Common Planner
K–12 Standards

Kindergarten

Other Mississippi English Language Arts sets

Reading Literature (RL)

  •  

    Key Ideas and Details

    1. 1

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

    2. 2

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

    3. 3

      With prompting and support, identify characters, settings, and major events in a story.RL.K.3

  •  

    Craft and Structure

    1. 4

      Ask and answer questions about unknown words in a text.RL.K.4

    2. 5

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

    3. 6

      With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.RL.K.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).RL.K.7

    2. 8

      Not applicable to literatureRL.K.8

    3. 9

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

  •  

    Range of Reading and Level of Text Complexity

    1. 10

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

Reading Informational Text (RI)

  •  

    Key Ideas and Details

    1. 1

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

    2. 2

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

    3. 3

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

  •  

    Craft and Structure

    1. 4

      With prompting and support, ask and answer questions about unknown words in a text.RI.K.4

    2. 5

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

    3. 6

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

  •  

    Integration of Knowledge and Ideas

    1. 7

      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).RL.K.7

    2. 8

      With prompting and support, identify the reasons an author gives to support points in a text.RL.K.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).RL.K.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10

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

Reading Foundational Skills (RF)

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    Print Concepts

    1. 1

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

      1. a

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

      2. b

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

      3. c

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

      4. d

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

  •  

    Phonological Awareness

    1. 2

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

      1. a

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

      2. b

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

      3. c

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

      4. d

        Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /s/.)RF.K.2.d

      5. e

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

  •  

    Phonics and Word Recognition

    1. 3

      Know and apply grade-level phonics and word analysis skills in decoding words.RF.K.3

      1. a

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

      2. b

        Associate the long and short sounds with the common spellings (graphemes)RF.K.3.b

      3. c

        for the five major vowels.RF.K.3.c

      4. d

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

      5. e

        Distinguish between similarly spelled words by identifying the sounds of the letters that differ.RF.K.3.e

  •  

    Fluency

    1. 4

      Actively engage in group reading activities with purpose and understanding.RF.K.4

Writing (W)

  •  

    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 or preference about the topic or book (e.g., My favorite book is…).W.K.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.W.K.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.W.K.3

  •  

    Production and Distribution of Writing

    1. 4

      Begins in Grade 3W.K.4

    2. 5

      With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.W.K.5

    3. 6

      With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.W.K.6

  •  

    Research to Build and Present Knowledge

    1. 7

      Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).W.K.7

    2. 8

      With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.K.8

    3. 9

      Begins in Grade 4W.K.9

  •  

    Range of Writing

    1. 10

      Begins in Grade 3W.K.10

Speaking and Listening (SL)

  •  

    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. 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.SL.K.1

    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.SL.K.2

    3. 3

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

  •  

    Presentation of Knowledge and Ideas

    1. 4

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

    2. 5

      Add drawings or other visual displays to descriptions as desired to provide additional detail.SL.K.5

    3. 6

      Speak audibly and express thoughts, feelings, and ideas clearly.SL.K.6

Language (L)

  •  

    Conventions of Standard English

    1. 1

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

      1. a

        Print all upper- and lowercase letters.L.K.1.a

      2. b

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

      3. c

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

      4. d

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

      5. e

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

      6. f

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

    2. 2

      Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.K.2

      1. a

        Capitalize the first word in a sentence and the pronoun I.L.K.2.a

      2. b

        Recognize and name end punctuation.L.K.2.b

      3. c

        Write the letter or letters that correspond to the correct consonant and short- vowel sounds (phonemes).L.K.2.c

      4. d

        Spell simple words phonetically, drawing on knowledge of sound-letter relationships.L.K.2.d

  •  

    Knowledge of Language

    1. 3

      Begins in Grade 2L.K.3

  •  

    Vocabulary Acquisition and Use

    1. 4

      Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.L.K.4

      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).L.K.4.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.L.K.4.b

    2. 5

      With guidance and support from adults, explore word relationships and nuances in word meanings.L.K.5

      1. a

        Sort common objects into categories (e.g., shapes, foods) to gain a sense ofL.K.5.a

      2. b

        the concepts the categories represent.L.K.5.b

      3. c

        Demonstrate understanding of frequently occurring verbs and adjectives byL.K.5.c

      4. d

        relating them to their opposites (antonyms).L.K.5.d

      5. e

        Identify real-life connections between words and their use (e.g., note places at school that are colorful).L.K.5.e

      6. f

        Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.L.K.5.f

    3. 6

      Use words and phrases acquired through conversations, reading and being read to, and responding to texts.L.K.6

Frequently asked questions

What grade levels do these standards cover?
Kindergarten

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Keep exploring English Language Arts standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.