Kindergarten

Other Virginia English sets

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• Grade 2
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• Grade 11
• Grade 12

Use knowledge of letter-sound correspondences to read and reread controlled decodable sentences and texts that include phonic elements and irregular words (Reading Fluency, K-12)K.DSR.1.A

(Text Complexity, 2-12) - Introduced in Grade TwoK.DSR.1.B

With prompting and support, when responding to text through discussions and/or writing, draw several pieces of evidence from read-alouds to support claims, conclusions, inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located (Textual Evidence, K-12)K.DSR.1.C

Regularly engage in listening to a series of conceptually related texts organized around topics of study to build knowledge and vocabulary. Use this background knowledge as context for new learning (Deep Reading on Topics to Build Knowledge and Vocabulary, K-12)K.DSR.1.D

(Reading Strategies, 3-12) - Introduced in Grade ThreeK.DSR.1.E

Discuss meanings of words from a variety of texts and experiencesK.RV.1.A

Ask questions about words not understoodK.RV.1.B

Use vocabulary from across content areasK.RV.1.C

Identify the purpose of simple reference materials (e.g., pictures, dictionary, digital dictionary)K.RV.1.D

Increase and develop breadth of vocabulary knowledge by listening to high quality, complex textK.RV.1.E

Use newly learned words and phrases in discussions and speaking activitiesK.RV.1.F

With prompting and support, activate prior (experience) and background (content) knowledge and make connections to what is readK.RL.1.A

With prompting and support, demonstrate knowledge of story structure by orally identifying characters, setting,important events, and detailsK.RL.1.B

With prompting and support, orally re-tell a familiar story in sequential order (beginning, middle, end)K.RL.1.C

With prompting and support, generate predictions about story characters and events using the textK.RL.1.D

**Standards related to Craft and Style are introduced in Grade Three

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.3.A

With prompting and support, compare and contrast characters, plot events, or settings between two familiar storiesK.RL.3.B

With prompting and support, monitor listening comprehensionK.RL.3.C

With prompting and support, ask and answer literal (who, what, when, where) or inferential (why, how) questions about what is readK.RI.1.A

With prompting and support, identify the main topic and key details of a textK.RI.1.B

With prompting and support, identify the purpose of common text features: table of contents, headings, bolded words, and picturesK.RI.2.A

With prompting and support, identify basic similarities in and differences between two texts on the same topicK.RI.3.A

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

Use functional pencil grasp for letter formationK.FFW.1.A

Accurately and automatically print capital and lowercase letters of the alphabet independentlyK.FFW.1.B

Write left to right and top to bottomK.FFW.1.C

Accurately print first and last names, beginning each with a capital letterK.FFW.1.D

Apply spaces between written words in phrase or sentence level writing.K.FFW.1.E

Encode (spell) one syllable words with short vowels and one syllable words beginning or ending in a digraph (e.g., ch, sh, th, wh)K.FFW.2.A

Encode (spell) unknown words using logical invented spellingK.FFW.2.B

With prompting and support, use phoneme/grapheme (sound/symbol) correspondences to spell grade-level high-frequency words with accuracyK.FFW.2.C

Use a combination of drawing, dictating, and writing to compose narrative stories in sequential order (beginning, middle, end)K.W.1.A

Use a combination of drawing, dictating, and writing to compose descriptive writing that identifies a topic and provides one or more relevant detailsK.W.1.B

Use a combination of drawing, dictating, and writing to write in response to texts heard.K.W.1.C

With guidance and support, use prewriting activities, including drawing and suggestions from peers to generate ideas and plan writing or dictation. This includes:K.W.2.A

Identifying the audience and purpose of the writing (e.g., letters, stories, “all about” book, etc)K.W.2.A.i

Composing or dictating simple sentences that include a subject (noun) and predicate(verb) focused on the topicK.W.2.A.ii

**See Language Usage for grade level expectations

Produce and expand complete sentences in shared language activitiesK.LU.1.A

Use nouns to identify and name people, places, and thingsK.LU.1.B

Use pronouns to identify individuals and groups (he, she, they, his, hers, their(s)K.LU.1.C

Use adjectives to describe specific objects (quantity, size, age, shape, color, or location)K.LU.1.D

Use verbs to locate specific actionsK.LU.1.E

With guidance and support, begin each sentence with a capital letter and capitalize the pronoun IK.LU.2.A

With guidance and support, identify statements and questions and use ending punctuation (e.g., period and question mark)K.LU.2.B

Phonetically spell words containing unknown letter-sound correspondencesK.LU.2.C

Participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on kindergarten topics and texts. This includes:K.C.1.A

Listening actively and following agreed-upon rules for participating in discussions (e.g., waiting for a turn to speak without unnecessary interruptions and staying on topic)K.C.1.A.i

Respectfully building on others’ ideas and expressing their own clearlyK.C.1.A.ii

Asking questions to seek help, get information, or clarify information for further understandingK.C.1.A.iii

Expressing ideas and needs in complete sentencesK.C.1.A.iv

Describe personal experiences using complete sentencesK.C.2.A

Speak audibly with appropriate pacing, prosody, and voice levelK.C.2.B

Participate in a variety of oral language activities, including choral speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrainsK.C.2.C

Retell, create, and dictate stories, rhymes, poems, and events in sequential order using drama, props, and/or pictures indicating first, next and last events in a storyK.C.2.D

**Standards related to Integrating Multimodal Literacies are introduced in Grade Three

**Standards related to Examining Media Messages are introduced in Grade Four

With prompting and support, generate a topic of interest and question to explore a given topicK.R.1.A

With prompting and support, find information on the topic from pictures, texts, people or provided sourcesK.R.1.B

With prompting and support, use drawing, writing, or dictation to record facts and information collected from the researchK.R.1.C

With prompting and support, in small or large group settings, informally share recorded information collected from researchK.R.1.D