Hamilton County Department of Education

Standard
RLK.1
With prompting and support, ask and answer questions about key details in a text.

Kindergarten Curriculum Map

2nd Quarter 3rd Quarter
Reading for Literature
The reader can ask and answer questions when telling who, where, what, and when after listening to stories. (A)

2013-2014
4th Quarter
Reading for Literature
The reader can ask and answer questions when telling who, what, where, when, why, and how after listening to stories. (A)

1st Quarter
Reading for Literature
The reader can answer questions by telling who and where after listening to stories. (A)

Reading for Literature

The reader can answer questions when telling who, where, and when after listening to a story. (A)

RLK.2
With prompting and support, retell familiar stories, including key details.

The reader can retell a story by giving 1-2 key details. (A)

The reader can retell a story by telling the beginning, middle, and ending. (A)

The reader can retell a story by telling the beginning, middle, and end (First, Next, Then, Last) with key details. (A)

RLK.3
With prompting and support, identify characters, settings, and major events in a story.

The reader can tell the characters and setting of a story. (A)

The reader can tell the characters, setting, and what happens in a story. (A)

RLK.4
Ask and answer questions about unknown words in a text.

The reader can answer questions about new words in a story that is read to them. (A)

The reader can ask and answer questions about new words in a story he/she reads or is read to them. (A) The reader can tell the difference between storybooks, poems, fairytales, etc and tell how they know. (I) The reader can name the author and illustrator and tell the jobs of each. (I) The reader can tell the difference between storybooks, poems, fairytales, etc and tell how they know. (A) The reader can name the author and illustrator and tell the jobs of each. (A)

RLK.5
Recognize common types of texts (e.g., storybooks, poems).

The reader can identify common types of texts such as storybooks, poems, fairytales, etc (A) The reader can tell that the author uses words to tell a story and the illustrator uses pictures to tell a story. (I) The reader can tell that the author uses words to tell a story and the illustrator uses pictures to tell the story. (A)

RLK.6
With prompting and support, name the author and illustrator of a story and define

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the role of each in telling the story.

RLK.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).

The reader can match illustrations with parts of the story. (A)

The reader can match illustrations with parts of the story. (A)

The reader can match illustrations with parts of the story. (A)

The reader can match illustrations with parts of the story. (A)

RLK.8
N/A

RLK.9
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

The reader can compare and contrast familiar characters in stories. (I)

The reader can compare and contrast familiar characters in stories. (A)

RLK.10
Actively engage in group reading activities with purpose and understanding.

The reader actively participates during shared reading lessons. (A)

The reader actively participates during shared reading lessons. (A)

The reader actively participates during shared reading lessons. (A)

The reader actively participates during shared reading lessons. (A)

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Reading Informational Text RIK.1

With prompting and support, ask and answer questions about key details in a text. The reader can answer questions about interesting or key details in the text. (I)

Reading Informational Text

The reader can answer questions about interesting or key details in the text. (A)

Reading Informational Text

The reader can ask and answer questions about interesting or key details in the text. (I)

Reading Informational Text

The reader can ask and answer questions about interesting or key details in the text. (A)

RIK.2
With prompting and support, identify the main topic and retell key details of a text.

The reader can tell the main topic of a nonfiction text.

The reader can tell the main topic and at least one detail when reading a nonfiction text.

The reader can tell the main topic and several details when reading a nonfiction text.

RIK.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

The reader can tell how people, events or ideas are connected by making text to text connections. (I)

The reader can tell how people, events or ideas are connected by making text to text connections. (A)

RIK.4
With prompting and support, ask and answer questions about unknown words in a text.

The reader can answer questions about unknown words in a nonfiction text.(I)

The reader can ask and answer questions about unknown words in a nonfiction text.(A)

RIK.5
Identify the front cover, back cover, and title page of a book.

The reader can identify the front cover, back cover, and title page in a book.(A) The reader understands that an author wrote the words in the book.(A) The reader understands that an author wrote the words in the book and an artist illustrated the book.(A) The reader will identify words the author used to make the content interesting.(A) The reader will identify words or features the author/illustrator used to make the content interesting.(A)

RIK.6
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in

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a text.

RIK.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)

The reader uses text features in order to understand nonfiction texts. (A)

The reader Identifies and derives information from text features.(A)

The reader uses details from text features to support points made from discussions.(A)

The reader uses details from text features to support points made from discussions.(A)

RIK.8
With prompting and support, identify the reasons an author gives to support points in a text.

The reader can give evidence from the text in order to support their thinking.(I)

The reader can give evidence from the text in order to support their thinking.(A)

RIK.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).

The reader can identify similarities in two nonfiction texts by making text to text connections.(A)

The reader can identify similarities and differences in two nonfiction texts making text to text connections.(A)

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RIK.10
Actively engage in group reading activities with purpose and understanding.

The reader will actively participate in Shared or Interactive Reading with purpose and understanding while reading informational text. (A) The reader will activate prior knowledge related to the information in the text.(A)

The reader will actively participate in Shared or Interactive Reading with purpose and understanding while reading informational text. The reader will activate prior knowledge related to the information in the text.(A)

The reader will actively participate in Shared or Interactive Reading with purpose and understanding while reading informational text. The reader will activate prior knowledge related to the information in the text.(A)

The reader will actively participate in Shared or Interactive Reading with purpose and understanding while reading informational text. The reader will activate prior knowledge related to the information in the text.(A)

Reading Foundational Skills RFK.1

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 lower case letters of the alphabet. The reader can use basic text features (left to right, top to bottom, and spaces between words) when reading. (a,c)(I) The reader can recognize and name 40 upper and lowercase letters. (d)(A) The reader can recognize a group of letters form a word. (b)(A) The reader has 1 to 1 matching while reading. (c)(I)

Reading Foundational Skills

The reader can use basic text features (left to right, top to bottom, and spaces between words) when reading. (a,c)(A) The reader has 1 to 1 matching while reading. (c)(A) The reader can recognize and name all upper and lowercase letters. (d)(A) The writer wrote a letter for the sounds they hear.(A) The writer used lowercase letters unless capitals were needed.(O) The writer wrote a capital letter to start every sentence.(O) The writer puts spaces between words.(O)

Reading Foundational Skills

The writer wrote a letter for the sounds they hear.(A) The writer used lowercase letters unless capitals were needed.(A) The writer wrote a capital letter to start every sentence.(A) The writer puts spaces between words.(A)

Reading Foundational Skills

The writer wrote a letter for the sounds they hear.(A) The writer used lowercase letters unless capitals were needed.(A) The writer wrote a capital letter to start every sentence.(A) The writer puts spaces between words.(A)

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RFK.2
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 threephoneme (consonantvowel-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.

The reader can hear, say, connect, and generate rhyming words (fly, high, buy, sky). (a)(I) The reader can connect words by beginning and ending sounds. (sun, sat; big, tag) (d)(I)

The reader can hear, say, connect, and generate rhyming words (fly, high, buy, sky). (a)(A) The reader can count (hear) and divide (say) words into syllables. (b) (A) The reader can sort words or pictures by beginning sounds (sat, sun). (d)(A) The reader can add or substitute phonemes in CVC words to make new words.(A) The reader can connect words by beginning and ending sounds. (sun, sat; big, tag) (d)(A)

The reader can blend and divide onsets and rimes of single-syllable words. (c)(A) The reader can recognize and use simple phonograms with VC patterns (-at, -ad, -ag, -an, -ed, -en, et, -ig, -it, -og, -op, -ot, -ut) (d)(A) The reader can recognize and use CVC patterns (cab, fab, map) (d)(A)

The reader can change a consonant or vowel sound to make new words. (e) The reader can recognize and use simple phonograms with VC patterns with blends and diagraphs (-at, -ad, -ag, -an, -ed, -en, -et, -ig, it, -og, -op, -ot, -ut) (d)(A)

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RFK.3
Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-toone letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common highfrequency words by sight (e.g., 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.

The reader can read common high frequency words: am, at, can, go, is, me, my, see, the, to, up, we(c)(A) The writer uses the word wall to help them spell high frequency words(c)(O)

The reader can read common high frequency words: and, do, got, had, has, he, his, in, it, like, look, on(c)(A) st (Plus the words from 1 quarter) The writer uses the word wall to help them spell high frequency words(c)(O) The reader can recognize and use all beginning consonant sounds and the letters that represent them to read and write words.(a)(A)

The reader can read common high frequency words: are, come, did, for, get, have, here, him, of, play, said, she, will, you (c)(A) st nd (Plus the words from 1 & 2 quarters) The writer uses the word wall to help them spell high frequency words (c)(O)

The reader differentiates between the long and short vowel sounds. (b)(A) The reader can match most common long vowel sounds with common spellings. (b)(A) The reader can read common high frequency words: all, down, saw, that, they, this, was, went, what, when, where, with, could, day, get, give, her, new, out, over, then, there, want, were, your (c)(A) st nd (Plus the words from 1 , 2 , & 3rd quarters) The writer uses the word wall to help them spell high frequency words.(c)(A)

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RFK.4
Read emergent-reader texts with purpose and understanding.

The reader can fluently read and understand emergent books.(A) The reader can tell about the story during reading.(A) The reader discusses the text after reading, providing key information or details of the story. (A)

The reader can fluently read and understand emergent books.(A) The reader can tell about the story during reading.(A) The reader discusses the text after reading, providing key information or details of the story. (A)

Language LK.1
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/ (e.g., dog, dogs; wish, wishes). d. Understand and use The learner can print uppercase and lowercase letters in his/her name. (a)(A) The learner can use nouns and verbs in speaking. (b)(A) The learner can actively participate in shared writing activities. (f)(A)

Language
The learner can form many upper and lowercase letters in print. (a)(A) The learner can use nouns and verbs in writing.(b)(A) The learner can say regular plural nouns. (c)(A) The learner can correctly use common prepositions when speaking.(e)(A) The learner can actively participate in shared writing activities by expanding complete sentences. (f)(A)

Language
The learner can form most upper and lowercase letters proportionately in manuscript print. (a)(A) The learner can use nouns and verbs in writing.(b)(A) The learner can form plural nouns by adding s in speaking and writing. (c)(A) The learner can understand and use question words in speaking.(d)(A) The learner can use some common prepositions in speaking and writing. (e)(A) The learner can actively participate in shared writing and independent activities by speaking and writing in

Language
The learner can form most upper and lowercase letters proportionately in manuscript print. (a)(A) The learner can form plural nouns by adding es in speaking.(A) The learner can understand and use question words in speaking and writing. (d)(A) The learner can correctly use the most frequently used prepositions in speaking and writing. (e)(A) The learner can actively participate in shared writing and independent activities by speaking and writing in complete sentences.(f)(A)

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question words (interrogatives) (e.g., who, what, where, when, why, how) e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities.

complete sentences.(f)(A)

LK.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and shortvowel sounds (phonemes).

The learner can write a letter or letters for some consonant sounds. (c)(A) The learner can use what they know about phonics to write words. (d)(O)

The learner can capitalize the first word in a sentence. (a)(A) The learner can capitalize the pronoun I (a)(A) The learner can recognize and name end punctuation. (b)(A) The learner can write a letter or letters for most consonant sounds. (c)(A) The learner can use what they know about phonics to write words. (d)(O)

The learner can capitalize the first word in a sentence.(a)(A) The learner can name end punctuation in writing. (b)(A) The learner can write letters for most short vowel sounds. (c)(A) The learner can apply what they know about phonics to write words. (d)(O)

The learner can name periods, exclamation points, and question marks as ending marks in writing.(b)(A) The learner can apply what they know about phonics to write words. (d)(A)

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

LK.3
N/A

LK.4
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 (e.g., knowing duck is bird and learning the verb to duck) 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.

The learner can tell the meaning of unknown and multiple-meaning kindergarten words in context. (a)(I) The learner can use common beginnings and endings (-ed, -s, re-, un-, pre-, -ful, -less) to help determine what a word means. (b)(I)

The learner can tell the meaning of unknown and multiple meaning kindergarten words using context. (a)(A) The learner can use common beginnings and endings (-ed, -s, re-, un-, pre-, -ful, -less) to help determine what a word means. (b)(A)

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LK.5
With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., 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 (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

The learner can sort objects into categories to recognize and use concept words. (a)(I)

The learner can sort objects into categories to recognize and use concept words (a)(A) The learner can match common verbs and adjectives with their opposites. (b)(I)

The learner can match common verbs and adjectives with their opposites. (b)(A)

The learner can Identify real-life connections between words and their use.(c)(A) The learner can tell the difference between similar verbs.(d)(A)

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LK.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

The learner will acquire understandings of new words from context.(I)

The learner will acquire understandings of new words from context.(A)

Provide experiences to encourage the use of new words and phrases from conversations, reading, and responding to text.(A)

The learner can acquire understandings of new words in context.(A)

Writing WK.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).

Writing

Writing

Writing
The writer can tell, draw, and write his/her opinion or likes and dislikes about a topic or book.(A) The writer can write his/her opinion in the beginning of the writing piece.(A) The writer can write his/hers opinion about a topic and then say more. He/she uses words such as because.(A) The writer has a last page in the writing piece.(A) The writer can tell his/her opinion in one place and in another place say why.(A) The writer can put everything he/she thinks about the topic (or

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book) on the page.(A) The writer has details in pictures and words.(A)

WK.2
Use a combination of drawing, dictating, and writing to compose informative/explanato ry texts in which they name what they are writing about and supply some information about the topic.

The writer can write, draw and tell to teach about a topic.(A) The writer states the name of the topic in the writing.(A) The writer can put different things he/she knows about the topic on the page.(A) The writer has a last page.(A) The writer can tell, draw, and write information across pages.(A) The writer can draw and write some important things about the topic.(A)

WK.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.

The writer will understand that a story can be a small moment (brief, but memorable experience).(I) The writer can tell how they feel about an experience or event.(A) The writer can tell and draw (w/ details) a story about a personal experience or event.(A)

The writer will understand that a story can be a small moment (brief, but memorable experience).(A) The writer can write, draw, and say how they feel about an experience or event.(A) The writer can write and draw about an experience or events with details.(A) The writers story has a page for

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the beginning, a page for the middle, and a page for the end.(A) The writer can put his pages in order.(A) The writers story indicates who was there, what they did, and how the characters felt.(A) The writer can read their writing.(A)

WK.4
N/A

WK.5
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

The writer can add details to their picture after receiving feedback from peers and teacher.(O) The writer actively listens to others talk about writing.(A) The writer can add details by adding labels to their pictures.(A)

The writer can add details to their picture after receiving feedback from peers and teacher.(O) The writer actively listens to others talk about writing and offers feedback about the writing.(A)

The writer can add details by adding words to their writing.(A) The writer can add details to their picture after receiving feedback from peers and teacher.(O) The writer actively listens to others talk about writing and offers feedback about the writing.(A) The writer can generate and expand ideas through conferring with teachers and talking with peers.(A)

The writer can add details by adding sentences to their writing.(A) The writer can add details to their picture after receiving feedback from peers and teacher.(O) The writer actively listens to others talk about writing and offers feedback about the writing.(A) The writer can generate and expand ideas through conferring with teachers and talking with peers.(A)

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WK.6
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

The writer can locate letter keys on a computer keyboard to type simple messages.(I)

The writer can publish their writing by accessing and using simple programs on the computer.(A) The writer can locate letter keys on a computer keyboard to type simple messages.(A)

WK.7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

The writer can help the class research a topic.(I) The writer can help the class write during shared writing.(A)

The writer can help the class research a topic.(A) The writer can help the class write during shared writing.(A)

WK.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

The writer can remember what they have been taught to answer questions. (A)

The writer can remember what they have been taught to answer questions. (A)

Speaking and Listening SLK.1

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small The learner can follow rules for discussions. (a)(O) The learner will enter a conversation appropriately. (a)(I) The learner can talk with others in structured partner, small group, and whole class conversations.

Speaking and Listening

The learner can follow rules for discussions. (a)(O) The learner will enter a conversation appropriately. (a)(A) The learner can talk with others in structured partner, small group, and whole class conversations.

Speaking and Listening

The learner can follow rules for discussions. (a)(O) The learner can sustain a conversation with a variety of audiences, including peers, teacher, and family, (b)(I)

Speaking and Listening

The learner can follow rules for discussions (a)(A) The learner can sustain a conversation with a variety of audiences, including peers, teacher, and family, (b)(A)

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and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.

(b)(A)

(b)(A)

SLK.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.

The learner can tell what a story is about.(A) The learner can attentively listen to understand oral readings of stories, poems, or informational texts.(A)

The learner can include details when telling what a story was about(A) The learner can attentively listen to understand oral readings of stories, poems, or informational texts.(A)

The learner can attentively listen to understand oral readings of stories, poems, or informational texts.(A) The learner can form questions to gain information.(A) The learner can include details when telling what a story was about(A)

The learner can form clear questions to gain information. The learner can attentively listen to understand oral readings of stories, poems, or informational texts.(A) The learner can include details when telling what a story was about(A)

SLK.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

The learner can answer questions about what they hear.(A) The learner will seek help to clarify something that is not understood.(A)

The learner can answer questions about what they hear. The learner can ask questions to seek help or get information about something that is not understood.(A)

The learner can ask and answer questions about what they hear.(A) The learner can ask questions to seek help or get information about something that is not understood.(A)

The learner can ask and answer questions to clarify what they hear.(A) The learner can ask questions to seek help or get information about something that is not understood.(A)

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SLK.4
Describe familiar people, places, things, and events and with prompting and support, provide additional detail.

The learner can tell about people, places, things, and events with help.(A)

The learner can tell about people, places, things, and events.(A)

The learner can describe people, places, things, and events with details.(A)

The learner can describe people, places, things, and events with details.(A)

SLK.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.

The learner can use illustrations or props to extend the meaning of a presentation.(I)

The learner can use illustrations or props to extend the meaning of a presentation.(A)

SLK.6
Speak audibly and express thoughts, feelings, and ideas clearly.

The learner will enunciate words clearly.(A) The learner will speak at an appropriate volume to be heard.(A)

The learner can speak at an appropriate volume to be heard.(O) The learner can speak with confidence.(A)

The learner can speak at an appropriate volume to be heard.(O) The learner can speak about a topic with enthusiasm.(A)

The learner can speak at an appropriate volume to be heard.(O) The learner can speak about a topic with enthusiasm.(A)

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