Common Planner
K–12 Standards

Kindergarten

Other Hawaii English Language Arts sets

Reading Foundations

  •  

    Print Concepts

    1. 1

      Demonstrate understanding of the organization and basic features of print:K.RF.1

      1. a

        Follow words from left to right, top to bottom, and page by page.K.RF.1.a

      2. b

        Recognize that spoken words are represented in written language by specific sequences of letters.K.RF.1.b

      3. c

        Understand that words are separated by spaces in print.K.RF.1.c

      4. d

        Recognize and name all upper- and lowercase letters of the alphabet.K.RF.1.d

      5. e

        Recognize the distinguishing features of a sentence:K.RF.1.e

        1. 1

          First word capitalizationK.RF.1.e.1

        2. 2

          Ending punctuationK.RF.1.e.2

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    Phonological Awareness

    1. 2

      Demonstrate understanding of spoken words, syllables, and sounds (phonemes):K.RF.2

      1. a

        Recognize and count individual words in a spoken sentence.K.RF.2.a

      2. b

        Recognize and produce rhyming words.K.RF.2.b

      3. c

        Count, pronounce, blend, and segment syllables in multisyllabic words.K.RF.2.c

      4. d

        Blend and segment onsets and rimes of single-syllable spoken words.K.RF.2.d

      5. e

        Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in 3-phoneme (consonant-vowel-consonant, or CVC) words, not including those ending with /l/, /r/, or /x/.K.RF.2.e

      6. f

        Blend and segment 2- and 3-phoneme words including long and short vowel sounds, diphthongs, and digraphs.K.RF.2.f

      7. g

        Distinguish long from short vowel sounds in spoken single-syllable words.K.RF.2.g

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    Phonics and Word Recognition

    1. 3

      Know and apply grade-level phonics and word analysis skills to read:K.RF.3

      1. a

        Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound for each consonant, and all 5 vowels.K.RF.3.a

      2. b

        Associate the long and short sounds with common spellings (graphemes) for the 5 major vowels (closed and open syllables).K.RF.3.b

      3. c

        Accurately read regularly spelled one-syllable words in isolation and in text, including:K.RF.3.c

        1. 1

          Vowel-Consonant (VC)K.RF.3.c.1

        2. 2

          CVCK.RF.3.c.2

        3. 3

          CVK.RF.3.c.3

        4. 4

          All of the above word types with digraphs sh, ch, and thK.RF.3.c.4

      4. d

        Read common grade-appropriate decodable and irregularly-spelled high-frequency words by sight (e.g., can, the, of, to, you, she, my, is, are, do, does).K.RF.3.d

  •  

    Fluency

    1. 4

      Demonstrate emergent fluency through:K.RF.4

      1. a

        Fluent letter and sound identificationK.RF.4.a

      2. b

        Fluent decoding of taught phonics patterns in single wordsK.RF.4.b

      3. c

        Fluent decoding of taught phonics patterns in connected decodable textK.RF.4.c

Reading Informational

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    Key Ideas and Details

    1. 1

      With prompting and support, ask and answer questions about key details in a text.K.RI.1

    2. 2

      With prompting and support, identify the main/central topic and retell key details of a text.K.RI.2

    3. 3

      With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.K.RI.3

  •  

    Craft and Structure

    1. 4

      With prompting and support,determine the meaning of words and phrases in a text relevant to a kindergarten topic or subject area. K.RI.4

    2. 5

      Identify the front cover, back cover, and title page of a book.K.RI.5

    3. 6

      Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.K.RI.6

  •  

    Integration of Knowledge and Ideas

    1. 7

      With prompting and support, describe the relationship between visual aids and the text in which they appear (e.g., what person, place, thing, or idea in the text a visual aid depicts).K.RI.7

    2. 8

      With prompting and support, identify the reasons an author gives to support points in a text.K.RI.8

    3. 9

      With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).K.RI.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10

      Actively engage in group reading activities with purpose and understanding. K.RI.10

Reading Literature

  •  

    Key Ideas and Details

    1. 1

      With prompting and support, ask and answer questions about key details in a text. K.RL.1

    2. 2

      With prompting and support, retell familiar stories, including key details.K.RL.2

    3. 3

      Describe story elements:K.RL.3

      1. a

        With prompting and support, identify characters and their feelings, settings, major events (plot), problems, and solutions in a story.K.RL.3.a

  •  

    Craft and Structure

    1. 4

      With prompting and support, determine the meaning of words and phrases as they are used in a text. K.RL.4

    2. 5

      Recognize common types of texts (e.g., storybooks, poems).K.RL.5

    3. 6

      Name the author and illustrator of a story and define the role of each in telling the storyK.RL.6

  •  

    Integration of Knowledge and Ideas

    1. 7

      With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).K.RL.7

    2. 9

      With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.K.RL.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10

      Actively engage in group reading activities with purpose and understanding.K.RL.10

Writing Foundations

  •  

    Handwriting, Spelling, and Sentence Formation

    1. 1

      Demonstrate and apply correct handwriting skills:K.WF.1

      1. a

        Write upper- and lowercase manuscript letters using correct letter formation with guidance and support.K.WF.1.a

      2. b

        Write left to right using appropriate spacing between words.K.WF.1.b

    2. 2

      Know and apply phonics and word analysis skills when encoding words:K.WF.2

      1. a

        Write a letter or letters for consonant and short vowel sounds.K.WF.2.a

      2. b

        Represent phonemes in simple words, using letter-sound relationships, including phonetic spellings of unknown words.K.WF.2.b

      3. c

        Spell common, regular, single-syllable words:K.WF.2.c

        1. 1

          VC (Vowel-Consonant) (e.g., at, in)K.WF.2.c.1

        2. 2

          CVC (Consonant-Vowel-Consonant) (e.g., pet, mud) wordsK.WF.2.c.2

      4. d

        Spell common, grade-appropriate decodable and irregularly-spelled high-frequency words.K.WF.2.d

    3. 3

      Demonstrate command of the conventions of English when writing simple sentences:K.WF.3

      1. a

        Produce and expand complete sentences.K.WF.3.a

      2. b

        Recognize and name end punctuation.K.WF.3.b

      3. c

        Capitalize the first word in a sentence and the pronoun I.K.WF.3.c

Writing

  •  

    Text Types and Purposes

    1. 1

      Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion about the topic or book.K.W.1

    2. 2

      Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.K.W.2

    3. 3

      Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.K.W.3

  •  

    Production and Distribution of Writing

    1. 4

      With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.K.W.4

    2. 5

      With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.K.W.5

  •  

    Research to Build and Present Knowledge

    1. 6

      Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them):K.W.6

      1. a

        With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.K.W.6.a

Speaking and Listening

  •  

    Comprehension and Collaboration

    1. 1

      Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups:K.SL.1

      1. a

        Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).K.SL.1.a

      2. b

        Continue a conversation through multiple exchanges.K.SL.1.b

    2. 2

      Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.K.SL.2

    3. 3

      Ask and answer questions in order to seek help, get information, or clarify something that is not understood.K.SL.3

  •  

    Presentation of Knowledge and Ideas

    1. 4

      Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.K.SL.4

    2. 5

      With prompting and support, adapt speech to a variety of contexts, demonstrating understanding of audience, task, and purpose, drawing on a full range of linguistic skills.K.SL.5

Language

  •  

    Conventions of English

    1. 1

      Demonstrate command of the conventions of English grammar and usage when reading, writing, or speaking:K.L.1

      1. a

        Use frequently occurring nouns and verbs.K.L.1.a

      2. b

        Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).K.L.1.b

      3. c

        Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).K.L.1.c

      4. d

        Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).K.L.1.d

      5. e

        Produce and expand complete sentences in shared language activities.K.L.1.e

    2. 2

      (Addressed in Writing Foundations)K.L.2

  •  

    Vocabulary Acquisition and Use

    1. 3

      Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content:K.L.3

      1. a

        Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).K.L.3.a

      2. b

        Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.K.L.3.b

    2. 4

      With guidance and support from adults, explore word relationships and nuances in word meanings: K.L.4

      1. a

        Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.K.L.4.a

      2. b

        Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).K.L.4.b

      3. c

        Identify real-life connections between words and their use (e.g., note places at school that are colorful).K.L.4.c

      4. d

        Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.K.L.4.d

    3. 5

      Use words and phrases acquired through conversations, reading and being read to, and responding to texts.K.L.5

Frequently asked questions

What grade levels do these standards cover?
Kindergarten

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