Indiana Learning Standards for English Language Arts — Grade K

Recognize various types of media.

Recognize common signs and logos and identify commercials or advertisements.

Standard begins in fifth grade.

Understand and apply knowledge of print concepts, phonics, phonemic awareness, vocabulary, and fluency and comprehension as a foundation for developing reading skills

Demonstrate understanding that print moves from left to right across the page and from top to bottom.

Recognize that written words are made up of sequences of letters.

Recognize that words are combined to form sentences

Identify and name all uppercase (capital) and lowercase letters of the alphabet

Identify and produce rhyming words.

Orally pronounce, blend, and segment words into syllables

Orally blend the onset (the initial sound) and the rime (the vowel and ending sound) in words.

Tell the order of sounds heard in words with two or three phonemes, and identify the beginning, middle (medial) and final sounds.

Add, delete, or substitute sounds to change words.

Use letter-sound knowledge to decode the sound of each consonant (e.g., dog = /d/ /g/; soap = /s/ /p/)

Blend consonant-vowel-consonant (CVC) sounds to make words.

Recognize the long and short sounds for the five major vowels.

Read common high-frequency words by sight (e.g., a, my).

Standard begins at first grade.

Read emergent-reader texts, maintaining an appropriate pace and using self-correcting strategies while reading.

Actively engage in group reading activities with purpose and understanding.

With support, ask and answer questions about main topics and key details in a text heard or read.

With support, retell familiar stories, poems, and nursery rhymes, including key details.

Identify important elements of the text (e.g., characters, settings, or events).

Make predictions about what will happen in a story.

Recognize familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks).

With support, define the role of the author and illustrator of a story in telling the story.

With support, describe the relationship between illustrations and the story in which they appear.

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

Actively engage in group reading activities with purpose and understanding.

With support, ask and answer questions about important elements of a text (e.g., events, topics, concepts).

With support, retell the main idea and key details of a text.

With support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Identify text features of a nonfiction text (e.g., title, author, illustrations) and describe the relationship between those features and the text in which they appear.

Recognize that a nonfiction text can be structured to describe a topic.

Standard begins at second grade.

With support, identify the reasons an author gives to support points in a text.

With support, identify basic similarities in and differences between two texts on the same topic

Standard begins at sixth grade.

Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary.

Standard begins at first grade

Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites).

Standard begins at sixth grade.

Recognize frequently occurring inflections (e.g., look, looks).

Standard begins at second grade.

With support, ask and answer questions about unknown words in stories, poems, or songs.

With support, ask and answer questions about unknown words in a nonfiction text.

Standard begins at third grade.

Listen actively and communicate effectively with a variety of audiences and for different purposes.

Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups.

Standard begins in third grade.

Listen to others, take turns speaking, and add ones own ideas to small group discussions or tasks.

Ask questions to seek help, get information, or clarify something that is not understood.

Continue a conversation through multiple exchanges.

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Ask appropriate questions about what a speaker says.

Speaking audibly, recite poems, rhymes, and songs, and use complete sentences to describe familiar people, places, things, and events and, with support, provide additional details.

Standard begins in first grade.

Give, restate, and follow simple two-step directions.

Write for specific purposes and audiences.

Write most uppercase (capital) and lowercase letters of the alphabet, correctly shaping and spacing the letters of the words.

Write by moving from left to right and top to bottom.

Use words and pictures to provide logical reasons for suggesting that others follow a particular course of action.

Use words and pictures to develop a main idea and provide some information about a topic.

Use words and pictures to narrate a single event or simple story, arranging ideas in order.

Apply the writing process to With support, revise writing by adding simple details; review (edit) writing for format and conventions (e.g., correct spelling of simple words, capitalization of the first word of the sentence). Use available technology to produce and publish writing.

With support, build understanding of a topic using various sources. Identify relevant pictures, charts, grade-appropriate texts, personal experiences, or people as sources of information on a topic.

Demonstrate command of English grammar and usage, focusing on

Nouns/Pronouns Writing sentences that include singular and/or plural nouns (e.g., dog/dogs, cat/cats).

Verbs Writing sentences that include verbs.

Adjectives/ Adverbs Standard begins at second grade.

Prepositions Standard begins at fourth grade

Usage Recognizing that there are different kinds of sentences (e.g., sentences that tell something, sentences that ask something, etc.).

Demonstrate command of capitalization, punctuation, and spelling, focusing on

Capitalization Capitalizing the first word in a sentence and the pronoun I.

Punctuation Recognizing and naming end punctuation.

Spelling Spelling simple words phonetically, drawing on phonemic awareness.