Kindergarten ELA Nebraska Standards

Know and apply phonics and word analysis skills in decoding and encoding (spelling) words.

Participate with peers and adults in structured discussions and routines about 1st grade topics and texts.

Demonstrate knowledge of the organization and basic concepts of print.

Demonstrate phonological awareness through oral activities.

Demonstrate phonetic and word analysis knowledge and apply decoding skills to isolated words and in connected text.

Read grade-level texts with sufficient accuracy and fluency to support comprehension.

Demonstrate knowledge of the organization and basic concepts of print.

Identify all upper and lowercase letters of the alphabet in isolation and in connected text.

Recognize that spoken words are represented in written language by specific sequences of letters, and that print carries meaning.

Demonstrate understanding that words are separated by spaces in print; demonstrate understanding of one-to-one correspondence between voice and print.

Demonstrate knowledge that print reads from left to right, top to bottom, and page by page.

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

Segment and count spoken sentences into words.

Recognize and begin to produce oral rhymes.

Count, produce, and segment spoken words into syllables and identify syllable parts.

Blend onsets and rimes to form simple words (e.g., v-an, gr-ab).

Delete part of a syllable within a spoken word including compound words (e.g., "Say 'parsnip.' Say it again but don't say 'par;' e.g., "Say 'cowboy.' Say it again but don't say 'cow'").

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in two- and three-phoneme (VC or CVC) words, excluding CVC words ending with /l/, /r/, or /x/.

Know and apply phonics and word analysis skills in decoding and encoding (spelling) words.

Demonstrate basic knowledge of one-to-one sound to letter correspondences by producing the primary or many of the most frequent sounds for each consonant.

Demonstrate the long and short sounds with common spellings (graphemes) for the five major vowels.

Decode consonant-vowel-consonant (CVC) words.

Encode consonant-vowel-consonant (CVC) words.

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension.

Recognize upper and lowercase letters automatically and accurately.

Read decodable consonant-vowel-consonant (CVC) words with automaticity and accuracy.

Read grade level high-frequency words with automaticity and accuracy (e.g. Fry or Dolch words or those included in instructional materials).

Demonstrate basic handwriting skills.

Identify and match upper and lowercase manuscript letters.

Print many upper and lowercase manuscript letters using reference materials and classroom resources.

Write left to right and use appropriate spacing between letters and words.

Demonstrate sound-letter concepts when writing.

Segment phonemes orally in single-syllable words.

Demonstrate understanding that syllables are organized around vowel sounds.

With prompting and support, identify the main topic and key details in an informational text.

With prompting and support, identify key individuals, events, or pieces of information in an informational text.

With prompting and support, define the role of author and illustrator in presenting the ideas or information in a text.

With prompting and support, use text features (titles, headings, visuals) to predict or confirm the topic of a text.

With prompting and support, identify basic similarities and differences between two informational texts on the same topic.

With prompting and support, explain the difference between facts and opinions about a topic.

With prompting and support, make connections between own experiences and other cultures in informational texts.

Actively engage in group reading activities with purpose and understanding.

With prompting and support, orally retell familiar stories, including key details, and demonstrate understanding of their central message or lesson.

With prompting and support, identify main character(s), setting, and important events in a literary text.

With prompting and support, define the role of author and illustrator in a literary text.

With prompting and support, identify the basic characteristics of literary text.

With prompting and support, compare and contrast the experiences of characters in familiar stories.

With prompting and support, ask and answer questions about key details in a literary text.

With prompting and support, make connections between own experiences and other cultures in literary texts.

Actively engage in group reading activities with purpose and understanding.

With prompting and support, participate with peers and adults in structured discussions and routines about Kindergarten topics and texts.

Ask pertinent questions to acquire or confirm information.

Demonstrate interpretation of verbal and non-verbal messages in a conversation.

Converse with peers and adults in an all-inclusive manner to foster positive relationships while respecting diverse perspectives.

Develop attentive listening skills (e.g., eye contact, nonverbal cues, recalling).

Complete a task following one/two-step directions.

With prompting and support, describe familiar people, places, things, and events, and provide additional detail.

Demonstrate appropriate speaking techniques (e.g., appropriate eye contact, adequate volume, clear pronunciation) for a variety of purposes and situations.

Convey a personal perspective with clear reasons.

Explain the purpose of information being presented.

Demonstrate awareness of and sensitivity to the appropriate use of words (e.g., helpful/hurtful words).

Use appropriate visual and/or digital tools to support verbal communication.

Recognize and use conversational and grade-level academic vocabulary.

With prompting and support, identify new meanings of familiar words (e.g., park, ring, fly).

With prompting and support, use commonly occurring inflections and affixes to determine the meaning of unknown words.

With prompting and support, determine the meanings of key words and phrases using provided reference materials and classroom resources.

Interpret an author's use of figurative, connotative, and technical language in grade-level literary and informational text.

With prompting and support, sort common words and phrases into conceptual categories to develop an understanding of word relationships.

With prompting and support, deepen understanding of words by identifying and relating them to their opposites.

With prompting and support, ask and answer questions about key words and phrases to determine their meaning.

With prompting and support, identify and explain descriptive words and phrases that suggest feelings or appeal to the senses.

With prompting and support, form and use complete simple sentences in shared language activities.

Capitalize the first word in a sentence and the pronoun I.

Recognize and name end punctuation.

Identify nouns (e.g., singular and plural) and simple verbs (e.g., action).

Form regular plural nouns by adding /s/ or /es/.

Use interrogatives to ask questions.

Use subject-verb agreement in simple sentences.

With prompting and support, use a recursive writing process to develop, strengthen, and produce writing appropriate to the discipline, audience, and/or context.

Use prewriting activities and resources to generate ideas.

Adapt writing processes to sustain engagement in short and long-term writing tasks of increasing length and complexity.

Use feedback from others to improve writing and/or add details.

Use or decipher multiple formats of print and digital text (e.g., manuscript, font, graphics, symbols).

Use appropriate digital/multimedia tools to produce, enhance, and/or publish writing individually or with peers.

With prompting and support, narrate personal or fictional events in a sequential order using a combination of drawing, dictating, and/or writing.

With prompting and support, express an opinion about a topic or text with one supporting reason using a combination of drawing, dictating, and/or writing.

With prompting and support, write informative/explanatory pieces about a topic or text with one supporting fact using a combination of drawing, dictating, and/or writing.

With prompting and support, identify information from provided sources to answer a question using a combination of drawing, dictating, and/or writing.

Citing relevant and thorough textual evidence to support ideas, evaluate the development of themes or central ideas in grade-level informational texts.

Citing relevant and thorough evidence to support ideas, evaluate the development and interaction of individuals, ideas, and events in grade-level informational texts.

Citing relevant and thorough textual evidence to support ideas, evaluate how an author's perspective or use of point of view shapes the style and meaning of grade-level informational texts.

Read and comprehend complex, grade-level informational texts independently and proficiently.

Citing relevant and thorough textual evidence to support ideas, evaluate the development of themes or central ideas in grade-level literary texts.

Citing relevant and thorough evidence to support ideas, evaluate the development and interaction of individuals, ideas, and events in grade-level literary text.

Citing relevant and thorough textual evidence to support ideas, evaluate how an author's perspective or use of point of view shapes the style and meaning of grade-level literary text.

Read and comprehend complex, grade-level literary texts independently and proficiently.

Communicate effectively and appropriately in collaborative activities for a variety of tasks, purposes, and audiences to express ideas, share knowledge, and generate new understandings.

Present information, findings, and supporting evidence in which the organization, development, and style are appropriate to the discipline, audience, and/or context.

Build and use a range of conversational, academic, and discipline-specific grade-level vocabulary and apply to reading, writing, speaking, and listening.

Apply handwriting skills to communicate ideas and information.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

Use a recursive writing process to produce clear and coherent writing appropriate to the discipline, audience, and/or context.

Write in a variety of modes for a variety of purposes and audiences across disciplines.

Central Ideas and Details

Presentation of Knowledge and Ideas

Fluency

Production of Writing

Author's Craft

Foundations of Writing

Concepts of Print

Reading Prose and Poetry

Phonological Awareness

Range of Reading and Level of Text Complexity

Reading Informational text

Range of Reading and Level of Text Complexity

Comprehension and Collaboration

Phonics and Word Analysis

Author's Craft

Speaking and Listening

Foundations of Reading

Knowledge and Ideas

Modes of Writing

Writing

Context and Connotation

Central Ideas and Details

Acquisition and Use

Vocabulary

Knowledge and Ideas

An ELL can . . . construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

with prompting and support (including context and visual aids), use a very limited set of strategies from read-alouds and oral presentations of information or stories. to

identify a few key words

with prompting and support (including context and visual aids), use an emerging set of strategies from read-alouds and oral presentations. to

identify some key words and phrases

with prompting and support (including context and visual aids), use a developing set of strategies from read-alouds and oral presentations to

identify main topics

ask and answer questions about key details

with prompting and support (including context and visual aids), use an increasing range of strategies from read-alouds, picture books, and oral presentations.  to

identify main topics

answer questions about key details or parts of stories

retell events

with prompting and support (including context and visual aids), use a wide range of strategies from read-alouds, picture books, and oral presentations to

identify main topics

answer questions about key details

retell familiar stories

An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing.

with support (including context and visual aids),

recognize and use a small number of frequently occurring nouns and verbs

understand and respond to simple questions.

with support (including context and visual aids), in shared language activities.

recognize and use frequently occurring nouns, verbs, and short phrases

respond to yes/no and wh- questions

produce a few simple sentences

with support (including context and visual aids), in shared language activities.

recognize and use frequently occurring regular plural nouns, verbs, and prepositions

use and respond to question words

produce simple sentences

with support (context and visual aids), in shared language activities.

recognize and use frequently occurring regular plural nouns, verbs, and prepositions

use and respond to question words;

produce and expand simple sentences

with increasing independence, in shared language activities.

use frequently occurring regular plural nouns, verbs, prepositions, and question words

ask and answer interrogatives (wh-questions)

produce and expand simple sentences

An ELL can . . . participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

about familiar topics.

listen with limited participation in short conversations

respond to simple yes/no and some wh-questions

about familiar topics

participate in short conversations

respond to simple yes/no and wh- questions

about familiar topics.

participate in short conversations

follow some rules for discussion

respond to simple yes/no and wh- questions

about a variety of topics.

participate in conversations and discussions

ask and answer simple questions

follow increasing number of rules for discussion

about a variety of topics.

participate in conversations and discussions

ask and answer questions

follow rules for discussion

An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics.

about familiar topics or experiences.

communicate simple information or feelings

about familiar topics, experiences, or events.

communicate simple information or feelings

about familiar topics, experiences, or events.

communicate information or feelings

about a variety of topics, experiences, or events.

tell or dictate simple messages

about a variety of topics, experiences, or events.

make simple oral presentations

compose short written texts

An ELL can . . . construct gradeappropriate oral and written claims and support them with reasoning and evidence.

about a familiar topic showing limited control.

express a feeling or opinion

about a familiar topic showing emerging control.

express an opinion or preference

about a familiar topic or story showing developing control.

express an opinion or preference

about a variety of topics or stories showing increasing control.

express an opinion or preference

about a variety of topics or stories showing increasing control.

express an opinion or preference

An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems.

with prompting and support from adults,

recall information from experience or from a provided source.

with prompting and support from adults,

recall information from experience or use information from a provided source to answer a question.

with prompting and support from adults, showing developing control.

recall information from experience or use information from provided sources to answer a question

with prompting and support from adults, showing increasing control.

recall information from experience or use information from provided sources to answer a question

with prompting and support from adults, showing increasing control.

recall information from experience or use information from provided sources to answer a question

An ELL can . . . analyze and critique the arguments of others orally and in writing.

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

with prompting and support,

identify a reason an author or speaker gives to support a point.

with prompting and support,

identify appropriate reasons an author or speaker gives to support main points.

An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing.

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

Level 4

show a developing awareness of the difference between appropriate language for the playground and language for the classroom.

Level 5

show awareness of differences between informal (“playground speech”) and language appropriate to the classroom

use some words learned through conversations, reading, and being read to.

An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text.

with prompting and support (including context and visual aids), in simple oral presentations and readalouds about familiar topics, experiences, or events.

recognize the meaning of a few frequently occurring words

with prompting and support (including context and visual aids), in simple oral presentations and readalouds about familiar topics, experiences, or events.

recognize the meaning of some frequently occurring words and phrases

with prompting and support (including context and visual aids), in simple oral presentations and readalouds about familiar topics, experiences, or events.

answer questions to help determine the meaning of some words and phrases

with prompting and support (including context and visual aids), in simple oral presentations and readalouds about a variety of topics, experiences, or events.

answer and sometimes ask questions about the meaning of words and phrases

with prompting and support (including context and visual aids), in simple oral presentations and readalouds about a variety of topics, experiences, or events.

answer and ask questions about the meaning of words and phrases

An ELL can . . . create clear and coherent gradeappropriate speech and text.

[Standard introduced at Level 3.]

[Standard introduced at Level 3.]

with support (including visual aids, context), with developing control of some frequently occurring linking words (e.g., and, then).

with support (including visual aids, context), with increasingly independent control of frequently occurring linking words.

retell a simple sequence of events from experience or a familiar story

with support (including visual aids), using frequently occurring linking words.

retell a short sequence of events from experience or a familiar story, with a beginning, middle, and end