STANDARDS CROSSWALK FOR English Language Arts - Kindergarten DRAFT
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTReading Standards for Literature - KindergartenCCR AnchorStandardsKey Ideas andDetails1.Grade-Specific StandardRL.K.1With prompting and support, ask and answerquestions about key details in a text.2.RL.K.2With prompting and support, retell familiarstories, including key details.3.RL.K.3With prompting and support, identifycharacters, settings, and major events in astory.Missouri GLE AlignmentR1H.K.a-bDevelop and demonstrate, with assistance,post-reading skills after reading or read-aloudsto respond to text:a. answer basic comprehension questionsb. question to clarifyR2C.K.a-bUse details from text, with assistance, toa. locate names of author and illustratorb. and apply information in the title andpicturesR1H.K.cDevelop and demonstrate, with assistance,post-reading skills after reading or read-aloudsto respond to text:c. retellR2C.K.a-cUse details from text to identify story elementsin shared reading and read-alouds withassistance:a. main charactersb. problem(s)/eventsc. settingExplanationR1H.K.a-b / R2C.K.a-bAligns to multiple GLEsR1H.K.cDirect alignmentR2C.K.a-cDirect alignmentCommon Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy1
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTReading Standards for Literature – Kindergarten -- ContinuedCCR AnchorStandardsCraft andStructure4.Grade-Specific StandardMissouri GLE AlignmentRL.K.4Ask and answer questions about unknownwords in a text.R1E.KDevelop vocabulary by listening to anddiscussing unknown words in stories.5.RL.K.5Recognize common types of texts (e.g.,storybooks, poems)6.RL.K.6With prompting and support, name the authorand illustrator of a story and define the role ofeach in telling the story[R2A.3.b][Use grade level text tob. locate and recognize the features offiction, poetry, and drama]R2A.K.aUse details from text, with assistance, toa. locate names of author and illustratorExplanationR1E.KDirect alignment(The word “discussing” in the GLE impliesasking and answering questions.)[R2A.3.b]No alignment(The GLE first appears in grade 3)R2A.K.aPartial alignment(The CCR Anchor Standard requires thedefinition of the role that the author andillustrator play in telling the story, while theGLE requires only identification of the authorand illustrator.)Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy2
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTReading Standards for Literature – Kindergarten -- ContinuedCCR AnchorStandardsIntegration ofKnowledge andIdeas7.Grade-Specific StandardRL.K.7With prompting and support, describe therelationship between illustrations and the storyin which they appear (e.g., what moment in astory an illustration depicts)8.9.Range ofReading andLevel of TextComplexity10.RL.K.9With prompting and support, compare andcontrast the adventures and experiences ofcharacters in familiar stories.RL.K.10Actively engage in group reading activities withpurpose and understanding.Missouri GLE AlignmentR2A.K.bUse details from text to:b. apply information in title and picturesExplanationR2A.K.bPartial alignment(The CCR Anchor Standard is more specificthan the GLE.)(Not applicable to literature)R1I.K.aIdentify connections, with assistance, betweena. text to text (text ideas---similarities anddifferences in fiction and nonfiction works)R1I.K.aDirect alignmentR2B.KParticipate in read-aloud experiences involvingrhythm, rhyme, alliteration, and repeating lineor phraseR2B.KPartial alignment(The GLE has a different focus for the groupactivities.)Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy3
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTReading Standards for Informational Text – KindergartenCCR AnchorStandardsKey Ideas andDetails1.Grade-Specific StandardRI.K.1With prompting and support, ask and answerquestions about key details in a text.2.RI.K.2With prompting and support, identify the maintopic and retell key details of a text.3.RI.K.3With prompting and support, describe theconnection between two individuals, events,ideas, or pieces of information in a text.Missouri GLE AlignmentR1H.K.a-bDevelop and demonstrate, with assistance,post-reading skills after reading or read-aloudsto respond to text:a. answer basic comprehension questionsb. question to clarifyR3C.K.a-cIn response to text and with assistance,a. ask questions to clarify meaningb. answer questionsc. recognize important information andidentify supporting detailsR3C.K.cIn response to text and with assistance,c. recognize important information andidentify supporting details.R1H.K.cDevelop and demonstrate, with assistance,post-reading skills after reading or read-aloudsto respond to text:c. retell[R3C.3.g][Use details from text tog. compare and contrast]ExplanationR1H.K.a-b, R3C.K.a-cAligns to multiple GLEsR3C.K.c/ R1H.K.cAligns to multiple GLEs[R3C.3.g]No alignment(The GLE first appears in grade 3)Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy4
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTReading Standards for Informational Text – Kindergarten -- ContinuedCCR AnchorStandardsCraft andStructure4.5.6.Integration ofKnowledge andIdeas7.8.9.Grade-Specific StandardRI.K.4With prompting and support, ask and answerquestions about unknown words in a textRI.K.5Identify the front cover, back cover, and titlepage of a book.RI.K.6Name the author and illustrator of a text anddefine the role of each in presenting the ideasor information in a text.RI.K.7With prompting and support, describe therelationship between illustrations and the textin which they appear (e.g., what person,place, thing, or idea in the text an illustrationdepicts)RI.K.8With prompting and support, identify thereasons an author gives to support points in atextRI.K.9With prompting and support, identify basicsimilarities between two texts on the sametopic (e.g., in illustrations, descriptions, orprocedures)Missouri GLE AlignmentExplanationR1E.KDevelop vocabulary by listening to anddiscussing unknown words in stories.R1E.KDirect alignment(The word “discussing” in the GLE impliesasking and answering questions.)No alignmentR3A.KDevelop an awareness that text and picturesprovide informationR3A.KPartial alignment(The CCR Anchor Standard is more specific.The GLE does not specifically address author orillustrator.)R3A.KDevelop an awareness that text and picturesprovide informationR3A.KPartial alignment(The CCR Anchor Standard is more specificthan the GLE.)[R3C.3.i]i. [identify author’s purpose for writingtext][R3C.3.i]No alignment(The GLE first appears in grade 3)R1I.K.aIdentify connections, with assistance, betweena. text to text (text ideas---similarities anddifferences in fiction and nonfiction works)R1I.K.aDirect alignmentCommon Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy5
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTReading Standards for Informational Text – Kindergarten -- ContinuedCCR AnchorStandardsRange ofReading andLevel of TextComplexity10.Grade-Specific StandardRI.K.10Actively engage in group reading activities withpurpose and understanding.Missouri GLE AlignmentExplanationNo alignmentCommon Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy6
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTReading Standards: Foundational Skills – KindergartenCCR AnchorStandardsPrint Concepts1.Grade-Specific StandardRF.K.1.a-dDemonstrate understanding of the organizationand basic features of print.a. Follow words from left to right, top tobottom, and page by page.b.Recognize that spoken words arerepresented in written language by specificsequences of letters.c.Understand that words are separated byspaces in printd.Recognize and name all upper-andlowercase letters of the alphabetMissouri GLE AlignmentExplanationR1A.K.aDemonstrate basic concepts of print:a. directionality left to right, return sweep,top and bottom.R1C.K.bDevelop alphabetic and phonics knowledge:b. say sounds associated with lettersR1C.K.aDirect alignmentR1A.K.cDemonstrate basic concepts of print:c. word by word matchingR1A.K.aDevelop alphabetic and phonics knowledge:a. identify lettersR1A.K.cDirect alignmentR1C.K.bDirect alignmentR1A.K.aDirect alignmentCommon Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy7
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTReading Standards: Foundational Skills – Kindergarten -- ContinuedCCR ic StandardRF.K.2.a-eDemonstrate understanding of spoken words,syllables, and sounds (phonemes).a. Recognize and produce rhyming words.b.c.Count, pronounce, blend, and segmentsyllables in spoken words.Blend and segment onsets and rimes ofsingle-syllablespoken words.d. Isolate and pronounce the initial, medialvowel, and final sounds (phonemes) inthree-phoneme (consonant-vowelconsonant, 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 wordsto make new words.Missouri GLE AlignmentExplanationR1B.K.a,cDevelop ability to recognize sounds(phonemes) in words (phonemic awareness):a. recognize rhyming wordsc. hear and say onset and rimeR1B.K.cDevelop ability to recognize sounds(phonemes) in words (phonemic awareness):c. hear and say onset and rimeR1B.K.a,cDirect alignmentR1B.K.cPartial alignment(The CCR Anchor Standard requires students to“count.”)No alignmentR1B.K.dDevelop ability to recognize sounds(phonemes) in words (phonemic awareness):d. hear and say spoken phonemesR1B.K.dPartial alignment(The CCR Anchor Standard requires students toisolate sounds.)R1B.K.dDevelop ability to recognize sounds(phonemes) in words (phonemic awareness):d. hear and say spoken phonemesR1B.K.dPartial alignment(The CCR Anchor Standard requires students to“add or substitute.”)Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy8
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTReading Standards: Foundational Skills – Kindergarten -- ContinuedCCR AnchorStandardsPhonics andWordRecognition3.Grade-Specific StandardRF.K.3.a-dKnow and apply grade-level phonics and wordanalysis skills in decoding words.a. Demonstrate basic knowledge of one-toone letter-sound correspondences byproducing the primary or many of the mostfrequent sound s for each consonant.b. Associate the long and short sounds withcommon spellings (graphemes) for the fivemajor vowels.c. Read common high frequency words bysight (e.g., the, of, to, you, she, my, is,are, do, does).d.Fluency4.Distinguish between similarly spelled wordsby identifying the sounds of the letters thatdiffer.RF.K.4Read emergent-reader texts with purpose andunderstanding.Missouri GLE AlignmentExplanationR1C.K.bDevelop alphabet and phonics knowledge:b. say sounds associated with lettersR1C.K.bDirect alignmentNo alignmentR1D.K.aRead simple texta. containing a small bank of high frequencywordsR1D.K.aDirect alignmentNo alignmentR1D.K.aRead simple texta. containing a small bank of high-frequencywordsR1D.K.aPartial alignment(The CC Anchor Standard is more specific. TheGLEs do not state reading for a purpose untilgrade 1. Reading for understanding is implied.)Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy9
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTWriting Standards – KindergartenCCR AnchorStandardsText Types andPurposes1.2.3.Grade-Specific StandardW.K.1Use a combination of drawing, dictating, andwriting to compose opinion pieces in whichthey tell a reader the topic or the name of thebook they are writing about and state anopinion or preference about the topic or book(e.g., My favorite book is )W.K.2Use a combination of drawing, dictating, andwriting to compose informative/explanatorytexts in which they name what they are writingabout and supply some information about thetopic.W.K.3Use a combination of drawing, dictating, andwriting to narrate a single event or severalloosely linked events in the order in which theyoccurred, and provide a reaction to whathappened.Missouri GLE AlignmentExplanationW3A.K.aa. Plan and write stories and ideas (throughpictures and words) using narrative,descriptive, expository, and/or persuasivefeatures.W3A.K.aDirect alignment(The CCR Anchor Standard is more specificthan the GLE concerning the components ofpersuasive text.)W3A.K.aa. Plan and write stories and ideas (throughpictures and words) using narrative,descriptive, expository, and/or persuasivefeatures.W3A.K.aDirect alignment(The words, expository text, in the GLE aresynonymous for informative/explanatory text inthe CCR Anchor Standard.)W3A.K.aa. Plan and write stories and ideas (throughpictures and words) using narrative,descriptive, expository, and/or persuasivefeatures.W3A.K.aDirect alignment(The CCR Anchor Standard is a description ofnarrative writing.)Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy10
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTWriting Standards – Kindergarten -- ContinuedCCR AnchorStandardsProduction andDistribution ofWriting4.5.6.Research toBuild andPresentKnowledge7.8.Grade-Specific StandardW.K.5With guidance and support from adults,respond to questions and suggestions frompeers and add details to strengthen writing asneeded.W.K.6With guidance and support from adults, explorea variety of digital tools to produce and publishwriting, including in collaboration with peers.W.K.7Participate in shared research and writingprojects (e.g., explore a number of books by afavorite author and express opinions aboutthem).W.K.8With guidance and support from adults, recallinformation from experiences or gatherinformation from provided sources to answer aquestion.Missouri GLE AlignmentExplanation(Begins in grade 3)[W1A.1.d][Follow a writing process to:d. revise][W1A.1.d]No alignment(The GLE first appears in grade 1)ICTL5A.KRecord relevant information, with assistance, inat least one format (e.g., writing, pictures,audio recordings, photos)ICTL1B.KContribute to the construction and exchange ofideas through independent, cooperative, and/orcollaborative workICTL5A.K/ICTL1B.KAligns to multiple GLEsNo alignmentICTL2B.K.aShare what is known about a topicICTL5B.KConstruct new knowledge based on informationgathered from a variety of sources.9.(Begins in grade 4)Range ofWriting10.(Begins in grade 3)ICTL2B.K.a/ ICTL5B.KAligns to multiple GLEsCommon Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy11
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTSpeaking and Listening Standards – KindergartenCCR Grade-Specific StandardSL.K.1.a-bParticipate in collaborative conversations withdiverse partners about kindergarten topics andtexts with peers and adults in small and largegroups.a. Follows agreed upon rules for discussions(e.g., listening to others and taking turnsspeaking about the topics and texts underdiscussion).b. Continue a conversation through multipleexchanges.SL.K.2Confirm understanding of a text read aloud orinformation presented orally through othermedia by asking and answering questionsabout key details and requesting clarification ifsomething is not understood.SL.K.3Ask and answer questions in order to seekhelp, get information or clarify something thatis not understood.Missouri GLE AlignmentExplanationLS1B.KDemonstrate listening behaviors (e.g., preparesto listen, listens without interruptions) withteacher assistance.LS.1B.KPartial alignment(The CCR Anchor Standard is more specificthan the GLE.)R1H.K.a-bDevelop and demonstrate, with assistance,post-reading skills after reading or read-aloudsto respond to text:a. answer basic comprehension questionsb. question to clarifyR1H.K.a-bDevelop and demonstrate, with assistance,post-reading skills after reading or read-aloudsto respond to text:a. answer basic comprehension questionsb. question to clarifyR1H.K.a-bDirect alignmentR1H.K.a-bPartial alignment(The CCR Anchor Standard is mainly inreference to discussion while the GLE is inreference to reading.)Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy12
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTSpeaking and Listening Standards – Kindergarten -- ContinuedCCR AnchorStandardsPresentation ofKnowledge andIdeas4.5.6.Grade-Specific StandardSL.K.4Describe familiar people, places, things, andevents, and with support, provide additionaldetail.SL.K.5Add drawings or other visual displays todescriptions as desired to provide additionaldetail.SL.K.6Speak audibly and express thoughts, feelings,and ideas clearly.Missouri GLE AlignmentExplanationNo alignmentNo alignmentLS2A.KWhen sharing ideas or experiences speak audibly use age-appropriate vocabularyLS2A.KDirect alignmentCommon Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy13
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTLanguage Standards – KindergartenCCR AnchorStandardsConventions ofStandardEnglish1.Grade-Specific StandardL.K.1.a-fDemonstrate command of the conventions ofstandard English grammar and usage whenwriting or speaking.a. Print many upper-and lower case lettersb.use frequently occurring nouns and verbs.c.form regular plural nouns orally by adding/s/ or /es/ (e.g., dog, dogs; wish, wishes).understand and use question words(interrogatives ) (e.g., who, what, where,d.when, why, how).e.use the most frequently occurringprepositions (e.g., to, from, in, out, on, off,for, by, with).f.produce and expand complete sentences inshared language activities.Missouri GLE AlignmentExplanationW2E.K.aIn written text:a. form letters using correct pathway ofmovement (letter formation.)[W2E.1.d][In written textd. use naming words (nouns) and actionwords (verbs) correctly]W2E.K.aDirect alignment[W2E.1.d]No alignment(The GLE first appears in grade 1)No alignmentICTL2B.K.bRecognize that questions are a form ofcommunicating and information need(understand correct uses of who, what, when,where, why, how)ICTL2B.K.bDirect alignmentNo alignmentNo alignmentCommon Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy14
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTLanguage Standards – Kindergarten -- ContinuedCCR AnchorStandardsConventions ofStandardEnglish2.Knowledge ofLanguage3.Grade-Specific StandardL.K.2.a-dDemonstrate command of the conventions ofstandard English capitalization, punctuation,and spelling when writing.a. Capitalize the first word in a sentence andthe pronoun I.Missouri GLE Alignment[W2E.1.b][In written textb. capitalize names of people andbeginning words of sentences]W2E.K.cIn written textc. Use ending punctuation in written text,with assistanceb.Recognize and name end punctuation.c.Write a letter or letters for most consonantand short-vowel sounds (phonemes).R1C.K.cDevelop alphabet and phonics knowledge:c. write letter that goes with consonantsoundd.Spell simple words phonetically, drawingon knowledge of sound-letter relationships.W2E.K.dIn written textd. use correct spelling of own first and lastnames, semi-phonetic spelling, spellingstrategiesExplanation[W2E.1.b]No alignment(The GLE first appears in grade 1)W2E.K.cPartial alignment(The CCR Anchor Standard requires recognizingand naming the end punctuation, while the GLErequires usage.)R1C.K.cPartial alignment(The CCR Anchor Standard requires writingletters for short vowel sounds, while the GLErequires writing sounds only for consonants.)W2E.K.dPartial alignment(The CCR Anchor Standards requires phoneticspelling, while the GLE requires only semiphonetic spelling.)(Begins in grade 2)Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy15
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTLanguage Standards – Kindergarten -- ContinuedCCR AnchorStandardsVocabularyAcquisition andUse4.Grade-Specific StandardL.K.4.a-bDetermine or clarify the meaning of unknownand multiple-meaning words and phrases basedon kindergarten reading and content.a. identify new meanings for familiar wordsand apply them accurately (e.g., knowingduck is a bird and learning the verb toMissouri GLE AlignmentExplanationNo alignmentduck)b.5.use the most frequently occurringinflections and affixes (e.g., -ed, -s, re-,un-, pre-, -ful, -less) as a clue to themeaning of an unknown wordL.K.5.a-dWith guidance and support from adults, exploreword relationships and nuances in wordmeanings.a. Sort common objects into categories (e.g.,shapes, foods) to gain a sense of theconcepts the categories represent.b. demonstrate understanding of frequentlyoccurring verbs and adjectives by relatingthem to their opposites (antonyms).c. Identify real life connections betweenwords and their use (e.g., note places atschool that are colorful).d. Distinguish shades of meaning amongverbs describing the same general action(e.g., walk, march, strut, prance) by actingout the meanings.[R1E.4.a][Develop vocabulary through text, usinga. root words and affixes][R1E.4.a]No alignment(The GLE first appears in grade 4)No alignmentNo alignmentNo alignmentNo alignmentCommon Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy16
STANDARDS CROSSWALK FOR English Language Arts - KindergartenDRAFTLanguage Standards – Kindergarten -- ContinuedCCR AnchorStandardsVocabularyAcquisition andUse6.Grade-Specific StandardL.K.6Acquire and use accurately grade-appropriateconversational, general academic, and domainspecific words and phrases, including thosethat signal spatial and temporal relationships(e.g., After dinner that night we went lookingMissouri GLE AlignmentR1E.KDevelop vocabulary by listening to anddiscussing unknown words in storiesExplanationR1E.KPartial Alignment(The CCR Anchor Standard is more specificthan the GLE, and requires specific knowledgeof spatial and temporal relationships.)for them).Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy17
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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