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Word Study Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts
Word Study Kindergarten English Language Arts
The Alphabet Kindergarten English Language Arts
Onsets & Rimes Kindergarten English Language Arts
Alphabetizing First Grade English Language Arts

Vermont Standards for Kindergarten English Language Arts

VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.

RK.1. Grade Level Expectation: Early Reading Skills and Strategies: Phonological Awareness: Applies phonological knowledge and skills by:

RK.1.1. Recognizing pairs of rhyming words and producing rhymes.
RK.1.3. Isolating phonemes in single-syllable words (e.g., 'tell me the first sound in 'mop' '; 'tell me the last sound in 'mop,' 'tell me the middle sound in 'mop').

RK.2. Grade Level Expectation: Early Reading Skills and Strategies: Concepts of Print: Demonstrates understanding of concepts of print during shared or individual reading by:

RK.2.3. Identifying the first and last parts of a word (beginning/end of the word).
RK.2.4. Identifying key parts of a book: front and back, print, illustrations.

RK.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification and decoding skills and strategies (leading to automaticity) by:

RK.3.1. Reading approximately 20 high-frequency words, including names, environmental print, sight words (as appropriate to the child's personal and classroom experiences).

RK.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:

RK.4.2. Using pictures, syntax, or repetitive language patterns to help predict upcoming words.

RK.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by:

RK.6.2. Organizing words by category (e.g., sorting pictures or objects into groups).

RK.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while listening to literary and informational text.

RK.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; predicting and making simple text-based inferences; generating clarifying questions; constructing sensory images (e.g., making pictures in one's mind); or making connections (text to self, text to text, and text to world).

VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.

RK.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts READ ALOUD, citing evidence where appropriate by:

RK.13.1. Making predictions about what might happen next.

VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.

WK.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:

WK.3.1. Using phonemic awareness and letter knowledge to spell independently (phonetic or temporary spelling) and logically represent initial and final consonant sounds.

VT.1.7. Writing: Responses to Literature: In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text.

WK.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:

WK.6.1. Using prior knowledge or reference to text to support a given focus, using pictures (pictures may include labels, which might only include beginning sounds and/or ending sounds).

VT.5.11. Literature and Media: Literary Elements and Devices: Students use literary elements and devices including theme, plot, style, imagery, and metaphor to analyze, compare, interpret, and create literature.

RK.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts READ ALOUD, citing evidence where appropriate by:

RK.13.1. Making predictions about what might happen next.

WK.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:

WK.6.1. Using prior knowledge or reference to text to support a given focus, using pictures (pictures may include labels, which might only include beginning sounds and/or ending sounds).

VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.

RK.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts READ ALOUD, citing evidence where appropriate by:

RK.13.1. Making predictions about what might happen next.

WK.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:

WK.6.1. Using prior knowledge or reference to text to support a given focus, using pictures (pictures may include labels, which might only include beginning sounds and/or ending sounds).

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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