Domain
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Standard
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Cluster
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Text of Objective
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Web Tool
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Instructions for Use
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Language
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L.K.1
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Conventions of Standard English
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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Print many upper- and lowercase letters
- Use frequently occurring nouns and verbs.
- Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs, wish, wishes).
- Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
- Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
- Produce and expand complete sentences in shared language activities.
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Alphabet Practice Pad
Writing Guide
Writing Slate
Prepositions
Writing Sentences
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Writing pads can be used for oral assessments; especially in schools with 1:1.
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L.K.2
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Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Capitalize the first word in a sentence and the pronoun.
- Recognize and name end punctuation.
- Write a letter or letters for most consonant and short-vowel sounds (phonemes).
- Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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Grammar Glossary
Blown Away
Sentence Clubhouse
Phonemes
Phonic Review
Internet Picture Dictionary
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L.K.4
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Vocabulary Acquisition and Use
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Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
- Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
- 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.
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Sports Homographs
Baseword
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L.K.5
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With guidance and support from adults, explore word relationships and nuances in word meanings.
- Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
- Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
- Identify real-life connections between words and their use (e.g., note places at school that are colorful).
- Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
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Sorting with Hampshire
Sorting things
Real-life connections
Balloon Verb
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L.K.6
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Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
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Catch a Fish
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Reading: Foundational Skills
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RF.K.1
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Print Concepts
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Demonstrate understanding of the organization and basic features of print.
- Follow words from left to right, top to bottom, and page by page.
- Recognize that spoken words are represented in written language by specific sequences of letters.
- Understand that words are separated by spaces in print.
- Recognize and name all upper- and lowercase letters of the alphabet.
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Star Words
Construct a word
Penguins on Ice
Pawpark
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RF.K.2
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Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- Recognize and produce rhyming words.
- Count, pronounce, blend, and segment syllables in spoken words.
- Blend and segment onsets and rimes of singles-syllable spoken words.
- Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant- vowel-consonant, or CVC) words.1 (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.
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Rhyming Words
Rhyme with Reggie
Syllable Games
Wild West Phonics
CVC Maker
Study Ladder
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RF.K.3
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Phonics and Word Recognition
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Know and apply grade-level phonics and word analysis skills in decoding words.
- Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.
- Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
- Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
- Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
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Fuzzy Lion Ears
Clifford Sound Match
Professor Garfield
Picture Match
Name the Picture
Look, Cover, Write, Check
Blending Bowl
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RF.K.4
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Fluency
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Read emergent-reader texts with purpose and understanding.
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Clifford's Interactive Storybook
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Reading: Informational Text |
RI.K.1 |
Key Ideas and Details |
With prompting and support, ask and answer questions about key details in a text. |
Garfield in the Park
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RI.K.2 |
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With prompting and support, identify the main topic and retell key details of a text. |
Not Afraid of Dogs
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RI.K.3 |
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With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. |
Yesterday I had the Blues
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RI.K.4 |
Craft and Structure |
With prompting and support, ask and answer questions about unknown words in a text. |
Just What Mama Needs
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RI.K.5 |
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Identify the front cover, back cover, and title page of a book. |
Read Write Book Cover
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RI.K.6 |
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Name the author and illustrator of a text and define the role of each in presenting the ideas |
Avi - Poppy
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RI.K.7 |
Integration of Knowledge and Ideas |
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) |
Cave Baby
Illustrate
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Have students illustrate text after describing the relationship between illustrations and text.
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RI.K.8 |
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With prompting and support, identify the reasons an author gives to support points in a text. |
Reading Informational Text
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RI.K.9 |
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With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). |
Beginning Reads
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RI.K.10 |
Range of Reading and Level of Text Complexity |
Actively engage in group reading activities with purpose and understanding. |
Online Reading
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Reading: Literature |
RL.K.1 |
Key Ideas and Details |
With prompting and support, ask and answer questions about key details in a text. |
Online Reading Disasters
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RL.K.2 |
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With prompting and support, retell familiar stories, including key details. |
3 Little Pigs
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RL.K.3 |
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With prompting and support, identify characters, settings, and major events in a story. |
Character, setting and plot
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RL.K.4 |
Craft and Structure |
Ask and answer questions about unknown words in a text. |
Baby Birds
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RL.K.5 |
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Recognize common types of texts (e.g., storybooks, poems) |
Free Children Books
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RL.K.6 |
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With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. |
Children's Storybook
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RL.K.7
RL.K.8 (Not applicable to literature)
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Integration of Knowledge and Ideas |
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). |
Storyline
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RL.K.9 |
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With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. |
Here Clifford
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RL.K.10 |
Range of Reading and Level of Text Complexity |
Actively engage in group reading activities with purpose and understanding. |
MLK Journal
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Speaking and Listening |
SL.K.1 |
Comprehension and Collaboration |
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
- Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
- Continue a conversation through multiple exchanges.
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Clifford's Big Dig
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SL.K.2 |
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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. |
Emily Goes to School
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SL.K.3 |
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Ask and answer questions in order to seek help, get information, or clarify something that is not understood. |
Where is Emily?
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SL.K.4 |
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Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. |
Little Red Riding Hood
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SL.K.5 |
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Add drawings or other visual displays to descriptions as desired to provide additional detail. |
Character Scrapbook
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SL.K.6 |
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Speak audibly and express thoughts, feelings, and ideas clearly |
Vocaroo
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Writing |
W.K.1 |
Text Types and Purposes |
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 . . . ) |
Draw Island
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W.K.2 |
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Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. |
Sketch Pad
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W.K.3
W.K.4 (Begins in grade 3)
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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. |
Blurb
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W.K.5 |
Production and Distribution of Writing |
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. |
Note Pad
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W.K.6 |
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With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. |
Cast UDL Book Builder
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W.K.7 |
Research to Build and Present Knowledge |
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). |
Book Source
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W.K.8
W.K.9 (Begins in grade 4)
W.K.10 (Begins in grade 3)
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With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question |
United for Literacy
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