English Language Arts Standards Crosswalk
English Language Arts Standards CrosswalkFollowing is a crosswalk between the Missouri Learning Standards: Grade Level Expectations and the Dynamic Learning Maps(DLM) Essential Elements.ABOUT THE MISSOURI LEARNING STANDARDS: The State Board of Education approved the updated Missouri LearningStandards: Grade Level Expectations on April 19, 2016, based on the standards created by work groups of Missouri parentsand educators. The revised standards were developed by Missourians for Missouri students. These expectations arechallenging, yet attainable, for students in our state. The standards further define our high expectations for what childrenshould know and be able to do in each course and grade level, helping ensure they graduate prepared for college, career, andlife.ABOUT THE DYNAMIC LEARNING MAPS ESSENTIAL ELEMENTS: The Dynamic Learning Maps Essential Elements for Englishlanguage arts are specific statements of knowledge and skills linked to Missouri Learning Standards: Grade Level Expectations.The purpose of the DLM Essential Elements is to build a bridge from the content in the general education English languagearts framework to academic expectations for students with the most significant cognitive disabilities.
Kindergarten English Language ArtsMISSOURI LEARNING STANDARDS: GRADE-LEVEL EXPECTATIONSREADING1. Develop and apply skills to the reading process.R.1.AA. ComprehensionK.R.1.AWith assistance, develop and demonstrate reading skills inresponse to read alouds by:K.R.1.A.aa. Predicting what might happen next in a text based onthe cover, title, and illustrations.K.R.1.A.bb. Asking and responding to questions about texts readaloud.K.R.1.A.cc. Retelling main ideas or important facts from a readaloud or familiar story.K.R.1.A.dd. Connecting the information and events of a text toexperiences.K.R.1.A.ee. Recognizing beginning, middle, and .dK.R.1.B.eB. VocabularyWith assistance, develop an understanding of vocabulary by:a. Identifying and sorting pictures of objects intoconceptual categories.b. Demonstrating understanding of opposites(antonyms).c. Distinguishing meaning between verbs describing thesame action.d. Using a picture dictionary to find words.e. Use words and phrases acquired throughconversations, reading and being read to, andresponding to texts.DLM ESSENTIAL EE.L.K.5.dEE.L.K.5.cEE.L.K.6Not applicable.With guidance and support, identify illustrations orobjects/tactual information that go with a familiar story.With guidance and support, identify details in familiar stories.With guidance and support, identify major events in familiarstories.Not applicable.With guidance and support, identify characters and settings in afamiliar story.Demonstrate emerging understanding of word relationships.With guidance and support, sort common objects into familiarcategories.With guidance and support, demonstrate understanding offrequently occurring opposites.With guidance and support, demonstrate an understanding ofcommon verbs.With guidance and support, use words to communicate in reallife situations.With guidance and support, use words acquired throughconversations, being read to, and during shared readingactivities.
R.1.CK.R.1.CC. Making ConnectionsWith assistance, determine connection between:K.R.1.C.aa. Text to self (text ideas and own experiences)K.R.1.C.bb. Text to text (text ideas including similarities anddifferences in fiction and nonfiction)R.1.DK.R.1.DK.R.1.D.aD. Independent TextRead independently for sustained periods of time by:a. Engaging with text as developmentally t applicable.Notapplicable.EE.RL.K.10EE.RI.K.10Not applicable.Not applicable.With guidance and support, match similar parts of two familiartexts on the same topic.With guidance and support, actively engage in shared reading.With guidance and support, actively engage in shared readingof informational text.2. Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times.R.2.AA. FictionK.R.2.AWith assistance, read, infer, and draw conclusions to:NotNot applicable.applicable.K.R.2.A.aa. Identify elements of a story, including setting,EE.RL.K.3With guidance and support, identify characters and settings in acharacter, and key events.familiar story.K.R.2.A.bb. Retell a main event from stories read aloud andEE.RL.K.2With guidance and support, identify major events in familiarfamiliar stories.stories.K.R.2.A.cc. Recognize sensory details and reoccurring phrases.NotNot applicable.applicable.K.R.2.A.dd. Recognize different types of texts.EE.RL.K.5With guidance and support, recognize familiar texts (e.g.,storybooks, poems).K.R.2.A.ee. Name author and illustrator of a story, and describeEE.RL.K.6With guidance and support, distinguish between words andhow each is telling the story.illustrations in a story.K.R.2.A.ff. Compare and contrast adventures of characters inEE.RL.K.9With guidance and support, identify the adventures orfamiliar stories.experiences of a character in a familiar story.K.R.2.A.gg. Ask and answer questions about unknown words inEE.RL.K.4With guidance and support, indicate when an unknown word istext.used in a text.R.2.BB. PoetryK.R.2.B.aWith assistance, read, infer and draw conclusions to:EE.RF.K.2.aWith guidance and support, recognize rhyming words.a. Respond to rhythm and rhyme through identifying aregular beat and similarities in word sounds.
R.2.CK.R.2.C.aC. DramaWith assistance, read, infer, and draw conclusions to:EE.RL.K.3With guidance and support, identify characters and settings in aa. Identify characters in a puppet play or performance byfamiliar story.actors.3. Develop and apply skills and strategies to comprehend, analyze, and evaluate nonfiction (e.g., narrative, information/explanatory, opinion,persuasive, argumentative) from a variety of cultures and times.R.3.AA. Text FeaturesK.R.3.AWith assistance, read, infer, and draw conclusions to:NotNot applicable.applicable.K.R.3.A.aa. Identify the topic and details in an expository textEE.RI.K.7With guidance and support, identify illustrations orheard and/or read referring to the words and/orobjects/tactual information that go with a familiar text.illustrations.K.R.3.A.bb. Use titles and illustrations to make predictions aboutEE.RI.K.6With guidance and support, distinguish between words andtext.illustrations in an informational text.K.R.3.A.cc. Identify text features.EE.RI.K.5With guidance and support, identify the front cover of a book.K.R.3.A.dd. Identify the meaning of environmental print.NotNot applicable.applicable.R.3.BB. Literacy TechniquesK.R.3.B.aWith assistance, read, infer, and draw conclusions to:NotNot applicable.a. Respond to examples of sensory details.applicable.R.3.CC. Text StructuresK.R.3.CWith assistance, read, infer and draw conclusions to:NotNot applicable.applicable.K.R.3.C.aa. Ask and answer questions to clarify meaning.EE.RI.K.1With guidance and support, identify a detail in a familiar text.K.R.3.C.bb. Identify basic similarities and differences between two EE.RI.K.9With guidance and support, match similar parts of two familiartexts on the same topic.texts on the same topic.K.R.3.C.cc. Name the main topic, and recall key details of the text. EE.RI.K.2With guidance and support, identify the topic of a familiar text.K.R.3.C.dd. Ask and answer questions about unknown words in aEE.RL.K.4With guidance and support, indicate when an unknown word istext.used in a text.4. Comprehend and analyze words, images, graphics, and sounds in various media and digital forms to impact meaning.R.4.AA. Digital and Media Literacy.K.R.4.AWith assistance, develop an awareness of media literacy by:NotNot applicable.applicable.K.R.4.A.aa. Identifying different forms of media.NotNot applicable.applicable.K.R.4.A.bb. Identifying techniques used in media.NotNot applicable.applicable.
READING FOUNDATIONS1. Understand how English is written and read.RF.1.AA. Print Awareness.K.RF.1.ADevelop print awareness in the reading process by:K.RF.1.A.aa. Identifying all upper and lower case letters.K.RF.1.A.bb. Sequencing the letters of the alphabet.K.RF.1.A.cc. Demonstrating books are read left to right, top .EE.RF.K.1.aNot applicable.Not applicable.Not applicable.d. Demonstrating that written words are made up ofdifferent letters.K.RF.1.A.ee. Knowing that a sentence is comprised of a group ofwords separated by spaces.K.RF.1.A.ff. Demonstrating one-to-one correspondence betweenspoken words and written words.2. Understand how English is written and read.RF.2.AA. Phonemic Awareness.K.RF.2.A.Develop phonemic awareness in the reading process by:EE.RF.K.1.bWith guidance and support during shared reading, demonstrateunderstanding that books are read one page at a time frombeginning to end.Not applicable.EE.RF.K.1.cNot applicable.EE.RF.K.2:Demonstrate emerging understanding of spoken words,syllables, and sounds (phonemes).EE.RF.K.2K.RF.2.A.aa. Identifying sounds in spoken wordsK.RF.2.A.bK.RF.2.A.cb. Producing rhymes in response to spoken words.c. Distinguishing orally presented rhyming pairs of wordsfrom non-rhyming pairs.d. Recognizing spoken alliteration or groups of wordsthat begin with the same onset or initial sound.e. Blending spoken onsets and rimes to form simplewords.Notapplicable.EE.RF.K.2.aDemonstrate emerging understanding of spoken words,syllables, and sounds (phonemes)Not ff.K.RF.2.A.gg. Isolating the initial, medial, and final sounds in spokenwords.h. Segmenting spoken words into 2 or 3 phonemes.K.RF.2.A.hBlending spoken phonemes to form one syllablewords.With guidance and support, recognize rhyming words.NotapplicableEE.RF.K.2.cNot applicable.EE.RF.K.2.cWith guidance and support, identify single-syllable spokenwords with the same onset (beginning sound) as a familiarword.Not applicable.Notapplicable.With guidance and support, identify single-syllable spokenwords with the same onset (beginning sound) as a familiarword.
3. Understand how English is written and read.RF.3.AA. PhonicsK.RF.3.ADevelop phonics in the reading process by:K.RF.3.A.aK.RF.3.A.bK.RF.3.A.cK.RF.3.A.da. Producing and writing letter(s) for most short voweland consonant sounds.b. Reading high frequency words.c. Blending letter sounds to decode simple words.d. Recognizing that new words can be created whenletters are changed, added, or deleted and using lettersound knowledge to write simple messages andwords.4. Understand how English is written and read.RF.4.AA. FluencyK.RF.4.ARead with support, appropriate texts with purpose andunderstanding.WRITING1. Apply a writing process to develop a text for audience and purpose.W.1.AA. PrewritingK.W.1.A.aFollow a writing process, with assistance, to generate a writingplan through:a. Using pictures, oral language, or written letters and/orwords.W.1.BB. DraftK.W.1.B.aAppropriate to genre type, develop a draft from prewriting by:a. Sequencing the actions or details through letters,words, and pictures.W.1.CC. Revise/EditK.W.1.CReread, revise, and edit drafts, with assistance fromadults/peers to:K.W.1.C.aa. Respond to questions and suggestions, adding detailto strengthen writing.K.W.1.C.bb. Edit by leaving spaces between words in a K.3.bEE.RF.K.3.cEE.RF.K.2.cNotapplicable.Not applicable.With guidance and support, recognize first letter of own namein print.Not applicable.Not applicable.With guidance and support, recognize environmental print.With guidance and support, identify single-syllable spokenwords with the same onset (beginning sound) as a familiarword.Not applicable.EE.RF.K.4Engage in purposeful shared reading of familiar text.Notapplicable.Not applicable.Notapplicable.Not applicable.EE.W.K.5Not applicable (begins in grade 1).EE.RF.K.1.cNot applicable.
W.1.DK.W.1.D.aD. Produce/Publish and Share WritingWith assistance from adults/peers:a. Explore a variety of conventional/digital tools toproduce and publish writing.2. Compose well-developed writing texts for audience and purpose.W.2.AA. Opinion/ArgumentativeK.W.2.AWith assistance, draw/write opinion texts that:K.W.2.A.aa. Use a combination of drawing and/or writing to tell anopinion about a topic or text being studied.K.W.2.A.bb. Give logical reasons for suggesting that others follow aparticular course of action or line of thinking.K.W.2.A.cc. Use words that are related to the topic.W.2.BK.W.2.BK.W.2.B.aK.W.2.B.bW.2.CK.W.2.CB. Informative/ExplanatoryWith assistance, draw or write informative/explanatory textsthat:a. Use a combination of drawing and/or writing to nameand inform about a topic or text they are learning inschool.b. Use words that are related to the topic.K.W.2.C.bK.W.2.C.cK.W.2.C.dC. Narrative/LiteracyWith assistance, draw or write fiction or non-fiction narrativesand poems that:a. Use a combination of drawing and/or writing tonarrate a story or experience the student has had orhas imagined.b. Tell the reader about a character or personal event.c. Place events in the order they occurred.d. Use words that are related to the topic.K.W.2.C.ee. Provide a reaction to what happened in the events.K.W.2.C.aEE.W.K.6With guidance and support from adults, explore a variety ofdigital tools to produce individual or group writing.EE.W.K.1With guidance and support, select a familiar book and usedrawing, dictating, or writing to state an opinion about it.Notapplicable.Notapplicable.Not applicable.EE.W.K.2With guidance and support, select a familiar topic and usedrawing, dictating or writing to share information about thetopic.Notapplicable.Not applicable.EE.W.K.3With guidance and support, select an event and use drawing,dictating or writing and share information about it.Notapplicable.EE.W.K.3Not applicable.Not applicable.With guidance and support, select an event and use drawing,dictating, or writing and share information about it.
3. Gather, analyze, evaluate and use information from a variety of sources.W.3.AA. Research ProcessK.W.3.AWith assistance, apply research process to:EE.W.K.7K.W.2.A.aK.W.2.A.bK.W.2.A.cK.W.2.A.da. Generate a list of open-ended questions about topicsof class interest.b. Decide what sources or people in the classroom,school, library, or home can answer their questions.c. Gather evidence from sources.Notapplicable.Notapplicable.EE.W.K.8d. Use pictures in conjunction with writing whendocumenting research.Notapplicable.LANGUAGE1. Communicate using conventions of English language.L.1.AA. GrammarK.L.1.AIn speech and written form, apply standard English grammarto:K.L.1.A.aa. Identify naming words (nouns) and action words(verbs).K.L.1.A.bb. Use plural nouns when speaking.EE.L.K.1.bWith guidance and support, use frequently occurring nouns incommunication.With guidance and support, use frequently occurring pluralnounsWith guidance and support, demonstrate understanding ofcommon prepositions: on, off, in, outWith guidance and support, link two or more words together incommunication.With guidance and support, identify answers to simplequestions (e.g., who, what) from an array of choices.EE.K.L.1.cEE.K.L.1.eK.L.1.A.dd. Demonstrate the use of complete sentences in sharedlanguage activities.e. Use question words in .1.B.eK.L.1.B.fB. Punctuation, Capitalization, SpellingIn written text:a. Print in upper and lower case letters.b. Recognize that a sentence ends with punctuationmarks.c. Capitalize own first and last name.d. Capitalize first word in a sentence.e. Capitalize the pronoun I.f. Write and name the printed letters that match thesound.With guidance and support from adults, identify information,objects, or events that relate to personal experiences.Not applicable.Demonstrate emerging understanding of letter and word use.c. Express time and space.L.1.BK.L.1.BK.L.1.B.aNot applicable.EE.L.K.1K.L.1.A.cK.L.1.A.eWith guidance and support, participate in shared research andwriting objects.Not le.Notapplicable.EE.L.K.2.aEE.L.K.2.cNot applicable.With guidance and support distinguish between letters andother symbols or shapes.Not applicable.Not applicable.Not applicable.Not applicable.
K.L.1.B.gK.L.1.B.hK.L.1.B.ig. Use inventive spelling with beginning, final, and medialsounds.h. Write and name letters for consonants and vowelsounds.i. Use correct spelling of own first and last names.SPEAKING/LISTENING1. Listen for a purpose.SL.1.AA. PurposeK.SL.1.ADevelop and apply effective listening skills and strategies informal and informal settings by:K.SL.1.A.aa. Following classroom listening rules.K.SL.1.A.bb. Continue a conversation through multiple exchanges.K.SL.1.A.cEE.L.K.2.dNot applicable.EE.LK.2.cNot applicable.Notapplicable.Not applicable.EE.SL.K.1Participate in conversations with others.EE.SL.K.1.aEE.SL.K.1.bCommunicate directly with supportive adults or peers.Participate in multiple-turn communication exchange withsupport from adults.Not applicable.c. Following one-step instructions, according toclassroom expectations.2. Listen for entertainment.SL.2.AA. EntertainmentK.SL.2.A.aDevelop and apply effective listening skills and strategies informal and informal settings by:a. Demonstrating active listening, according to classroomexpectations.3. Speak effectively in collaborative discussions.SL.3.AA. Collaborative Discussions.K.SL.3.ASpeak clearly using conventions of language when presentingindividually or with a group by:K.SL.3.A.aa. Taking turns speaking, according to classroomexpectations.K.SL.3.A.bb. Continue a conversation through multiple exchanges.Notapplicable.K.SL.3.A.cEE.SL.K.2c. Confirming comprehension by retelling informationand asking appropriate questions based on readalouds or other media.EE.SL.K.1.aCommunicate directly with supportive adults or peers.EE.SL.K.1Participate in conversations with others.EE.SL.K.1.aCommunicate directly with supportive adults or peers.EE.SL.K.1.bParticipate in multiple-turn communication exchange withsupport from adults.Demonstrate an emerging understanding of a familiar text readaloud or information presented orally or through other mediaby answering questions.
4. Speak effectively when presenting.SL.4.AA. PresentingK.SL.4.ASpeak clearly, audibly using conventions of language whenpresenting individually or with a group by:K.SL.4.A.aa. Describe personal experiences using a prop, picture, orother visual aide.K.SL.4.A.bb. Speaking in complete sentences.EE.SL.K.6EE.SL.K.4EE.SL.K.5EE.SL.K.6With guidance and support, communicate thoughts, feelings,and ideas.With guidance and support, identify familiar people, places,things, and events.With guidance and support, add or select drawings or othervisual or tactual displays that relate to familiar people, places,things, and events.With guidance and support, communicate thoughts, feelings,and ideas.
1st Grade English Language ArtsMISSOURI LEARNING STANDARDS: GRADE-LEVEL EXPECTATIONSREADING1. Develop and apply skills to the reading process.R.1.AA. Comprehension1.R.1.ADevelop and demonstrate reading skills in response to readingtext and read alouds by:1.R.1.A.aa. Predicting what will happen next using priorknowledge.1.R.1.A.bb. Asking and responding to relevant questions.1.R.1.A.cc. Seeking clarification and locating facts and detailsabout stories and other texts.1.R.1.A.dd. Retelling main ideas in sequence including key details.DLM ESSENTIAL ELEMENTSNotapplicable.Notapplicable.EE.RL.1.1Not applicable.EE.RL.1.2With guidance and support, recount major events in familiarstories.With guidance and support, identify details related to the topicof a text.Identify characters and settings in a familiar story.Not 1.R.1.B.a1.R.1.B.b1.R.1.B.c1.R.1.B.d1
language arts are specific statements of knowledge and skills linked to Missouri Learning Standards: Grade Level Expectations. The purpose of the DLM Essential Elements is to build a bridge from the content in the general education English language arts framework to academic expectations for students with the most significant cognitive .
Crosswalk High Visibility Crosswalk 3,070 2,540 600 5,710 Each 4(4) Crosswalk Striped Crosswalk 340 770 110 2,090 Each 8 (8) Crosswalk Striped Crosswalk 5.87 8.51 1.03 26 Linear Ft 12 (48) Crosswalk Striped Crosswalk 6.32 7.38 1.06 31 Sq Ft 5 (15) MARKED CROSSWALKS AND ENHANCEMENTS - COST
STANDARDS CROSSWALK FOR English Language Arts - Kindergarten DRAFT Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy 1 . Reading Standards for Literature - Kindergarten . CCR Anchor Standards Grade-Specific Standard Missouri GLE Alignment Explanation Key Ideas and Details . 1. RL.K.1
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English Language Arts Kindergarten Common Core Crosswalk AASL Standards CC.K.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.K.L.1.a Conventions of Standard English: Print many upper- and lowercase letters.
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