Tennessee Academic Standards for English — Grade K


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K.FL.F.5.a

Read emergent-reader texts with purpose and understanding.

K.FL.PA.2.a

Recognize and begin to produce rhyming words.

K.FL.PA.2.b

Count, pronounce, blend, and segment syllables in spoken words.

K.FL.PA.2.c

Blend and segment onsets and rimes of single-syllable spoken words.

K.FL.PA.2.d

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/.

K.FL.PA.2.e

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

K.FL.PC.1.a

Follow words from left to right, top to bottom, and page-by-page.

K.FL.PC.1.b

Recognize that spoken words are represented in written language by specific sequences of letters.

K.FL.PC.1.c

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

K.FL.PC.1.d

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

K.FL.PC.1.e

Distinguish between pictures and words.

K.FL.PWR.3.a

Demonstrate knowledge of one-to-one letter sound correspondence by producing the most frequent sound for each consonant.

K.FL.PWR.3.b

Associate the long and short phonemes with common spellings for the five major vowels.

K.FL.PWR.3.c

Read common high-frequency words by sight.

K.FL.PWR.3.d

Decode regularly spelled CVC words.

K.FL.PWR.3.e

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

K.FL.SC.6.a

With modeling or verbal prompts, orally produce complete sentences.

K.FL.SC.6.b

Follow one-to-one correspondence between voice and print when writing a sentence.

K.FL.SC.6.c

Use frequently occurring nouns and verbs when speaking and in shared language activities.

K.FL.SC.6.d

Form regular plural nouns when speaking and in shared language activities.

K.FL.SC.6.e

Understand and use question words (interrogatives) when speaking and in shared language activities.

K.FL.SC.6.f

Use the most frequently occurring prepositions when speaking and in shared language activities.

K.FL.SC.6.g

Produce and expand complete sentences in shared language activities.

K.FL.SC.6.h

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

K.FL.SC.6.i

Recognize and name end punctuation.

K.FL.VA.7a

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Kindergarten conversations, reading, and content.

K.FL.VA.7a.i

Identify new meanings for familiar words and apply them accurately.

K.FL.VA.7a.ii

Use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word.

K.FL.VA.7b

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

K.FL.VA.7b.i

Sort common objects into categories to gain a sense of the concepts the categories represent.

K.FL.VA.7b.ii

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites.

K.FL.VA.7b.iii

Make real-life connections between words and their use.

K.FL.VA.7b.iv

Distinguish shades of meaning among verbs describing the same general action.

K.FL.VA.7c

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

K.FL.WC.4.a

Write uppercase and lowercase manuscript letters from memory.

K.FL.WC.4.b

Write a letter/letters for most consonant and short vowel sounds (phonemes).

K.FL.WC.4.c

Represent phonemes first to last in simple words using letters (graphemes) such as rop for rope.

K.FL.WC.4.d

Spell VC (at, in) and CVC (pet, mud) words with short vowels; spell V (a, I) and CV (be, go) words with long vowels.

K.FL.WC.4.e

Identify the letters used to represent vowel phonemes and those used to represent consonants; know that every syllable has a vowel.

K.FL.WC.4.f

Write some common, frequently used words (am, and, like, the).

K.FL.WC.4.g

Print many upper and lowercase letters.

K.L.1

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

K.L.1.a

Print many upper- and lowercase letters.

K.L.1.b

Use frequently occurring nouns and verbs.

K.L.1.c

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

K.L.1.d

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

K.L.1.e

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

K.L.1.f

Produce and expand complete sentences in shared language activities.

K.L.2

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

K.L.2.a

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

K.L.2.b

Recognize and name end punctuation.

K.L.2.c

Write a letter or letters for most consonant and short-vowel sounds (phonemes).

K.L.2.d

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

K.L.3

(Begins in grade 2)

K.L.4

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

K.L.4.a

Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

K.L.4.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.

K.L.5

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

K.L.5.a

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

K.L.5.b

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

K.L.5.c

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

K.L.5.d

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

K.L.6

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

K.RF.1

Demonstrate understanding of the organization and basic features of print.

K.RF.1.a

Follow words from left to right, top to bottom, and page by page.

K.RF.1.b

Recognize that spoken words are represented in written language by specific sequences of letters.

K.RF.1.c

Understand that words are separated by spaces in print.

K.RF.1.d

Recognize and name all upper- and lowercase letters of the alphabet.

K.RF.2

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

K.RF.2.a

Recognize and produce rhyming words.

K.RF.2.b

Count, pronounce, blend, and segment syllables in spoken words.

K.RF.2.c

Blend and segment onsets and rimes of single-syllable spoken words.

K.RF.2.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 /x/.)

K.RF.2.e

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words

K.RF.3

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

K.RF.3.a

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

K.RF.3.b

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

K.RF.3.c

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

K.RF.3.d

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

K.RF.4

Read emergent-reader texts with purpose and understanding.

K.RI.1

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

K.RI.10

Actively engage in group reading activities with purpose and understanding.

K.RI.2

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

K.RI.3

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

K.RI.4

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

K.RI.5

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

K.RI.6

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

K.RI.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).

K.RI.8

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

K.RI.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).

K.RI.CS.4

With prompting and support, determine the meaning of words and phrases in a text relevant to a Kindergarten topic or subject area.

K.RI.CS.5

Know various text features.

K.RI.CS.6

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

K.RI.IKI.7

With prompting and support, orally describe the relationship between illustrations and the text in which they appear.

K.RI.IKI.8

With prompting and support, identify the reasons an author provides to support points in a text.

K.RI.IKI.9

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

K.RI.KID.1

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

K.RI.KID.2

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

K.RI.KID.3

With prompting and support, orally identify the connection between two individuals, events, ideas, or pieces of information in a text.

K.RI.RRTC.10

With prompting and support, read informational texts of appropriate complexity for Kindergarten.

K.RL.1

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

K.RL.10

Actively engage in group reading activities with purpose and understanding.

K.RL.2

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

K.RL.3

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

K.RL.4

Ask and answer questions about unknown words in a text.

K.RL.5

Recognize common types of texts (e.g., storybooks, poems).*

K.RL.6

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

K.RL.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).

K.RL.8

(Not applicable to literature)

K.RL.9

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

K.RL.CS.4

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

K.RL.CS.5

Recognize common types of texts.

K.RL.CS.6

With prompting and support, define the role of authors and illustrators in the telling of a story.

K.RL.IKI.7

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

K.RL.IKI.9

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

K.RL.KID.1

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

K.RL.KID.2

With prompting and support, orally retell familiar stories, including key details.

K.RL.KID.3

With prompting and support, orally identify characters, setting, and major events in a story.

K.RL.RRTC.10

With prompting and support, read stories and poems of appropriate complexity for Kindergarten.

K.SL.1

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

K.SL.1.a

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

K.SL.1.b

Continue a conversation through multiple exchanges.

K.SL.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.

K.SL.3

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

K.SL.4

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

K.SL.5

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

K.SL.6

Speak audibly and express thoughts, feelings, and ideas clearly.

K.SL.CC.1

Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics.

K.SL.CC.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.

K.SL.CC.3

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

K.SL.PKI.4

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

K.SL.PKI.5

Add drawings or other visual displays of descriptions as desired to provide additional detail.

K.SL.PKI.6

With guidance and support, express thoughts, feelings, and ideas through speaking.

K.W.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 . . .).

K.W.10

(Begins in grade 3)

K.W.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.

K.W.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.

K.W.4

(Begins in grade 3)

K.W.5

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

K.W.6

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

K.W.7

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

K.W.8

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

K.W.9

(Begins in grade 4)

K.W.PDW.4

With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

K.W.PDW.5

With guidance and support from adults, respond to questions and suggestions from others and add details to strengthen writing as needed.

K.W.PDW.6

With guidance and support from adults, and in collaboration with peers, explore a variety of digital tools to produce and share writing.

K.W.RBPK.7

Participate in shared research and writing projects, such as reading a number of books by a favorite author and expressing opinions about them.

K.W.RBPK.8

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

K.W.RW.10

With guidance and support from adults, engage routinely in writing activities to promote writing fluency and build writing stamina.

K.W.TTP.1

With prompting and support, use a combination of drawing, dictating, and/or writing to compose opinion pieces.

K.W.TTP.2

With prompting and support, use a combination of drawing, dictating, and/or writing to compose informative/explanatory texts.

K.W.TTP.3

With prompting and support, use a combination of drawing, dictating, and/or writing to narrate a single event.