the same topic.
I can identify things that
are different in two texts
about the same topic.
9 R Apply activities that reflect
purpose and understanding
of text.
I can respond to what I
read.
This means I can answer
questions or draw pictures
(or other activities) about
what I read.
Page 129 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.1 K R S P
College and Career Readiness Anchor Standard Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
With prompting and support, ask and answer questions key details in a text.
Strand Cluster Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 K
With prompting and support, identify key
details in informational text.
I can tell (identify) important (key) details (at least two) from informational text.
4 K
With prompting and support, answer questions about key ideas in information text.
I can answer questions about important (key) details from informational text.
5 K
With prompting and support, ask questions about key details in informational text.
I can ask questions about important (key) details from informational text.
Scott County Schools Kindergarten English Language Arts
Page 130 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.2 K R S P
College and Career Readiness Anchor Standard Standard Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
With prompting and support, identify the main topic and retell key details of a text.
Strand Cluster Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K With prompting and support, identify the main topic of a text.
I can tell (identify) the main idea of informational text.
2 K
With prompting and support, identify key details of a text.
I can tell (identify) important (key) details (at least two) of informational text.
3 K
With prompting and support, retell key details of a text.
I can retell important (key) details of informational text.
This means I can tell the main idea and important details (at least two) of an informational text.
Scott County Schools Kindergarten English Language Arts
Page 131 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.3 K R S P
College and Career Readiness Anchor Standard Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
With prompting and support, describe the connections between two individuals, events, ideas, or pieces of information in a text.
Strand Cluster Reading Informational Text Key Ideas and Details
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
With prompting and support, identify key details about an individual discussed in an informational text.
I can tell (identify) important (key) details (two or more about a person in an informational text.
2 K
With prompting and support, identify details about events or ideas in a text.
I can tell (identify) details (two or more) about events or ideas in informational text.
3
R
With prompting and support, discuss how two individuals and events in a text connect.
I can talk about how two people in a text are connected.
4 I can talk about how two events in a text are connected.
5 R With prompting and support, discuss how two ideas and pieces of information in a text connect.
I can talk about how two ideas in a text are connected.
6 R I can talk about how two pieces of information in a text are connected.
7 R
With prompting and support, discuss how two identify a relationship between elements in informational piece.
I can talk about (identify) how individuals, events, ideas, and/or pieces of information are connected.
Scott County Schools Kindergarten English Language Arts
Page 132 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.4 K R S P
College and Career Readiness Anchor Standard Standard Interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings and analyzes how word choices shape meaning or tone.
With prompting and support, ask and answer questions about unknown words in text.
Strand Cluster Reading Informational Text Craft and Structure
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify unknown words in text.
I can identify the words I don’t understand in informational text.
2 K
Recognize that a question requires an answer.
I can recognize question words (e.g., who, what, where, when, why, can, do, does, etc.).
3 R
Formulate a question about unknown words in a text, with prompting and support.
I can create question about words I don’t understand in informational texts.
4 R Recognize that a question requires an answer.
I can recognize when a question has an answer and how to use the answer.
5
R
Answer questions about unknown words in a text,
with prompting and support.
I can use pictures to answer questions about words I don’t understand in informational text.
6
I can use words from the text to answer questions about words I don’t understand informational text.
7
I can use what I already know to answer questions about words I don’t understand in informational text.
Scott County Schools Kindergarten English Language Arts
Page 133 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.7 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
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).
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
3
R
With prompting and support, describe people, places, and things in illustrations.
1 can describe people in illustrations.
4 I can describe places in illustrations.
5 I can describe important ideas that are in illustrations.
6 I can describe important ideas that are in illustrations.
This means that I can look at a picture and tell what it means about the story.
7 R
With prompting and support, describe the relationships between illustrations and text.
I can describe how pictures and the story go together.
Page 134 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.8 K R S P
College and Career Readiness Anchor Standard Standard Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
With prompting and support, identify the reasons an author gives to support points in a text.
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify reasons the author gives to support points in the text, with prompting and support.
I can tell (identify) why the author wrote important facts.
Scott County Schools Kindergarten English Language Arts
Page 135 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.9 K R S P
College and Career Readiness Anchor Standard Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Strand Cluster Reading Informational Text Integration of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify basic similarities in two texts on the same
topic.
I can tell (identify) things that are the same.
I can tell (identify) things that are the same (similar) in text (e.g., illustrations, descriptions, procedures).
2 K Identify basic differences between two texts on the
same topic.
I can tell (identify) things that are different.
I can tell (identify) things that different in text (e.g., illustrations, descriptions, procedures).
Scott County Schools Kindergarten English Language Arts
Page 136 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.10 K R S P
College and Career Readiness Anchor Standard Standard Read and comprehend complex literary and informational texts independently and proficiently.
Actively engage in group reading activities with purpose and understanding.
Strand Cluster Reading Informational Text Range of Reading and Text Complexity
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
4
R
Actively engage in group reading activities concerning key ideas and details.
I can retell important (key) details (at least 2) in informational text.
5 I can ask and answer questions about details in informational text.
6 I can tell (describe) how things go together in informational text.
6 R
Actively engage in group reading activities concerning integration of knowledge and ideas.
I can describe how the pictures and the informational text go together.
7 R Actively engage in group activities concerning craft and structure.
I can use pictures, words from informational text, and what I already know to ask and answer questions words I don’t understand.
8
R
Actively engage in group reading activities concerning integration of knowledge and ideas.
I can identify things that are the same in two informational texts about the same topic.
9
I can identify things that are different in two informational texts about the same topic.
10 I can name (identify) what
Page 137 of 164
Scott County Schools Kindergarten English Language Arts
is the same between informational texts on the same subject (e.g., illustrations, procedures, descriptions).
11
R
Actively engage in group reading activities concerning integration of knowledge and ideas.
I can name (identify) what is different between informational texts on the same subject (e.g., illustrations, procedures, descriptions).
12 I can recognize ways to respond to informational text.
13
I can respond to informational text.
This means that I can answer questions or draw picture (or other activities) about informational text.
Page 138 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RF.2 K R S P
College and Career Readiness Anchor Standard Standard Reading foundational skills. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
A. Recognize and produce rhyming words. B. Count, pronounce, blend and segment syllables in spoken words.
C. Blend and segment onsets and rimes of single‐syllable spoken words. 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/.) Add or substitute individual sounds (phonemes) in simple, one‐syllable words to make new words.E.
ords, syllables, or phonemes written in /slash/refer to their pronunciation phonology. Thus, /cvc/ is a *W
word with three phonemes regardless of the number of letters in the spelling of the word.
Strand Cluster Reading Foundational Skills Phonological Awareness
tion Assessments Resources Differentia
Target #
Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Resources Extension ESL Printed Technology Manipulatives Strategies Remediation
6 K Isolate and pronounce
the initial sound, ending .
CVC words to recognize
and short vowel sounds
I can recognize short vowel sound.
S I can recognize the middle sound of a (CVC) word.
7 S Isolate and pronounce CVC words.
I can put the beginning, middle, and ending sound together to say a (CVC) word.
8 S Add individual sounds simple one syllable wordto make new words.
in s
I can add a new sound to a word to make a new word.
9
S sounds in simple one syllable words to make
Substitute individual
new words.
I can change the beginning sound in a word to make a new word.
10 I can change the middle sound in a word to make a new word.
11 I can change the ending sound in a word to make a new word.
Scott County Schools Kindergarten
English Language Arts
Page 139 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.RF.3 K R S P
College and Career Readiness Anchor Standard Standard
Reading foundational skills. Know and apply grade-level phonics and word analysis skills in decoding words.
A. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the
primary or many of the most frequent sound for each consonant.
B. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
C. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
D. Distinguish between similarly spelled words by identify the sounds of the letters that differ.
Strand Cluster
Reading Foundational Skills Phonics and Word Recognition
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize one-to-one
letter (sound)
correspondence for each
consonant.
I can recognize (tell) each
consonant has a sound.
1 S Say the sound that
corresponds to the
consonant.
I can say the sound that
each consonant makes.
2 K Recognize high-frequency
sight words.
I can recognize sight words
(Dolch list as guide).
2 S Read high-frequency sigh
words.
I can read high-frequency
sight words.
3 K Recognize words that are
similarly spelled.
I can tell what is the same
in words.
I can tell what is different
in words.
4 K Identify the sounds of the
letters that are different.
In words, I can find the
letter sound that is
different.
5
R Distinguish the differing
sound of consonants.
I can tell if (consonant)
sounds are different or the
same.
5 R Determine the pattern of
the word.
I can find the patterns in
words.
Page 140 of 164
Scott County Schools Kindergarten English Language Arts
6 K Identify the five vowels
with common spellings.
I can identify the short
vowel sounds.
I can identify (tell) the
short vowel sounds.
7 S
Read words that have a
similar word pattern and
identify the sounds, letters
that are different.
I can read words that have
the same letter pattern.
This means I can read
words that look similar
(e.g., cat/hat, pot/pat,
pan/pat, etc.)
8 S
I can find the sounds that
are different in words that
have the same letter
pattern.
This means I can find the
sound that is different in
words that look alike (e.g.,
cat/hat, pot/pan, etc.).
9 S
I can find the letters that
are different in words that
have the same letter
pattern.
This means I can find the
letter that is different in
words that look alike (e.g.,
cat/hat, pot/pan, etc.).
10 K Identify the five vowels
with common spellings.
I can tell the long vowel
sounds.
11 R
Distinguish long and short
vowel sounds that have
common spellings.
I can tell the difference
between long and short
vowel sounds.
Page 141 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RF.4 K R S P
College and Career Readiness Anchor Standard Standard Reading foundational skills. Read emergent-reader texts with purpose and understanding.
Strand Cluster Reading Foundational Skills Fluency
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 S Read emergent-reader texts with purpose and for understanding.
I can read and respond to what I read.
This means I can answer questions or draw pictures (or other activities) to tell about what I read.
Scott County Schools Kindergarten English Language Arts
Page 142 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.1 K R S P
College and Career Readiness Anchor Standard Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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…..). Strand Cluster
Writing Text Types and Purposes.
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K Recognize what an opinion is.
I can tell what an opinion is.
3 R Formulate an opinion about a book.
I can create an opinion about a book or topic.
4 P
Write an opinion piece about a topic or a book; the piece should demonstrate a combination of drawing, dictating, and writing; it should include the topic or title of a book; and it should state an opinion or preference about the topic or book.
I can write (demonstrate) an opinion using drawing, dictating, and writing.
I can include the topic or title of a book in my opinion.
Scott County Schools Kindergarten English Language Arts
Page 143 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.2 K R S P
College and Career Readiness Anchor Standard Standard Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Use a combination of drawing, dictating, and writing to compose informative/explanatory text in which they name what they are writing about and supply some information about the topic.
Strand Cluster Writing Text Types and Purposes.
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K Select a topic for an informative/ explanatory writing piece.
I can choose a topic to write facts and information about.
3 R
Combine drawing, dictation, and writing to compose informational/ explanatory text to supply additional information about the topic.
I can use drawing, dictating and writing to give facts and information about my topic.
4 P
Compose informative/ explanatory text using in which they name the topic about which they are writing and supply some information about the topic.
I can use drawing, dictating and writing to tell my topic.
I can use drawing, dictating and writing to tell facts and information about my topic.
Scott County Schools Kindergarten English Language Arts
Page 144 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.3 K R S P
College and Career Readiness Anchor Standard Standard Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
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.
Strand Cluster Writing Text Types and Purposes.
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K Choose a single event to discuss.
I can choose an event to talk about.
3 R
Distinguish between relevant and irrelevant details.
I can decide what an important (key) detail is.
I can decide what is not an important (key) detail.
4 R
Sequence relevant events. I can sequence important events.
This means I can put important events in order (beginning, middle, end; first, second, etc.).
5 R React to the event. I can tell how I felt about the event.
6
P
Draw, dictate, and/or write a narrative piece which contains relevant details, a logical sequence of events, and a reaction.
I can use drawing, dictating, or writing to tell about an event.
7
I can use drawing, dictating, or writing to add important details (at least two).
8 I can use drawing, dictating, or writing to sequence the details.
Scott County Schools Kindergarten English Language Arts
Page 145 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.5 K R S P
College and Career Readiness Anchor Standard Standard Develop and strength writing as needed by planning, revision, editing, rewriting or trying a new approach.
With guidance and support from adults, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
Strand Cluster Writing Production and Distribution of Writing
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
4
R
With guidance and support from adults, students develop writing as needed by responding to questions and suggestions from peers and adding details to strengthen writing as needed.
I can use my friends’ questions and ideas to make my writing better (drawing, dictating, writing).
5 I can use details to make my writing better (drawing, dictating, writing).
Scott County Schools Kindergarten English Language Arts
Page 146 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.6 K R S P
College and Career Readiness Anchor Standard Standard Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Strand Cluster Writing Production and Distribution of Writing
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
With guidance and support, use basic computer skills (e.g., turn on computer, log on, and use common software and basic word processing tools).
(With help from my teacher or others), I can turn on the computer, log onto the computer, use computer programs, and find letters on the keyboard.
I can tell what it means to publish something.
2 R
With guidance and support, choose digital tools for producing and publishing writing.
(With help from my teacher or others), I can choose what technology I want to use to make (produce) and publish writing.
3 S
With guidance and support, use technology to produce and publish writing individually and with peers.
(With help from my teacher or others), I can use technology to make (produce) and publish writing.
Scott County Schools Kindergarten English Language Arts
Page 147 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.7 K R S P
College and Career Readiness Anchor Standard Standard Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
Strand Cluster Writing Research to Build and Present Knowledge
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K
Identify sources and tools for shared research.
I can name (identify) sources and tools that help me find out more about something (e.g., books, people, internet, magazines).
2
R
Participate in shared research and writing projects.
I can participate in a group to find out more about something.
3
I can participate in a group to write about something (e.g., drawing, dictating, and writing.)
4 R
Determine and apply appropriate sources and tools to conduct shared research.
I can use sources and tools to help me find out more about something (e.g., books, people, internet, magazines).
Scott County Schools Kindergarten English Language Arts
Page 148 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.W.8 K R S P
College and Career Readiness Anchor Standard Standard
Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.
With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.
Strand Cluster
Writing Research to Build and Present Knowledge
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 K Identify experience and
source.
I can tell (identify) what a
source is.
4 R Gather information from
more than one source to
answer a question.
I can use sources to answer
a question.
5 S With guidance and support,
answer a question using
information from
experience and answer a
question using information
from a provided source.
I can answer a question
using facts and information
from a source.
Page 149 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.1 K R S P
College and Career Readiness Anchor Standard Standard Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each other’s ideas and expressing their own clearly and persuasively.
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
Strand Cluster Speaking and Listening Comprehension and Collaboration
Assessments Resources Differentiation
Target #
Target Type
State Target Student Friendly Target Printed
Techn latives Strategies Remediatio ESL Success Criteria (If Appropriate)
Resources
ology Manipu n Extension
1 K Recognize how others I can recognize how others listen. listen.
2 S while others are sten while others are Listen speaking.
I can litalking.
3 K reed-upon rules me (identify) the Identify agfor discussion.
I can naclass rules for discussion.
4 R ed-upon g owing
Observe if agrediscussion rules are beinfollowed.
I can recognize if classmates are follclass rules.
5 S eed-upon rules class rules for Follow agrfor discussion.
I can followdiscussion.
6 K om and
y a topic Identify ideas frkindergarten topics texts.
I can identifthrough listening.
7 R comments and o the
I can stick to the point of a Decidequestions appropriate ttopic of discussion.
discussion.
8 K rs ng.
I can recognize how others Recognize how othemove conversations alo share in conversation.
9 S Participate in conversationsabout kindergarten topics and texts.
I can share during conversations.
10 S respond to
I can take turns in Listen and continue conversationswith peers and adults.
conversations.
Scott County Schools Kindergarten English Language Arts
Page 150 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.2 K R S P
College and Career Readiness Anchor Standard Standard Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
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.
Strand Cluster
Speaking and Listening Comprehension and Collaboration
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation
Target #
Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2 K
Ask and answer questions about key details read aloud, or presented orally through media formats.
I can answer questions about important (key) details in a text (read aloud).
I can answer questions about important (key) details in a presentation.
1 K
Identify key ideas from text read aloud or presented orally through media formats.
I can identify important (key) details in a text (read aloud).
3 K
Ask and answer questions about key details read aloud, or presented orally through media formats.
I can ask questions about important (key) details in a text (read aloud).
I can ask questions about important (key) details in a presentation.
I can ask questions about important (key detail in media (e.g., video clips, interactive websites, audio books, etc.).
4 K
Ask and answer questions about key details read aloud, or presented orally through media formats.
I can answer questions about important (key) details in other media (e.g., video clips, interactive websites, audio books, etc.).
5 R Ask for clarification of key If I don’t understand
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Scott County Schools Kindergarten English Language Arts
details that are not understood from text read aloud and information presented through media.
something, I can ask questions about important details in a text (read aloud). If I don’t understand something, I can ask questions about important (key) details in presentation.
If I don’t understand something, I can ask questions about important (key) details in other media (e.g., video clips, interactive websites, audio books, etc.)
6 S Ask for clarification if something is not understood.
I can ask questions if I don’t understand
Page 152 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.SL.3 K R S P
College and Career Readiness Anchor Standard Standard
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Ask and answer questions in order to seek help, get information, or clarify something that is not
understood.
Strand Cluster
Speaking and Listening Comprehension and Collaboration
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
5 S
Ask questions to seek help,
get information or clarify
something that is not
understood.
I can ask questions when I
need help.
I can ask questions when I
need to know more.
I can ask questions to help
me understand.
6 S Answer questions in order
to seek help, get
information or clarify
something that is not
understood.
I can answer questions to
help someone better
understand.
Page 153 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.4 K R S P
College and Career Readiness Anchor Standard Standard Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience.
Describe familiar people, places, things and events, and with prompting and support, provide additional details.
Strand Cluster
Speaking and Listening Presentation of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 S
Orally perform a clear presentation that describes a person, a place, a thing, or an event that includes relevant details, with prompting and support.
(With help from my teacher or others) I can tell important details (2 or more) to describe a person.
(With help from my teacher or others) I can tell important details (2 or more) to describe a place.
(With help from my teacher or others) I can tell important details (2 or more) to describe a thing.
(With help from my teacher or others) I can tell important details (2 or more) to describe an event.
Scott County Schools Kindergarten English Language Arts
Page 154 of 164
Scott County Schools Kindergarten English Language Arts
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th K.SL.5 K R S P
College and Career Readiness Anchor Standard Standard
Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
Add drawings or other visual displays to descriptions as desired to provide additional detail.
Strand Cluster
Speaking and Listening Presentation of Knowledge and Ideas
Assessments Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Printed
Resources
Technology Manipulatives Strategies Remediation Extension ESL
3 R Add drawings or visual
displays to provide details
to descriptions.
I can add pictures,
illustrations, or drawings to
describe and add details.
Page 155 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.6 K R S P
College and Career Readiness Anchor Standard Standard Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Speak audible and express thoughts, feelings, and ideas clearly.
Strand Cluster Speaking and Listening Presentation of Knowledge and Ideas
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify different voice volumes used for different situations.
I can identify how soft or loud to talk.
2 S Speak using appropriate voice volume for situation.
I can talk softly or loudly when needed.
3 S Speak to communicate thoughts, feelings, and ideas clearly.
I can talk about my thoughts, feelings, and ideas.
Scott County Schools Kindergarten English Language Arts
Page 156 of 164
Scott County Schools Kindergarten nglish Language Arts E
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.1 K R S P
College and Career Readiness Anchor Standard Standard Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Demonstrate command of conventions of standard English grammar and usage when writing or speaking. a. Print many upper‐ and lowercase letters.
b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding/s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives (e.g., who, what, when, where, w
hy and how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, off, for, of, by, with). f. Produce and expand complete sentences in shard language activities.
Strand Cluster Language Conventions of Standard English
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize many of the letters of the alphabet.
I can write many letters of the alphabet.
2
K
Recognize that letters can be both upper and be uppercase and
lowercase.
I can recognize letters can
lowercase.
3 I can write the upper case
and lower case form of many letters.
4
S
e command of the conventions of grammar and usage when speaking.
Demonstrat I can speak properly.
K
Recognize and produce a complete sentence.
I can recognize a complete sentence
I can make a complete sentence.
5 (interrogatives). K
Know the meaning of question words
I can tell the meaning of question words.
S Use question words in speaking.
I can ask questions.
6 K Recognize common irection I can recognize d
Page 157 of 164
Scott County Schools Kindergarten English Language Arts
words (e.g., prepositions, an go).
prepositions. anywhere a mouse c
S
g ing.
s Use frequently occurrinprepositions in speak
I can use direction wordwhen speaking (e.g., prepositions, anywhere a mouse can go).
7 K
Recognize nouns and verbs.
I can tell what a noun is. I can tell what a verb is. I can tell if a word is a noun or a verb.
Recognize that nouns be singular and plural.
can I can tell if a noun can be one, or more than one.
8 S
regular plural nouns with /s/ and /es/. Form I can form words (regu
plural nouns) that mean lar
more than one (e.g., one car, two cars; one bus, two buses).
9 R
mmar and usage when writing to expand sentences and
Demonstrate command of the convention of gra
distinguish between upper and lowercase letters.
I can add more to a sentence.
Page 158 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.2 K R S P
College and Career Readiness Anchor Standard Standard Demonstrate command of the convention of standard English capitalization, punctuation, and spelling when writing.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short‐vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships.
Strand Cluster Language Conventions of Standard English
Assessments Resources Differentiation
Target Target State Target Student Friendly Target Success Criteria Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
# Type (If Appropriate)
1 K
Capita n a lize first word isentence and the pronoun I.
I can start my sentence with a capital letter.
2 I can capitalize the wor‘I’.
d
3 K
punctuation. a Recognize and name end I can recognize and name
period.
I can recognize and name a question mark.
I can recognize and name an exclamation mark.
4 R Distinguish the letters. I can recognize different
letters are needed to make different sounds.
5 K Match the sound and the letter for most consonant and short-vowel sounds.
I can match sounds to letters.
6 S l
Write a letter or letter combinations for most consonant and short vowesounds (phonemes).
I can write letters for thesounds I hear.
7 K rds using the
sounds I hear. Use sound-letter awareness
to spell simple words phonetically.
I can spell wo
Scott County Schools Kindergarten English Language Arts
Page 159 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.4 K R S P
College and Career Readiness Anchor Standard Standard Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
b. Use the most frequently occurring inflections and affixes (e.g., ‐ed, ‐e, re‐, un‐, pre‐, ‐ful, ‐less) as a clue to the meaning of an unknown word.
Strand Cluster Language Vocabulary Acquisition and Use
Assessments Resources Differentiation
Target #
Target Type
State Target Student Friendly Target Printed
Techn latives Strategies Remediatio ESL Success Criteria (If Appropriate)
Resources
ology Manipu n Extension
4 R
Determine or clarify the
nd
I can use pictures, text, and meaning of unknown andmultiple-meaning words and phrases based on kindergarten reading acontent.
what I already know to figure out what a word means.
5
K
requently s and
I can recognize (identify) Identify foccurring inflectionaffixes (e.g., -ed, -e, re-, un-, pre-, -ful, -less).
some word beginnings (prefixes; e.g., re-, un-, pre).
R s to a
use word beginnings Apply knowledge of frequently occurring inflections and affixedetermine the meaning of word.
I can (prefixes) to help me find out what a word means.
6
K
y frequently s and
I can recognize (identify
s, -ing,
Identifoccurring inflectionaffixes (e.g., -ed, -e, re-, un-, pre-, -ful, -less).
some word endings (suffixes; e.g., -ed, --ful, -less).
R s to a
rd endings d
Apply knowledge of frequently occurring inflections and affixedetermine the meaning of word.
I can use wo(suffixes) to help me finout what a word means.
Scott County Schools Kindergarten English Language Arts
Page 160 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.5 K R S P
College and Career Readiness Anchor Standard Standard Demonstrate understanding, of figurative language, word relationships, and nuances in word meanings.
With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain sense of the concepts the
categories represent. Demonstrate undersb. tanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Identify real‐life connecc. tions between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, pran
ce) by acting out the meanings.
Strand Cluster Language Vocabulary Acquisition and Use
Resources Differentiation Assessments
Target Target State Target Student Friendly Target Success Criteria Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
# Type (If Appropriate)
4 K
Wfrom
ction.
mean
ith guidance and support adults, identify
common objects, identify categories, know verbs, know adjectives, know opposites, identify real lifeconnections, and distinguish shades of meaning among verbs describing the same a
(With help from my teacher or others) I can identify what words to me.
4 R
port (With help from my teacher or others) I can
about
With guidance and supfrom adults sort common objects into categories; relate verbs and adjectives to their opposites; identify real life connections between words and their use; and distinguish ways to act out verbs.
identify words to tellmy experiences.
Scott County Schools Kindergarten English Language Arts
5 K
t (With help from my teacher or others) I can
With guidance and supporfrom adults, identify common objects, identify categories, know verbs,
identify. (With help from my
Page 161 of 164
Scott County Schools Kindergarten English Language Arts
tion.
r others) I can bs for
know adjectives, know opposites, identify real lifeconnections, and distinguish shades of meaning among verbs describing the same ac
teacher oidentify different verone action (e.g., toss, throw, hurl).
5 R
port my teacher or others) I can
f
With guidance and supfrom adults sort common objects into categories; relate verbs and adjectives to their opposites; identify real life connections between words and their use; and distinguish ways to act out verbs.
(With help from
recognize opposites overbs. (With help from my eachert or others) I can
t out
figure out ways to acverbs.
5 S
verb.
With guidance and supportfrom adults act out meanings of verbs.
(With help from my teacher or others) I can act out the meaning of a
6 K
tion.
With guidance and support from adults, identifycommon objects, identify categories, know verbs, know adjectives, know opposites, identify real lifeconnections, and distinguish shades of meaning among verbs describing the same ac
(With help from my teacher or others) I can identify adjectives.
6 R
port (With help from my teacher or others) I can
f
With guidance and supfrom adults sort common objects into categories; relate verbs and adjectives to their opposites; identify real life connections between words and their use; and distinguish ways to act out verbs.
recognize opposites oadjectives.
Page 162 of 164
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.6 K R S P
College and Career Readiness Anchor Standard Standard Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Use words and phrases acquired through conversations, reading and being read to, and responding to text.
Strand Cluster Language Vocabulary Acquisition and Use
Scott County Schools Kindergarten English Language Arts
Assessments Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
2
K
Obtain words and phrases acquired through conversations, reading, being read to, and responding to text.
I can learn words and phrases through conversations.
S
Use words and phrases accurately acquired through conversations, reading, being read to, and responding to text.
I can use words and phrases I learn through conversations.
3 K
Obtain words and phrases acquired through conversations, reading, being read to, and responding to text.
I can learn words and phrases through being read to.
S
Use words and phrases accurately acquired through conversations, reading, being read to, and responding to text.
I can use words and phrases I learn through being read to.
4 K
Obtain words and phrases acquired through conversations, reading, being read to, and responding to text.
I can learn words and phrases through talking about text.
Page 163 of 164
Scott County Schools Kindergarten English Language Arts
S
Use words and phrases accurately acquired through conversations, reading, being read to, and responding to text.
I can use words and phrases I learn through talking about text.
5
K
Obtain words and phrases acquired through conversations, reading, being read to, and responding to text.
I can learn words and phrases through reading.
S
Use words and phrases accurately acquired through conversations, reading, being read to, and responding to text.
I can use words and phrases I learn through reading.
Page 164 of 164