English/Language Arts

Hampton School District
English Competencies and Standards for Grade K in 2017-2018

FOUNDATIONAL SKILLS
▪ Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
▪ Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
▪ Blend and segment onsets and rimes of single-syllable spoken words.
▪ Count, pronounce, blend, and segment syllables in spoken words.
▪ Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound
for each consonant.
▪ Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
▪ Demonstrate understanding of the organization and basic features of print.
▪ Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
▪ Follow words from left to right, top to bottom, and page by page.
▪ 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/.)
▪ Know and apply grade-level phonics and word analysis skills in decoding words.
▪ Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).
▪ Read emergent-reader texts with purpose and understanding.
▪ Recognize and name all upper- and lowercase letters of the alphabet.
▪ Recognize and produce rhyming words.
▪ Recognize that spoken words are represented in written language by specific sequences of letters.
▪ Understand that words are separated by spaces in print.
▪ Isolate and pronounce initial and final sounds in words.
▪ Isolate and pronounce initial, middle, and final sounds in words.(CC.K.R.F.2.d)
▪ Recognize rhyming words.
▪ Recognize and produce rhyming words.(CC.K.R.F.2.a)
▪ Count, pronounce and segment syllables in spoken words.
▪ Count, pronounce, blend and segment syllables in spoken words.(CC.K.R.F.2.b)
▪ Recognize and name all lowercase letters of the alphabet.
▪ Recognize and name all upper- and lowercase letters of the alphabet.(CC.K.R.F.1.d)
▪ Find and read sight words in books, newspapers, and magazines.

LITERATURE
▪ Actively engage in group reading activities with purpose and understanding of a literary text.
▪ Ask and answer questions about unknown words in a text.
▪ Recognize common types of texts (e.g., storybooks, poems).
▪ With prompting and support, ask and answer questions about key details in a literary text.
▪ With prompting and support, compare and contrast the adventures and experiences of characters in familiar
stories.
▪ 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).
▪ With prompting and support, identify characters, settings, and major events in a literary text.
▪ With prompting and support, name the author and illustrator of a story and define the role of each in telling the
story.
▪ With prompting and support, retell familiar stories, including key details.

INFORMATIONAL TEXT
▪ Actively engage in group reading activities with purpose and understanding.
▪ Identify the front cover, back cover, and title page of an informational book.
▪ Name the author and illustrator of a text and define the role of each in presenting the ideas or information in an
informational text.
▪ With prompting and support, ask and answer questions about key details in an informational text.
▪ With prompting and support, ask and answer questions about unknown words in a text.
▪ With prompting and support, describe the connection between two individuals, events, ideas, or pieces of
information in an informational text.
▪ With prompting and support, describe the relationship between illustrations and the text in which they appear
(e.g., what person in the text an illustration depicts).
▪ With prompting and support, identify basic similarities in and differences between two texts on the same topic
(e.g., in illustrations, descriptions, or procedures).
▪ With prompting and support, identify the main topic and retell key details of an informational text.
▪ With prompting and support, identify the reasons an author gives to support points in an informational text.

WRITING
▪ Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and
express opinions about them).
▪ 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.
▪ 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 . . .).
▪ 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.
▪ With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in
collaboration with peers.
▪ With guidance and support from adults, recall information from experiences or gather information from provided
sources to answer a question.
▪ With guidance and support from adults, respond to questions and suggestions from peers and add details to
strengthen writing as needed.

LANGUAGE

▪ Capitalize the first word in a sentence and the pronoun I.
▪ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
▪ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
▪ Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites
(antonyms).
▪ Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten
reading and content.
▪ Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by
acting out the meanings.
▪ Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
▪ Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the
verb to duck).
▪ Identify real-life connections between words and their use (e.g., note places at school that are colorful).
▪ Print many upper- and lowercase letters.
▪ Produce and expand complete sentences in shared language activities.
▪ Recognize and name end punctuation.
▪ Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
▪ Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
▪ Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
▪ Use frequently occurring nouns and verbs.
▪ 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.
▪ Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
▪ Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
▪ With guidance and support from adults, explore word relationships and nuances in word meanings.
▪ Write a letter or letters for most consonant and short-vowel sounds (phonemes).

SPEAKING AND LISTENING
▪ Add drawings or other visual displays to descriptions as desired to provide additional detail.
▪ Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
▪ 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.
▪ Continue a conversation through multiple exchanges.
▪ Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
▪ Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and
texts under discussion).
▪ Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups.
▪ Speak audibly and express thoughts, feelings, and ideas clearly.

Hampton School District
English Competencies and Standards for Grade K in 2017-2018

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