Alaska English Language Arts Standards — Grade K


Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Alaska English Language Arts Standards if your intention constitutes fair use.


Plan, assess, and analyze learning aligned to these standards using Kiddom.

Learn more: How Kiddom Empowers Teachers.

L.K.1.a-f

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; a Print many upper- and lowercase letters; b Use frequently occurring nouns and verbs; c Form regular plural nouns orally by adding /s/ or /es/ (eg, dog, dogs; wish, wishes); d Understand and use question words (interrogatives) (eg, who, what, where, when, why, how); e Use the most frequently occurring prepositions (eg, to, from, in, out, on, off, for, of, by, with); f Produce and expand complete sentences in shared language activities

L.K.2.a-d

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; a Capitalize the first word in a sentence, the first letter of the students name, and the pronoun I; b Recognize and name end punctuation; c Write a letter or letters for most consonant and short-vowel sounds (phonemes); d Spell simple words phonetically, drawing on knowledge of sound-letter relationships

L.K.3

(Begins in grade 2)

L.K.4.a-b

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content; a Identify new meanings for familiar words and apply them accurately (eg, knowing duck is a bird and learning the verb to duck); b Use the most frequently occurring inflections and affixes (eg, -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word;

L.K.5.a-d

With guidance and support from adults, explore word relationships and nuances in word meanings; a Sort common objects into categories (eg, shapes, foods) to gain a sense of the concepts the categories represent; b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms); c Identify real-life connections between words and their use (eg, note places at school that are colorful); d Distinguish shades of meaning among verbs describing the same general action (eg, walk, march, strut, prance) by acting out the meanings

L.K.6

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

RF.K.1.a-d

Demonstrate understanding of the organization and basic features of print; a Follow words from left to right, top to bottom, and page-by-page; b Recognize that spoken words are represented in written language by specific sequences of letters; c Understand that words are separated by spaces in print; d Recognize and name all upper- and lowercase letters of the alphabet

RF.K.2.a-e

Demonstrate understanding of spoken `words, syllables, and sounds (phonemes); a Recognize and produce rhyming words; b Count, pronounce, blend, and segment syllables in spoken words; c Blend and segment onsets and rimes of single-syllable spoken words; 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/); e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words *Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word

RF.K.3.a-d

Know and apply grade-level phonics and word analysis skills in decoding words; 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; b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels; c Read common high-frequency words by sight (eg, the, of, to, you, she, my, is, are, do, does); d Distinguish between similarly spelled words by identifying the sounds of the letters that differ

RF.K.4

Read emergent-reader texts with purpose and understanding

RI.K.1

With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text

RI.K.10

Actively engage in shared reading activities using a range of topics and texts with purpose and understanding, with scaffolding as needed

RI.K.2

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

RI.K.3

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

RI.K.4

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

RI.K.5

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

RI.K.6

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

RI.K.7

With prompting and support, describe the relationship between illustrations and the text in which they appear (eg, what person, place, thing, or idea in the text an illustration depicts)

RI.K.8

With prompting and support, identify the opinions an author states in a text

RI.K.9

With prompting and support, identify basic similarities in and differences between information presented in two texts on the same topic (eg, compare two photos or diagrams, compare two animal babies)

RL.K.1

With prompting and support, ask and answer questions about a literary text using key details from the text

RL.K.10

Actively engage in shared reading activities using literature from a variety of cultures with purpose and understanding, and scaffolding as needed

RL.K.2

With prompting and support, retell familiar stories, using key details

RL.K.3

With prompting and support, identify characters, settings, major events, and problem-solution in a story, song, or poem

RL.K.4

Ask and answer questions about unknown words in a text

RL.K.5

Identify common types of texts (eg, picture books, stories, poems, songs)

RL.K.6

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

RL.K.7

With prompting and support, describe the relationship between illustrations and the story in which they appear (eg, what moment in a story an illustration depicts) or use illustrations to tell or retell a story

RL.K.8

(Not applicable to literature)

RL.K.9

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

SL.K.1.a-b

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups; a Follow agreed-upon rules for discussions (eg, listening to others and taking turns speaking about the topics and texts under discussion); b Continue a conversation through multiple exchanges

SL.K.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

SL.K.3

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

SL.K.4

Describe familiar people, places, things, and events, and with prompting and support, provide additional related details

SL.K.5

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

SL.K.6

Speak audibly and express thoughts, feelings, and ideas clearly in complete sentences when appropriate to task and situation

W.K.1

Use a combination of drawing, dictating, and writing to state an opinion or a preference about a topic or part of a book (eg, I like dogs better than cats because; My favorite part of the story is when; I think it was funny when)

W.K.10

(Begins in grade 3)

W.K.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

W.K.3

Use a combination of drawing, dictating, and writing to narrate a real or imagined event or several loosely linked events, tell about the events in the order in which they occurred, and provide an ending (how the problem was solved) or a reaction (eg, a feeling) to what happened

W.K.4

(Begins in grade 3)

W.K.5

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

W.K.6

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

W.K.7

Participate in shared research and writing projects (eg, explore a number of books by a favorite author and combine or summarize information/facts learned or express opinions about them)

W.K.8

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

W.K.9

(Begins in grade 4)