Maryland College and Career-Ready Standards for Kindergarten English Language Arts

Capital LettersWorksheets: 3
Simple SentencesWorksheets: 5
The AlphabetFreeWorksheets: 26
Comparing Storiesdiscuss the plot, which is what happens in each story. Compare the main characters. Evaluate Writing Styles. Read more...iWorksheets: 2
RebusWorksheets: 2
Retelling StoriesWorksheets: 2
Story PartsFreeWorksheets: 2
Beginning and Ending SoundsFreeBeginning and Ending Sounds are the letter sounds you hear at the beginning of a word. Read more...iWorksheets: 16
Closed SyllablesWorksheets: 1
Counting SyllablesThe number of syllables in a word is decided by its number of vowel sounds. The Clap Method is the most common way to teach syllable counting. Say the word and Clap each time you hear A, E, I, O, or U as a separate sound. Read more...iWorksheets: 7
Letter Sounds - Same & DifferentThe same letter does not always represent the same sound in English. Some letters can stand for as many as four different sounds. Read more...iWorksheets: 3
Mystery WordsMystery Vocabulary List. Motive: a reason for doing something. Magnifying glass: a lens that makes something seen through it appear larger than it actually is. Clue: something that helps a person to find something or to solve a mystery. Read more...iWorksheets: 2
Onsets & RimesOnset - the initial phonological unit of any word which contains the initial consonant or consonant blend (e.g. p in pet) and the term "rime" refers to the string of letters that follow, usually a vowel and final consonants (e.g. et in pet). Read more...iWorksheets: 4
Phoneme SegmentationSegmenting is hearing and identifying the individual sounds in a spoken word. Phoneme segmentation is the ability to break words down into individual sounds. It's essential in developing reading and spelling skills. Read more...iWorksheets: 2
Same & Different SoundsAsk your students to identify which words sound alike or different. Read more...iWorksheets: 3
Vowel SoundsThe same vowel sound is often represented by different vowel letters in writing. Vowels also change their sound based on where they're located in a word and what letters are around them. Read more...iWorksheets: 3
Word FamiliesWorksheets: 40
Word PartsMany words in the English language are made up of word parts called prefixes, roots, and suffixes. A basic word to which prefixes and suffixes are added is called a root word because it forms the basis of a new word. Read more...iWorksheets: 3
Word StudyWorksheets: 10
TraceWorksheets: 8
Write the wordWorksheets: 3
Writing ReadinessWorksheets: 14

MD.RL. Standards for Reading Literature (RL)

Key Ideas and Details

RL1.CCR. Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
K.RL1. With prompting and support, ask and answer questions about key details in a text.
K.RL1.1. With prompting and support, apply appropriate strategies before reading, viewing, or listening to a text: use prior knowledge and experiences to make connections to the text; make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text, and familiar topic; set a purpose for reading and identify type of text.
PredictionsA prediction is what you think will happen next. You do not just guess. You use clues in the picture to decide what will happen next. Read more...iWorksheets :6Study Guides :1
K.RL1.2. With prompting and support, apply appropriate strategies to monitor understanding during reading, viewing, or listening to a text: recall and discuss what is understood; identify and question what did not make sense; make, confirm, or adjust predictions; look back through the text for connections between topics, events, characters, and actions in stories to specific life experiences.
PredictionsA prediction is what you think will happen next. You do not just guess. You use clues in the picture to decide what will happen next. Read more...iWorksheets :6Study Guides :1
K.RL1.3. With prompting and support, demonstrate understanding after reading, viewing, or listening to a text: retell and discuss the text; engage in conversation to understand the text; determine the main idea of a text.
Story RetellRetell means "tell it again." When you hear or read a story, you try to remember the important parts. Read more...iWorksheets :3Study Guides :1
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1
RL2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
K.RL2. With prompting and support, retell familiar stories, including key details.
K.RL2.2. With prompting and support, identify the elements of a story (e.g., characters, setting, problem, and solution).
SettingsWhat are Settings? Settings are places. <br>Schools, homes, a zoo, a street, a town or city are all settings. <br>Try this! Find a setting: a] girl b] horse c] house d] mouse Read more...iWorksheets :3Study Guides :1
K.RL2.4. With prompting and support, retell story events in a logical sequence.
Story RetellRetell means "tell it again." When you hear or read a story, you try to remember the important parts. Read more...iWorksheets :3Study Guides :1
RL3.CCR. Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
K.RL3. With prompting and support, identify characters, settings, and major events in a story.
K.RL3.1. With prompting and support, understand the terms: character, setting, major events.
SettingsWhat are Settings? Settings are places. <br>Schools, homes, a zoo, a street, a town or city are all settings. <br>Try this! Find a setting: a] girl b] horse c] house d] mouse Read more...iWorksheets :3Study Guides :1
K.RL3.2. With prompting and support, identify characters, setting, and major events in a story through use of dramatization, puppets, discussion, developmentally appropriate writing, drawing, etc.
SettingsWhat are Settings? Settings are places. <br>Schools, homes, a zoo, a street, a town or city are all settings. <br>Try this! Find a setting: a] girl b] horse c] house d] mouse Read more...iWorksheets :3Study Guides :1

MD.RI. Standards for Reading Informational Text (RI)

Key Ideas and Details

RI1.CCR. Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
K.RI1. With prompting and support, ask and answer questions about key details in a text.
K.RI1.2. With prompting and support, apply appropriate strategies to monitor understanding during reading, viewing, or listening to informational text: use text features and graphic aids to facilitate understanding; recall and discuss what is understood; identify and question what did not make sense; make, confirm and/or modify predictions; make connections; visualize.
PredictionsA prediction is what you think will happen next. You do not just guess. You use clues in the picture to decide what will happen next. Read more...iWorksheets :6Study Guides :1
K.RI1.3. With prompting and support, demonstrate understanding orally or in developmentally appropriate writing after reading, viewing, or listening to a text: engage in conversations to retell details in the text (See CCSS SL.K.1); describe what is directly stated in the text; confirm predictions using details from the text; identify what did not make sense; make connections.
PredictionsA prediction is what you think will happen next. You do not just guess. You use clues in the picture to decide what will happen next. Read more...iWorksheets :6Study Guides :1
RI2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
K.RI2. With prompting and support, identify the main topic and retell key details of a text.
K.RI2.2. With prompting and support, use text and graphic features as sources to identify the main topic.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1
K.RI2.4. With prompting and support, connect the key details to determine the main topic of a text.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1
K.RI2.5. With prompting and support, retell the main topic and key details.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1
RI3.CCR. Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
K.RI3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
K.RI3.3. With prompting and support, retell two events, ideas, or pieces of information, or identify two individuals in a text.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1

Craft and Structure

RI5.CCR. Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
K.RI5. Identify the front cover, back cover, and title page of a book.
Book SenseBook sense allows you the strength to concentrate, analyze, empathize, and imagine. Read more...iWorksheets :2

Integration of Knowledge and Ideas

RI9.CCR. Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
K.RI9. 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.RI9.2. With prompting and support, identify the topic of a text.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1

MD.RF. Standards for Reading Foundational Skills (RF)

Print Concepts

K.RF1. Demonstrate understanding of the organization and basic features of print.
K.RF1.a. Follow words from left to right, top to bottom, and page by page.
Word ChainsWorksheets :2

Phonological Awareness

K.RF2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
K.RF2.a. Recognize and produce rhyming words.
K.RF2.a.2. With prompting and support, recognize rhyming words in spoken language.
Rhyming WordsRhyming words have the same vowel sound and the same ending sounds. Examples: hat - bat - cat. Read more...iWorksheets :4Study Guides :1
Rhyming WordsRhyme scheme is the pattern of rhyme that comes at the end of each verse or line in poetry. A rhyme in the strict sense is also called a perfect rhyme. Read more...iWorksheets :3
Nursery RhymesWorksheets :2
K.RF2.a.3. With prompting and support, understand the relationship between onset/time in creating rhyming words.
Rhyming WordsRhyming words have the same vowel sound and the same ending sounds. Examples: hat - bat - cat. Read more...iWorksheets :4Study Guides :1
Rhyming WordsRhyme scheme is the pattern of rhyme that comes at the end of each verse or line in poetry. A rhyme in the strict sense is also called a perfect rhyme. Read more...iWorksheets :3
Nursery RhymesWorksheets :2
K.RF2.a.4. With prompting and support, demonstrate auditory discrimination to match rime/same beginning and ending sound.
Beginning SoundsFreeBeginning sounds are the letter sounds you hear at the beginning of a word. Read more...iWorksheets :4Study Guides :1
Ending SoundsWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :6Study Guides :1
K.RF2.a.5. With prompting and support, demonstrate auditory discrimination of rimes/same ending sounds.
Beginning SoundsFreeBeginning sounds are the letter sounds you hear at the beginning of a word. Read more...iWorksheets :4Study Guides :1
Ending SoundsWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :6Study Guides :1
K.RF2.a.6. With prompting and support, identify rhyme in poems and stories read aloud.
Rhyming WordsRhyming words have the same vowel sound and the same ending sounds. Examples: hat - bat - cat. Read more...iWorksheets :4Study Guides :1
Rhyming WordsRhyme scheme is the pattern of rhyme that comes at the end of each verse or line in poetry. A rhyme in the strict sense is also called a perfect rhyme. Read more...iWorksheets :3
Nursery RhymesWorksheets :2
K.RF2.a.7. With prompting and support, repeat and produce rhyming words.
Rhyming WordsRhyming words have the same vowel sound and the same ending sounds. Examples: hat - bat - cat. Read more...iWorksheets :4Study Guides :1
Rhyming WordsRhyme scheme is the pattern of rhyme that comes at the end of each verse or line in poetry. A rhyme in the strict sense is also called a perfect rhyme. Read more...iWorksheets :3
Nursery RhymesWorksheets :2
K.RF2.b. Count, pronounce, blend, and segment syllables in spoken words.
K.RF2.b.3. With prompting and support, orally blend word parts (e.g., onsets, rimes, and compound words).
Compound WordsWhat is a Compound Word? A Compound Word is a word that is composed of two or more separate words. Examples: sea + shell = seashell, basket + ball = basketball. Read more...iWorksheets :3Study Guides :1
K.RF2.c. Blend and segment onsets and rimes of single-syllable spoken words.
K.RF2.c.1. With prompting and support, identify initial and final sounds in a word.
Beginning SoundsFreeBeginning sounds are the letter sounds you hear at the beginning of a word. Read more...iWorksheets :4Study Guides :1
Ending SoundsWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :6Study Guides :1
K.RF2.c.2. With prompting and support, categorize words as same or different by onset and rime.
Categorizing WordsTo categorize means to put words into groups that belong together. A category is a group. Read more...iWorksheets :3Study Guides :1
K.RF2.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.RF2.d.1. With prompting and support, isolate and pronounce the initial, medial and final sounds in spoken words.
Beginning SoundsFreeBeginning sounds are the letter sounds you hear at the beginning of a word. Read more...iWorksheets :4Study Guides :1
Ending SoundsWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :6Study Guides :1
K.RF2.d.2. With prompting and support, recognize similarities and differences in the initial, medial and final sounds of words.
Beginning SoundsFreeBeginning sounds are the letter sounds you hear at the beginning of a word. Read more...iWorksheets :4Study Guides :1
Ending SoundsWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :6Study Guides :1

Phonics and Word Recognition

K.RF3. Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF3.b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
K.RF3.b.1. With prompting and support, identify the difference between consonants and vowels.
Short Vowel DiscriminationDiscriminating between short vowel sounds with one syllable words. Read more...iWorksheets :4Study Guides :1
Short Vowel SoundWhat is a Short Vowel? The vowels are the letters, a, e, i, o, u, and sometimes y. Vowels make special sounds in words. They make a sound we call short. Look at these words. They all have the short vowel sound. Read more...iWorksheets :3Study Guides :1
K.RF3.b.2. With prompting and support, recognize that a single vowel letter stands for a short or long vowel sound.
Short Vowel DiscriminationDiscriminating between short vowel sounds with one syllable words. Read more...iWorksheets :4Study Guides :1
Short Vowel SoundWhat is a Short Vowel? The vowels are the letters, a, e, i, o, u, and sometimes y. Vowels make special sounds in words. They make a sound we call short. Look at these words. They all have the short vowel sound. Read more...iWorksheets :3Study Guides :1
K.RF3.c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
K.RF3.c.1. With prompting and support, recognize and read high-frequency words with increasing automaticity.
High Frequency Words IIWhat are High Frequency Words? These are words you need to know at sight. That means you read them without trying to sound them out. Read more...iWorksheets :3Study Guides :1
High Frequency Words IFreeHigh frequency words are the sight words you need to know as soon as you see them. Good readers do not need to sound them out. Read more...iWorksheets :4Study Guides :1

Fluency

K.RF4. Read emergent-reader texts with purpose and understanding.
K.RF4.7. With prompting and support, use known high-frequency words when reading the text.
High Frequency Words IIWhat are High Frequency Words? These are words you need to know at sight. That means you read them without trying to sound them out. Read more...iWorksheets :3Study Guides :1
High Frequency Words IFreeHigh frequency words are the sight words you need to know as soon as you see them. Good readers do not need to sound them out. Read more...iWorksheets :4Study Guides :1
K.RF4.8. With prompting and support, use the first letter sound and the picture to determine the meaning of an unknown word.
Beginning SoundsFreeBeginning sounds are the letter sounds you hear at the beginning of a word. Read more...iWorksheets :4Study Guides :1
Ending SoundsWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :6Study Guides :1

MD.W. Standards for Writing (W)

Text Types and Purposes

W2.CCR. Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
K.W2-b. 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 – Supply some facts about the topic.
K.W2-b.4. With prompting and support, express orally or via developmentally appropriate writing several sentences using the facts that are all related to the topic: Use frequently occurring nouns and verbs (CCSS L.K.1b); Form regular plural nouns orally by adding /s/ or /es/. (CCSS L.K.1c)
NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1
W3.CCR. Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
K.W3-b. Use combination of drawing, dictating, or 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 – Include some details regarding what happened.
K.W3-b.2. With prompting and support, apply knowledge of story structure: Produce complete simple sentences (CCSS L.K.1f); Use frequently occurring nouns and verbs (CCSS L.K.1b).
NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1
K.W3-b.3. With prompting and support, listen to, discuss and use elaborative/descriptive language; rich language (i.e., multiple words for same noun and/or verb, adjectives, adverbs).
NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1

Research to Build and Present Knowledge

W8.CCR. Anchor Standard: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
K.W8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
K.W8.6. With prompting and support, compose text using revising and editing strategies of effective writers and speakers: prepare writing for display by writing and editing using rules, such as capital letters and periods.
Periods and Question MarksA period is a special end mark for a sentence that tells. It looks like a round circle. Read more...iWorksheets :7Study Guides :1

MD.L. Standards for Language (L)

Conventions of Standard English

L1.CCR. Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
K.L1-b. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use frequently occurring nouns and verbs.
K.L1-b.1. With prompting and support, demonstrate the use of nouns as naming words when speaking and writing.
NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1
K.L1-c. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
K.L1-c.1. With prompting and support, use regular plural nouns when speaking and writing.
NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1
K.L1-f. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Produce and expand complete sentences in shared language activities.
K.L1-f.2. With prompting and support, use modifiers (i.e. adjectives, adverbs, pronouns, etc.) to expound on ideas in order to expand complete sentences when speaking and writing.
PronounsWhat is a Pronoun? A pronoun is a word that takes the place of a noun. E.g. I, you we, it, they, someone. Read more...iWorksheets :6Study Guides :1
L2.CCR. Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
K.L2-a. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Capitalize the first word in a sentence and the pronoun I.
K.L2-a.1. With prompting and support, distinguish between names and other nouns.
NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1
K.L2-b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Recognize and name end punctuation.
K.L2-b.1. With prompting and support, use period, question mark or exclamation point appropriately at the end of sentences.
Periods and Question MarksA period is a special end mark for a sentence that tells. It looks like a round circle. Read more...iWorksheets :7Study Guides :1
K.L2-c. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Write a letter or letters for most consonant and short-vowel sounds (phonemes).
K.L2-c.1. With prompting and support, identify letter or letters for most consonant and short vowel sounds presented in a variety of texts.
Short Vowel DiscriminationDiscriminating between short vowel sounds with one syllable words. Read more...iWorksheets :4Study Guides :1
Short Vowel SoundWhat is a Short Vowel? The vowels are the letters, a, e, i, o, u, and sometimes y. Vowels make special sounds in words. They make a sound we call short. Look at these words. They all have the short vowel sound. Read more...iWorksheets :3Study Guides :1
K.L2-c.3. With prompting and support, write letters for most consonant and short vowel sounds in writing.
Short Vowel DiscriminationDiscriminating between short vowel sounds with one syllable words. Read more...iWorksheets :4Study Guides :1
Short Vowel SoundWhat is a Short Vowel? The vowels are the letters, a, e, i, o, u, and sometimes y. Vowels make special sounds in words. They make a sound we call short. Look at these words. They all have the short vowel sound. Read more...iWorksheets :3Study Guides :1
K.L2-d. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
K.L2-d.2. With prompting and support, apply conventional spelling for grade appropriate words in writing.
SpellingFreeSpelling: forming words with the correct letters in the correct order. Spelling three or four letter words. Read more...iWorksheets :4Study Guides :1
K.L2-d.3. With prompting and support, use letters to represent phonemes in words.
SpellingFreeSpelling: forming words with the correct letters in the correct order. Spelling three or four letter words. Read more...iWorksheets :4Study Guides :1

Vocabulary Acquisition and Use

L5.CCR. Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
K.L5-a. With guidance and support from adults, explore word relationships and nuances in word meanings – Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
K.L5-a.1. With prompting and support, discuss commonalities among groups of words.
Categorizing WordsTo categorize means to put words into groups that belong together. A category is a group. Read more...iWorksheets :3Study Guides :1
K.L5-a.2. Sort and categorize objects.
Categorizing WordsTo categorize means to put words into groups that belong together. A category is a group. Read more...iWorksheets :3Study Guides :1

Standards

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