Kindergarten
Language
Standards
|
Essential Questions
|
CC.K.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
|
How to gain an understanding of the conventions of standard English?
|
CC.K.L.1.a Conventions of Standard English: Print many upper- and lowercase letters.
|
Why is correct letter formation important? How does incorrect letter formation affect communication?
|
CC.K.L.1.b Conventions of Standard English: Use frequently occurring nouns and verbs.
|
Why is the use of nouns and verbs important for clear communication? How do they make a message clearer?
|
CC.K.L.1.c Conventions of Standard English: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
|
When is -s used to make a noun plural? When is -es used to make a noun plural?
|
CC.K.L.1.d Conventions of Standard English: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
|
How does learning question words (interrogatives) help the reader to understand text and comprehension questions? Which words are used to begin a question?
|
CC.K.L.1.e Conventions of Standard English: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
|
What are prepositions? How does the use of prepositions enable clear and precise communication?
|
CC.K.L.1.f Conventions of Standard English: Produce and expand complete sentences in shared language activities.
|
Why do students need to speak in clear concise sentences in order to be understood and develop a strong vocabulary? Why is it important to write and speak using complete sentences?
|
CC.K.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
|
How does a writer use capitalization, punctuation, and spelling in writing.
|
CC.K.L.2.a Conventions of Standard English: Capitalize the first word in a sentence and the pronoun I.
|
When and how are capital letters used correctly in everyday writing? How do readers know when one sentence ends and another begins?
|
CC.K.L.2.b Conventions of Standard English: Recognize and name end punctuation.
|
What is punctuation? How does it help the reader and the writer?
|
CC.K.L.2.c Conventions of Standard English: Write a letter or letters for most consonant and short-vowel sounds (phonemes).
|
Why is it important to know the names of letters and the sounds they make? How does the connection between the letter name and letter sound help in writing?
|
CC.K.L.2.d Conventions of Standard English: Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
|
How does knowledge of sound-letter relationships help in spelling?
|
3. (Begins in grade 2)
|
CC.K.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
|
How does the meaning of a word help us to understand what we read?
|
CC.K.L.4.a Vocabulary Acquisition and Use: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
|
How can knowing multiple meanings of a word effect communication? How do readers understand new meanings for familiar words within a sentence?
|
CC.K.L.4.b Vocabulary Acquisition and Use: 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.
|
CC.K.L.5 Vocabulary Acquisition and Use: With guidance and support from adults, explore word relationships and nuances in word meanings.
|
How can word relationships help you learn new words?
|
CC.K.L.5.a Vocabulary Acquisition and Use: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
|
How can categories be used to represent concepts? How does understanding the attributes in a category of objects assist in understanding concepts?
|
CC.K.L.5.b Vocabulary Acquisition and Use: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
|
How does understanding opposites impact knowledge of verbs and adjectives?
|
CC.K.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note places at school that are colorful).
|
How can words be used to describe people, places, and things? How does this help students communicate effectively?
|
CC.K.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
|
How can we demonstrate differences in common action words to enhance word relationships?
|
CC.K.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
|
How does listening to reading help students acquire new vocabulary? How can classroom conversations improve vocabulary?
|