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What's New: English Language Arts Worksheets and Study Guides

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Word Families Kindergarten English Language Arts
Word Study Kindergarten English Language Arts
Writing Readiness Kindergarten English Language Arts
Same & Different Sounds Kindergarten English Language Arts
Retelling Stories Kindergarten English Language Arts
Trace Kindergarten English Language Arts

Maryland Common Core Standards for Kindergarten English Language Arts

MD.L.CC. 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. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
K.L1.b. Use frequently occurring nouns and verbs. (SC, K)K.L1.c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
L2.CCR. Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
K.L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (SC, K)
K.L2.a. Capitalize the first word in a sentence and the pronoun I.K.L2.c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). (SC,K)K.L2.d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (SC, K)

Vocabulary Acquisition and Use

L5.CCR. Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
K.L5. With guidance and support from adults, explore word relationships and nuances in word meanings.
K.L5.a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (SC, K)

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

Phonics and Word Recognition

K.RF3. Know and apply grade- level phonics and word analysis skills in decoding words. (SC, K)
K.RF3.b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
K.RF3.c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (SC, K)

Phonological Awareness

K.RF2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (SC, K)
K.RF2.a. Recognize and produce rhyming words.
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/.) (SC, K)

Print Concepts

K.RF1. Demonstrate understanding of the organization and basic features of print. (SC, K)
K.RF1.a. Follow words from left to right, top to bottom, and page by page.

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

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.

Key Ideas and Details

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. (SC, K)

MD.RL.CC. Standards for Reading Literature (RL)

Key Ideas and Details

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. (SC, K)
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. (SC, K)

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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