End of Kindergarten Reading Standards
R-ERS
K -1
Demonstrates phonemic awareness and applies
phonological knowledge and skills by…
R-ERS-K1.1 Blending and segmenting
syllables and onset-rimes (e.g., cup-cake, s-at)
(Local)
R-ERS-K1.3 Isolating phonemes in single syllable words (e.g., “tell me the first sound in ‘mop’;” “tell me the last sound in ‘mop) (Local)
R:ERS:2: Demonstrates understanding of concepts of print during shared or individual reading by…
R:ERS:K:2.1:
Distinguishing between printed letters and words (Local)
R:ERS:K:2.2:
Following text with finger-pointing (e.g., charts, simple books), demonstrating left-to right and top-to bottom directionality
(Local)
R:ERS:K:2.3:
Identifying the first and last parts of a
word (beginning/end of the word) (Local)
R:ERS:K:2.4:
Identifying key parts of a book: front and back, print, illustrations (Local)
Word Identification Strategies (WID)
R:WID:K:
Applies word identification and decoding strategies (leading to
automaticity) by …
R:WID:K.1.1 Demonstrating a basic
understanding of how the letters of phonetically regular words (going from left
to right), represent their sounds (Local)
R:WID:K.1.4
Reading high frequency words, including names, environmental print, sight words
(as appropriate to the child’s personal and classroom experiences)
(Local)
R:WID:K.1.5 Recognizing and naming all
upper and lower case letters (Local)
R:V:K:1: Students identify the meaning of unfamiliar vocabulary by...
R:V:K:1.1: Using strategies to unlock meaning (e.g., activating prior knowledge, using cues, using context clues, or asking questions) (Local)
R:V:K-2 Students identify the meaning of unfamiliar vocabulary by...
R-V-2.a Using strategies to unlock meaning (e.g., activate prior knowledge, using cues, using context clues or asking questions) (Local)
RV:K-3 Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by...
R:V:K-3.1 Identifying synonyms and antonyms (e.g. big/large, hot, cold) to connect new words to know words. (Local)
R:V:K-3.2 Demonstrating knowledge of basic concepts (i.e: Common words that describe position in space and time, such as: over between, after, behind) (Local)
Initial Understanding of Literary Texts (LT:1)
R:LT:K:1:
Demonstrate initial understanding of elements of literary texts read aloud
by…
R:LT:K:1.1:
Identifying
characters in a story (Local)
R:LT:K:1.2:
Responding
to simple questions about a book’s content (e.g., ”What did that hungry
caterpillar eat?”) (Local) EXAMPLES (of responses): drawing, reenacting parts
of a story, etc.
R:LT:K:1.3:
Generating
questions during read alouds (Local)
R:LT:K:2:
Analyze
and interpret elements of literary texts READ ALOUD, citing evidence where
appropriate by…
R:LT:K:2.1:
Making
predictions about what might happen next (Local)
R:LT:K:2.2:
Identifying
characteristics of main characters (Local)
R:LT:K:4 Demonstrate initial understanding of informational texts read aloud (expository and practical texts) by...
R:LT:K:4.1: Comparing stories or other texts to personal experience, prior knowledge, which might include other texts (Local)
Initial
Understanding of Informational Texts (IT:1)
R:IT:K:1: Demonstrate initial understanding of informational texts read aloud (expository and practical texts) by…
R:IT:K:1.1:
Obtaining information, using text features (e.g., title and illustrations)
(Local) EXAMPLE: “From the picture on the cover, what do we think this book
will tell us?”
R:IT:K:1.2: Using explicitly stated information to answer questions (Local) EXAMPLE: “So, what did we learn about what owls eat?”
Analysis and Interpretation of Informational Text / Citing Evidence (IT:2)
R:IT:K:2 Analyze and Interpret informational read-aloud, citing evidence where appropriate by...
R:IT:K:2.1 Telling what was learned. (Local) Example: Draw a picture of something you've learned from this story about dogs.
R:IT:K 2.3 Making basic inferences. (Local) Example: From what we just read, what kinds of foods will help you stay healthy?
Suggested Literary Texts include but are not limited to:
Nursery Rhymes, poetry, fairy tales, fantasy, realistic fiction, songs, chants, etc.
Suggested Informational texts include but are not limited to:
Reference Materials: Read-alouds and guided/shared reading of children's magazines, content trade books, informational charts, etc.
Practical texts: lists, signs, labels, environmental print, pictorial charts and graphs, etc.