Common Planner
K–12 Standards

Grade K

Other Idaho English Language Arts/Literacy sets

Foundational Reading

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    Print Concepts

    1. 1.

      Demonstrate understanding of the basic features of print.K.FR.1

      1. a.

        Locate a printed word on a page.K.FR.1.a

      2. b.

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

      3. c.

        Know that print (not pictures) is what we read, and text holds meaning.K.FR.1.c

      4. d.

        Follow words from left to right with return sweep at the end of each line.K.FR.1.d

      5. e.

        Read left to right, top to bottom, and page by page.K.FR.1.e

      6. f.

        Understand that words are separated by spaces in print.K.FR.1.f

      7. g.

        Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).K.FR.1.g

      8. h.

        Identify and name all upper- and lowercase letters of the alphabet.K.FR.1.h

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    Phonemic Awareness

    1. 2.

      Demonstrate understanding of spoken words, syllables, and sounds.K.FR.2

      1. a.

        Identify and produce rhyming words.K.FR.2.a

      2. b.

        Count, pronounce, blend, delete, and segment syllables in spoken words.K.FR.2.b

      3. c.

        Blend and segment onsets and rimes of single-syllable spoken words.K.FR.2.c

      4. d.

        Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in spoken three-phoneme (consonant-vowel-consonant, or CVC) words and say the resulting word (Note: This does not include CVCs ending with /l/, /r/, or /x/.)K.FR.2.d

      5. e.

        Add, substitute, and delete individual sounds (phonemes) in simple, one-syllable words to make new words.K.FR.2.e

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    Phonics and Decoding

    1. 3.

      Use knowledge of grade-level phonics and word analysis skills in decoding words.K.FR.3

      1. a.

        Demonstrate knowledge of one-to-one letter-sound correspondences by producing the most frequent sound for each consonant letter.K.FR.3.a

      2. b.

        Associate the long and short sounds for the five major vowel letters.K.FR.3.b

      3. c.

        Read common high-frequency words with automaticity by sight (e.g., the, of, to, you, she, my, is, are, do, does).K.FR.3.c

      4. d.

        Distinguish between similarly spelled CVC words by identifying the sounds of the letters that differ.K.FR.3.d

Reading Comprehension

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    Text Complexity

    1. 1.

      Text Complexity begins in grade 2.K.RC.1

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    Volume of Reading to Build Knowledge

    1. 2.

      Regularly engage in listening to a series of texts related to the topics and themes being studied to build knowledge and vocabulary.K.RC.2

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    Textual Evidence

    1. 3.

      Ask and answer questions about key details in texts heard.K.RC.3

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    Reading Fluency

    1. 4.

      Read emergent-reader texts (e.g., rhymes, songs, simple poems) with purpose and understanding.K.RC.4

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    Literature

    1. 5.

      With support, use evidence from literature read aloud to demonstrate understanding of grade-level texts.K.RC.5

      1. a.

        Retell key details of familiar stories, poems, and nursery rhymes heard.K.RC.5.a

      2. b.

        Describe the connection between characters, settings, and major events in stories heard.K.RC.5.b

      3. c.

        Identify the front cover, back cover, and title page of stories.K.RC.5.c

      4. d.

        Define the roles of authors and illustrators in presenting the ideas or information in stories.K.RC.5.d

      5. e.

        Compare and contrast the adventures or experiences of characters in familiar stories heard.K.RC.5.e

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    Nonfiction Text

    1. 6.

      With support, use evidence from nonfiction works read aloud to demonstrate of grade-level texts.K.RC.6

      1. a.

        Retell key details of texts heard.K.RC.6.a

      2. b.

        Describe the connection between two individuals, events, ideas, or pieces of information in texts heard.K.RC.6.b

      3. c.

        Identify the front cover, back cover, and title page of nonfiction texts.K.RC.6.c

      4. d.

        Identify the reasons authors give to support points in texts heard.K.RC.6.d

      5. e.

        Identify basic similarities in and differences between two texts heard on the same topic.K.RC.6.e

Vocabulary Development

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    Word Building

    1. 1.

      Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.K.VD.1

      1. a.

        Ask and answer questions about unknown words in a text.K.VD.1.a

      2. b.

        Identify new meanings for familiar words and apply them accurately (e.g., discovering the verb "roll" is also a noun).K.VD.1.b

    2. 2.

      With support, explore word relationships and nuances in word meanings.K.VD.2

      1. a.

        Sort common objects into categories (e.g., foods, size) to gain a sense of the concepts the categories represent.K.VD.2.a

      2. b.

        Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their synonyms and antonyms.K.VD.2.b

      3. c.

        Distinguish shades of meaning among verbs describing the general action (e.g., walk, march, strut, prance).K.VD.2.c

      4. d.

        Identify real-life connections between words and their use (e.g., note places at home that are cozy).K.VD.2.d

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    Academic Vocabulary

    1. 3.

      With support, use words and phrases acquired through conversations, reading, and listening to texts.K.VD.3

Research Strand

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    Inquiry Process to Build, Present, and Use Knowledge

    1. 1.

      Inquiry process begins in grade 1.K.RS.1

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    Deep Reading on Topics to Build Knowledge

    1. 2.

      Listen to a series of texts organized around a variety of conceptually related topics to build knowledge about the world.K.RS.2

Writing Strand

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    Range of Writing

    1. 1.

      Routinely write or dictate writing for a range of tasks, purposes, and audiences.K.W.1

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    Handwriting and Keyboarding

    1. 2.

      Print all uppercase and lowercase letters of the alphabet. Write left to right and top to bottom with appropriate spaces between letters.K.W.2

    2. 3.

      Keyboarding skills begin in grade 3.K.W.3

Oral and Digital Communications Strand

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    Oral Communications

    1. 1.

      Engage in collaborative discussions about grade-level topics and texts with peers by following agreed upon rules for discussions; listening to others and taking turns speaking through at least two exchanges.K.ODC.1

    2. 2.

      With support, confirm understanding of a text read aloud or information presented orally by asking and answering questions.K.ODC.2

    3. 3.

      With support, ask and answer questions to seek help, get information, or clarify something that is not understood.K.ODC.3

    4. 4.

      Describe familiar people, places, things, and events with support.K.ODC.4

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    Digital Communications

    1. 5.

      Digital Communications begin in grade 3.K.ODC.5

Grammar and Conventions

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    Grammar and Usage

    1. 1.

      Demonstrate command of the conventions of English grammar and usage when writing or speaking.K.GC.1

      1. a.

        Form regular plural nouns orally by adding 's' or 'es' sound.K.GC.1.a

      2. b.

        Use interrogatives to ask questions in full sentences (e.g., who, what, where, when, why, how).K.GC.1.b

      3. c.

        Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).K.GC.1.c

      4. d.

        Produce and expand complete sentences in shared language activities.K.GC.1.d

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    Mechanics

    1. 2.

      Recognize and name end punctuation.K.GC.2

    2. 3.

      Spell words phonetically, drawing on knowledge of sound-letter relationships.K.GC.3

Frequently asked questions

What grade levels do these standards cover?
Kindergarten
When were these standards adopted?
2022
Where can I read the official document?
Idaho Content Standards English Language Arts/Literacy

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