Kindergarten

Other Florida English Language Arts sets

• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Grade 9
• Grade 10
• Grade 11
• Grade 12

See Dolch and Fry word lists.  

Many of the high frequency words at this grade level are either irregularly spelled and therefore not decodable or are temporarily irregular, meaning that students have not yet learned the phonics rule that would enable them to decode the word. Those words that are decodable should be introduced to students using appropriate phonics rules. See K.F.1.3. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity. 

Reading Prose and PoetryELA.K.R.1

Reading Informational Text ELA.K.R.2

Reading Across GenresELA.K.R.3

In describing the main character, students can describe appearance, actions, feelings, and thoughts of the character. Students will explain what in the text their description is based on.

For setting, students will discuss where the events of the story are happening. The time element of setting should only be addressed in texts where it is explicitly indicated.  

Descriptions can be oral, either in response to a question or through discussion. 

Students will explain that the author writes the words and the illustrator creates the pictures, recognizing that sometimes one person does both jobs, as in Dr. Seuss’ Hop on Pop where Dr. Seuss performs both roles.

Students should also explain that both authors and illustrators contribute to the meaning of the text.

This benchmark builds on the skills from the phonological awareness benchmark K.F.1.2(b): Identify and produce alliterative and rhyming words. The expectation is that students identify rhyming words in a poem that is read aloud. 

Students will also note where the rhyme is coming, e.g., at the end of a line. 

The step of confirming the prediction is essential to mastery of this benchmark. 

The topic is the general subject of the text, a word or a short phrase describing what the text is about. For example, the main topic of the book, Why Should I Recycle?, is recycling. 

Students will explain which statements are fact and which are opinion within a text.  

Students will orally explain that facts are things that a person knows about something and that can be proven true or false. Students will orally explain that opinions are what a person thinks about something, often related to feelings or beliefs. Opinions cannot be proven true or false. 

Students will explain examples of descriptive words in text and how they add meaning. 

Students will be introduced to the academic vocabulary word “adjective.” However, students are not expected to use the word independently. Discussion should focus on how the descriptive words add meaning to the text.  

Students will orally compare and contrast the experiences that characters have had, comparing them to those experienced by other characters, in the same story or a different story. Those experiences can be expressed as events, feelings, or behaviors. 

Communicating Through Writing ELA.K.C.1

Communicating OrallyELA.K.C.2

Following ConventionsELA.K.C.3

ResearchingELA.K.C.4

Creating and Collaborating  ELA.K.C.5

Students should attend to spacing between letters.

Of the many letters students need to be able to print, all vowels must be included. For example, a student who can print 22 letters, both upper- and lowercase, but not “a” or “A” has not mastered the benchmark.  

The product can be written, drawn, dictated, or a combination of all. 

See Writing Types.  

The product can be written, oral, drawn, dictated, or a combination of all.

See Writing Types.

The product can be written, drawn, dictated, or a combination of all.

Some opinion can be added to the information, but it should mostly be factual. It is important that students understand the difference between writing to explain and writing to express an opinion.

See Writing Types.

As needed refers to the fact that sometimes instruction will focus on a specific skill or part of the process. For example, a lesson may focus on planning. In those instances, only the planning step would be focused on. By the end of the year, students should have ample opportunities to engage in planning, revising, and editing. 

For further guidance, see the Elementary Oral Communication Rubric.  

Skills to be mastered at this grade level are as follows: 

Begin each sentence with a capital letter and use ending punctuation.

Capitalize the days of the week, the months of the year, and the pronoun I.

Form regular plural nouns orally by adding /s/ or /es/.

se interrogatives to ask questions.

Skills to be implemented but not yet mastered are as follows:

Capitalize proper nouns.

Form and use simple verb tenses for regular verbs by adding the affix -ed.

Form and use complete simple sentences.

Use possessives.

Use subject-verb agreement in simple sentences.

See Conventions Progression by Grade Level for more information. 

Multimedia elements may include, but are not limited to, a drawing, picture, artifact, and audio or digital representation. At this grade level, the element should relate to the task, but that relationship may be tangential. It does not require, but can include, the use of computers.  

Finding MeaningELA.K.V.1

Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, are vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Instruction for this benchmark should include text read-alouds and think-alouds aimed at building and activating background knowledge. Review of words learned in this way is critical to building background knowledge and related vocabulary. Texts read aloud can be two grade levels higher than student reading level. 

See Context Clues and Word Relationships.