ELA+Resources+Grade+K

= English Language Arts and Reading, Kindergarten =

(b) Knowledge and skills.

(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: (A) recognize that spoken words can be represented by print for communication; PBS Kids, Game - Word Play: http://pbskids.org/lions/games/wordplay.html

(B) identify upper- and lower-case letters; BrainPOP, Video: []

(C) demonstrate the one-to-one correspondence between a spoken word and a printed word in text; PBS Kids, Game - Word Play: http://pbskids.org/lions/games/wordplay.html

(D) recognize the difference between a letter and a printed word; PBS Kids, Game - Word Play: http://pbskids.org/lions/games/wordplay.html

(E) recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping); Starfall, Game - Learning to Read, You choose and online book from the list provided and then proceed to read the book: http://www.starfall.com/n/level-a/learn-to-read/play.htm?f

(F) hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and Ripon Area School District, Video: Book Activities: http://ripon.ripon.k12.wi.us/bpmc/book_activities.html

(G) identify different parts of a book (e.g., front and back covers, title page). Ripon Area School District, Video: Book Activities: http://ripon.ripon.k12.wi.us/bpmc/book_activities.html

(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: (A) identify a sentence made up of a group of words; Funschool, Game - Bon Appetit: http://funschool.kaboose.com/fun-blaster/games/game_bon_appetit.html

(B) identify syllables in spoken words; Learning Games for Kids, Games - Wall of Words: http://www.learninggamesforkids.com/word_games/word_games_wall_of_words.html

(C) orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?"); Funschool, Game - Rhyme Time: http://funschool.kaboose.com/fun-blaster/games/game_rhyme_time.html

(D) distinguish orally presented rhyming pairs of words from non-rhyming pairs; Funschool, Game - Rhyme Time: http://funschool.kaboose.com/fun-blaster/games/game_rhyme_time.html

(E) recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., "baby boy bounces the ball"); Scholastic, Game - Sound Match: http://teacher.scholastic.com/clifford1/flash/phonics/index.htm

(F) blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat); Scholastic, Game - Letter Match: http://teacher.scholastic.com/clifford1/flash/confusable/index.htm

(G) blend spoken phonemes to form one-syllable words (e.g.,/m/ …/a/ …/n/ says man); Scholastic, Game - Letter Match: []

(H) isolate the initial sound in one-syllable spoken words; and Scholastic, Game - Sound Match: http://teacher.scholastic.com/clifford1/flash/phonics/index.htm

(I) segment spoken one-syllable words into two to three phonemes (e.g., dog:/d/ …/o/ …/g/). Scholastic, Game - Make a Word: http://teacher.scholastic.com/clifford1/flash/vowels/index.htm

(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: (A) identify the common sounds that letters represent; Primary Games, Game - A to Z: http://primarygames.com/storybooks/abc/start.htm

(B) use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words); BBC, Game - Jim's Whirlyword machine: http://www.bbc.co.uk/schools/wordsandpictures/cvc/whirl/game.shtml

(C) recognize that new words are created when letters are changed, added, or deleted; and BBC, Game - Jim's Whirlyword machine:http://www.bbc.co.uk/schools/wordsandpictures/cvc/whirl/game.shtml

(D) identify and read at least 25 high-frequency words from a commonly used list. BBC, Game - Star Words: http://www.bbc.co.uk/schools/wordsandpictures/hfwords/starwords/game.shtml

(4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A) predict what might happen next in text based on the cover, title, and illustrations; and Sadlier-Oxford, Game - Word Drop: http://www.sadlier-oxford.com/phonics/student.cfm

(B) ask and respond to questions about texts read aloud. BrainPOP, Video: []

(5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to: (A) identify and use words that name actions, directions, positions, sequences, and locations; Starter Activity-Big and Small-Kinder: []

(B) recognize that compound words are made up of shorter words; Oswego, Game - Compound Words: http://www.oswego.org/ocsd-web/match/dragflip.asp?filename=kderittecompound

(C) identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures); and Story Place Pre-school Library- What Color Is It?-Kinder: []

(D) use a picture dictionary to find words. Pdictionay, Images: http://www.pdictionary.com/

(6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) identify elements of a story including setting, character, and key events; Brain Pop- Setting Video: [] (B) discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience; Starfall- Cup Bow Snake Reflection: [] (C) recognize sensory details; and Brain Pop- Writing with the Senses Video: [] (D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures. Starfall-Draw Dragon Dot Eyes : []

(7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds. Brain Pop- Rhyming Words Video: []

(8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) retell a main event from a story read aloud; and Starfall- Not Too Little to Help Video: []

(B) describe characters in a story and the reasons for their actions. Brain Pop- Character Video: []

(9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic of an informational text heard. Brain Pop- Main Idea: []

(10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are expected to: (A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations; Storyline Online- Choose A Story-http://www.storylineonline.net/ (B) retell important facts in a text, heard or read; Brain Pop Jr.-Main Idea:http://www.brainpopjr.com/readingandwriting/comprehension/mainidea/preview.weml (C) discuss the ways authors group information in text; and Brain Pop Jr.-Main Idea:http://www.brainpopjr.com/readingandwriting/comprehension/mainidea/preview.weml (D) use titles and illustrations to make predictions about text. Brain Pop Jr. Make Predictions: http://www.brainpopjr.com/readingandwriting/comprehension/makepredictions/preview.weml

(11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow pictorial directions (e.g., recipes, science experiments); and Star Fall-Gingerbread Man: http://www.starfall.com/n/holiday/gingerbread/play.htm?f

(B) identify the meaning of specific signs (e.g., traffic signs, warning signs). Earobics- Tina's Real or Make Believe: http://www.earobics.com/gamegoo/games/tina/tina.html

(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students (with adult assistance) are expected to: (A) identify different forms of media (e.g., advertisements, newspapers, radio programs); and Interactives.mped- Write A Stroy -[]= (B) identify techniques used in media (e.g., sound, movement). Scholastic-Sound Match: []

(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) are expected to:

(A) plan a first draft by generating ideas for writing through class discussion; Read Kimma’s Diary (Students can create notes or brainstorm ideas) []

(B) develop drafts by sequencing the action or details in the story; Story Scramble []

(C) revise drafts by adding details or sentences; Short Story []

(D) edit drafts by leaving spaces between letters and words; and Writing with the senses []

(E) share writing with others. Write Me a Story [] (14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

(A) dictate or write sentences to tell a story and put the sentences in chronological sequence; and Write A Story [] Scrambled Stories []

(B) write short poems. Card maker (Students can type out their poems and print them here) []

(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to dictate or write information for lists, captions, or invitations.

(16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): (i) past and future tenses when speaking; ESL Games World- Tenses Quiz Show- [] (ii) nouns (singular/plural); ESL Games World- Noun Pularls Billionaire- [] (iii) descriptive words;

ESL Games World- Adjectives Opposites-http://eslgamesworld.com/members/games/vocabulary/hangman/adjectives_opposites.html

(iv) prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over); and ESL Games World- Prepositions Billionaire [] (v) pronouns (e.g., I, me); Skillswise- Personal Pronouns Game-http://www.bbc.co.uk/skillswise/words/grammar/interestsentences/pronouns/game.shtml (B) speak in complete sentences to communicate; and ESL Games World- About You- [] (C) use complete simple sentences. Skillswise- Making Sentences- []

(17) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression); Dositey.com- Memory Game for Upper and Lower Case Letters- [] (B) capitalize the first letter in a sentence; and Quia- Capitalization/punctuation- [] (C) use punctuation at the end of a sentence. C. Family Education- Wall of Words- []

(18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) use phonological knowledge to match sounds to letters; Scholastic- Clifford, Phonics Fun For Early Readers [] (B) use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut"); and BBC Home- Words and Pictures, CVC- [] (C) write one's own name. PAINT application on computer

(19) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to: (A) ask questions about topics of class-wide interest; and Flash quiz- What is Mommy making?- [] (B) decide what sources or people in the classroom, school, library, or home can answer these questions.

(20) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to: (A) gather evidence from provided text sources; and Library http://www.brainpopjr.com/readingandwriting/readingskills/library/ (B) use pictures in conjunction with writing when documenting research. Library/ Draw about it http://www.brainpopjr.com/readingandwriting/readingskills/library/drawaboutit/

(21) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively by facing speakers and asking questions to clarify information; and Listening and Speaking http://www.brainpopjr.com/readingandwriting/communication/listeningandspeaking/ (B) follow oral directions that involve a short related sequence of actions. Listening and Speaking Sequence Game http://www.brainpopjr.com/readingandwriting/communication/listeningandspeaking/sequenceorder/

(22) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language.

(23) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.

Source: The provisions of this §110.11 adopted to be effective September 4, 2008, 33 TexReg 7162.