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G.K – Language Standards Map

This text resource illustrates the Standards Map for the Grade Kindergarten Language domain in the Common Core State Standards.

Standards

  3. Common Core English Language Arts: G.K > L > A.1

    Conventions of Standard English

  4. Common Core English Language Arts: G.K > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Print many upper- and lowercase letters.
    2. Use frequently occurring nouns and verbs.
    3. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
    4. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
    5. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
    6. Produce and expand complete sentences in shared language activities.
    Content Skills Learning Targets Big Ideas Essential Questions
    English Grammar/Usage
    Plural Nouns [c] e.g.
    Interrogatives [d] e.g.
    Prepositions [e] e.g.
    2 - Demonstrate (Command of conventions of English grammar)
    1 - Print (Many upper- and lowercase [a])
    3 - Use (Nouns/verbs [b])
    6 - Form (Plural nouns [c])
    2 - Understand (Question words [d])
    3 - Use (Question words [d])
    3 - Use (Prepositions [e])
    6 - Produce (Complete sentences [f])
    3 - Expand (Complete sentences [f])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    1 - I can print many upper- and lowercase letters. [a]
    3 - I can use frequently occurring nouns and verbs. [b]
    6 - I can form regular plural nouns orally by adding /s/ or /es/ [c]
    3 - I can understand and use question words. [d]
    3 - I can use the most frequently occurring prepositions. [e]
    6 - I can produce and expand complete sentences in shared language activities. [f]
    A. English language is written with uppercase and lowercase alphabet letters that form all words.
    B. Once we learn more familiar words that we see often, we can expand our vocabulary and vary communication.
    C. English forms plurals by a distinct s or es ending with exceptions, and verbs also agree with nouns of sentences.
    D. Plural endings often depend on ending sounds of the nouns.
    E. Question words are used to ask for specific information; they are usually followed by verbs, often with an auxiliary form of do, did, does.
    F. Prepositions add to the quality of descriptions by telling location or other descriptive information about subjects.
    G. Sentences can be expanded by adding prepositional phrases, adverbs, more descriptive words.
    A.1 Why must I learn the alphabet?
    B.1 Why use frequently occurring nouns and verbs?
    C.1 How are plurals usually formed in English?
    D.1 How can I recognize if a word is plural?
    E.1 How are question words used?
    F.1 How are prepositions used in sentences?
    G.1 How can I produce complete sentences in shared language activities?
  5. Common Core English Language Arts: G.K > L > A.1 > S.2

    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    1. Capitalize the first word in a sentence and the pronoun I.
    2. Recognize and name end punctuation.
    3. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
    4. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
    Content Skills Learning Targets Big Ideas Essential Questions
    Command of Conventions of Standard English
    3 - Demonstrate (command of conventions)
    1 - Capitalize (first word and I [a])
    1 - Recognize (end punctuation [b])
    1 - Name (end punctuation [b])
    1 - Write (letters [c])
    1 - Spell (simple words [d])
    3 - I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    1 - I can capitalize the first word in a sentence and the pronoun I. [a]
    1 - I can recognize end punctuation. [b]
    1 - I can name end punctuation. [b]
    1 - I can write a letter or letters for most consonant and short-vowel sounds. [c]
    1 - I can spell simple words phonetically, drawing on knowledge of sound-letter relationships. [d]
    A. Capitalization is used for beginnings of sentences, proper nouns and key words of titles.
    B. Punctuation separates sentences and ideas and signals type of expression of ideas.
    C. Phonemes each have a distinct sound and meaning.
    D. Spelling words requires understanding of use of vowels and consonants and their sounds.
    A.1 How do I know when to capitalize a word?
    B.1 Why do we use punctuation?
    C.1 How do phonemes help me learn a language?
    D.1 Why are letters classified as vowels or consonants?
  8. Common Core English Language Arts: G.K > L > A.3

    Vocabulary Acquisition and Use

  9. Common Core English Language Arts: G.K > L > A.3 > S.4

    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

    1. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
    2. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
    Content Skills Learning Targets Big Ideas Essential Questions
    1 - 2: Determine (Meaning of unknown words)
    1 - 4: Identify (New meanings of familiar words [a])
    1 - 3: Use (Frequently occurring inflections and affixes [b])
    2 - I can determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
    4 - I can identify new meanings for familiar words and apply them accurately. [a]
    3 - I can use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word. [b]
    A. English learners must know multiple meanings for some words and be able to use affixes as clues to meanings; there are many spelling rule exceptions.
    B. If I understand common patterns in uses of affixes, I better decode new words with familiar affixes.
    C. Words can have multiple meanings depending on how they are used.
    A.1 How can English be confusing in meaning?
    B.1 How can learning affixes help me understand words.
    C.1 Why is it important to know how a word is used with other words?
  10. Common Core English Language Arts: G.K > L > A.3 > S.5

    With guidance and support from adults, explore word relationships and nuances in word meanings.

    1. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
    2. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
    3. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
    4. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
    Content Skills Learning Targets Big Ideas Essential Questions
    Word Meanings
    Understanding Opposites [b]
    Shades of Meaning [d]
    1 - 3: Explore (Word relationships and nuances, with guidance and support)
    1 - 3: Sort (Common objects in categories [a])
    1 - 2: Demonstrate (Understanding of verbs and adjectives [b])
    1 - 4: Identify (Real life connections [c])
    1 - 4: Distinguish (Shades of meaning [d])
    3 - I can, with guidance and support, explore word relationships and nuances in word meanings.
    3 - I can sort common objects into categories to gain a sense of the concepts the categories represent. [a]
    2 - I can demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites. [b]
    4 - I can identify real-life connections between words and their use. [c]
    4 - I can distinguish shades of meaning among verbs describing the same general action by acting out the meanings. [d]
    A. Words can be organized by categories to show meanings; context or use of words often points to meaning.
    B. Knowing opposites aids in identifying meanings of words in similar or varied context. Identifying what something is 'not' helps point to an opposite.
    C. Words can be associated in context with activities and other related words.
    D. When we DO something, we better remember. Some words are best expressed with visual demonstration.
    A.1 How can I understand words with multiple meanings?
    B.1 Why do we learn words with their opposites?
    C.1 How can connections between words and use be determined?
    D.1 How does acting out meanings help me learn?
  11. Common Core English Language Arts: G.K > L > A.3 > S.6

    Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Use (Acquired words and phrases)
    3 - I can use words and phrases acquired through conversations, reading and being read to, and responding to texts.
    A. Words and phrases are acquired through conversations, readings and listening and responding to texts.
    B. Conversations provide access to easy to understand contexts.
    C. Newly learned words or phrases can be used in new situations in similar ways to learned uses.
    A.1 How do I learn words and phrases?
    B.1 How do I learn from listening to conversations?
    C.1 How do I show understanding of new words?

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