Arizona Kindergarten ELA Standards – Draft 2016

2010 ELA Standards | 2016 ELA Stanards Rewrite Comparison

Reading Standards for Literature
Code	Standard	Draft Standard		Horizontal Alignment	Final Decision
K.RL.1	With prompting and support, ask and answer questions about key details in a text.	With prompting and support, ask and answer questions about key details in a text.	No changes
K.RL.2	With prompting and support, retell familiar stories, including key details.	With prompting and support, retell familiar stories, including key details.	No changes
K.RL.3	With prompting and support, identify characters, settings, and major events in a story.	With prompting and support, identify characters, settings, and major events in a story.	No changes
Craft and Structure
Code	Standard	Draft Standard		Horizontal Alignment	Final Decision
K.RL.4	Ask and answer questions about unknown words in a text.	Ask and answer questions about unknown words in a text.	No changes	Add “with prompting and support” to align with RI4.	With prompting and support ask and answer questions about unknow words in a text.
K.RL.5	Recognize common types of texts (e.g., storybooks, poems).	Recognize common types of texts (e.g., storybooks, poems).	No changes	Needs added verbiage. Identify the front cover, back cover and title page of a book.	Recognize common types of texts (e.g., storybooks, poems). Identify the front cover, back cover, and title page of a book.
K.RL.6	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, name the author and illustrator of a story and define the role of each in telling the story.	No changes
Integration of Knowledge and Ideas
K.RL.7	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, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).	No changes
K.RL.8	(Not applicable to literature)	(Not applicable to literature)	No changes
K.RL.9	With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.	With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.	No changes
Range of Reading and Level of Text Complexity
K.RL.10	Actively engage in group reading activities with purpose and understanding.	With prompting and support, actively engage in group reading activities with purpose and understanding.	Refinement agreed to by group.
Reading Standards for Informational Text
Key Ideas and details
K.RI.1	With prompting and support, ask and answer questions about key details in a text.	With prompting and support, ask and answer questions about key details in a text.	No changes
K.RI.2	With prompting and support, identify the main topic and retell key details of a text.	With prompting and support, identify the main topic and retell key details of a text.	No changes
K.RI.3	With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.	With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.	No changes
Craft and Structure
K.RI.4	With prompting and support, ask and answer questions about unknown words in a text.	With prompting and support, ask and answer questions about unknown words in a text.	No changes
K.RI.5	Identify the front cover, back cover, and title page of a book.	Identify the front cover, back cover, and title page of a book.	No changes	Needs added verbiage. Recognize common types of informational texts	Recognize common types of informational texts. Identify the front cover, back cover, and title page of a book.
K.RI.6	Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.	Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.	No changes
Integration of Knowledge and Ideas
K.RI.7	With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).	With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).	No changes
K.RI.8	With prompting and support, identify the reasons an author gives to support points in a text.	With prompting and support, identify the reasons an author gives to support points in a text.	No changes
K.RI.9	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 basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).	No changes
Range of Reading and Level of Text Complexity
K.RI.10	Actively engage in group reading activities with purpose and understanding.	With prompting and support, actively engage in group reading activities with purpose and understanding.	Refinement agreed to by group.
AZ.K.RI.10	a. Actively engage in a group reading of informational and functional texts, including history/social studies, science, and technical texts, with purpose and understanding.	With prompting and support, actively engage in group reading activities with purpose and understanding.	Refinement agreed to by group.
Reading Standards: Foundational Skills
Print Concepts
K.RF.1	Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page b. Recognize that spoken words are represented in written language by specific sequence of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper and lowercase letters of the alphabet.	Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page b. Recognize that spoken words are represented in written language by specific sequences of letters. Identify that a sentence is made up of a group of words. c. Recognize the difference between a letter and a printed word. Understand that words are separated by spaces in print. d. Recognize and name all upper and lowercase letters of the alphabet.	Refinement agreed to by group.
Phonological Awareness
K.RF.2	Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. c. 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/.) d. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.	Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Demonstrate basic knowledge of one-to-one letter-sound correspondence by producing the most frequent sound(s) for each consonant and the five major vowels. b. Recognize and produce rhyming words. c. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Blend and segment spoken phonemes to form one-syllable words (e.g., /m/ /a/ /n/). *d. Isolate and pronounce the initial, medial vowel (long and short vowels) and final sounds (phonemes) in three-phoneme words. (This does not include CVCs ending with /l/, /r/, or /x/.) e. Manipulation of phonemes — add, substitute, and delete individual phonemes in simple, one-syllable words to make new words.**	Changes made to a,c,e
Reading Standards: Foundational Skills K-2
Phonics and Word Recognition
K.RF.3	Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one‐to‐one letter‐sound correspondences by producing the primary or many of the most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high‐frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.	Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one‐to‐one letter‐sound correspondence by producing the most frequent sound(s) for each consonant and the five major vowels. b. Decode regularly spelled closed syllable words. c. Read the 50 most common high-frequency words by sight from a research-based word list. d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.	Changes made to a.
Fluency
K.RF.4	Read emergent-reader texts with purpose and understanding.	Read emergent-reader texts with purpose and understanding.	no changes
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
K.W.1	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 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 . . .).	No changes	Add verbiage to the beginning of the standard “With guidance and support from adults”.	With guidance and support from adults, 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 . . .).
K.W.2	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 informative/explanatory texts in which they name what they are writing about and supply some information about the topic.	No changes	Add verbiage to the beginning of the standard “With guidance and support from adults”.	With guidance and support from adults, 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.
K.W.3	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.	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.	No changes	Add verbiage to the beginning of the standard “With guidance and support from adults”.	With guidance and support from adults, 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.
Production and Distribution of Writing
K.W.4	With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above).	With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above).	No changes
AZ.K.W.4	a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables) in which the development and organization are appropriate to task and purpose.	Eliminate AZ.K.W.4	No changes
K.W.5	With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.	With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.	Refinement agreed to by group.
K.W.6	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, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.	No changes
Research to Build and Present Knowledge
K.W.7	Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).	Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).	No changes	Add verbiage to the beginning of the standard “With guidance and support from adults”.	With guidance and support from adults, participate in shared research and writing projects. (e.g., explore a number of books by a favorite author and express opinions about them).
K.W.8	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, recall information from experiences or gather information from provided sources to answer a question.	No changes
K.W.9	(Begins in grade 4)	(Begins in grade 4)
Range of Writing
K.W.10	(Begins in grade 3)	(Begins in grade 3)
Speaking and Listening Standards
Comprehension and Collaboration
K.SL.1	Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed‐upon rules for discussions (e.g., listening to others, taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.	Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed‐upon rules for discussions (e.g., listening to others, taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.	No changes
K.SL.2	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.	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.	No changes
K.SL.3	Ask and answer questions in order to seek help, get information, or clarify something that is not understood.	Ask and answer questions in order to seek help, get information, or clarify something that is not understood.	No changes
Presentation of Knowledge and Ideas
K.SL.4	Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.	Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.	No changes
K.SL.5	Add drawings or other visual displays to descriptions as desired to provide additional detail.	Add drawings or other visual displays to descriptions as desired to provide additional detail.	No changes
K.SL.6	Speak audibly and express thoughts, feelings, and ideas clearly.	Speak audibly and express thoughts, feelings, and ideas clearly.	No changes
Language Standards
Conventions of Standard English
K.L.1	Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Print many upper‐ and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities.	Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Use frequently occurring nouns and verbs. b. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). c. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). d. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). e. Produce and expand complete sentences in shared language activities.	Refinement agreed to by group.
K.L.2	Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short‐vowel sounds .(phonemes). d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships.	Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation.	Refinement agreed to by group.
Knowledge of Language
K.L.3	(Begins in grade 2)	(Begins in grade 2)
Vocabulary Acquisition and Use
K.L.4	Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. 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.	Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. 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.	No changes	Add verbiage to the beginning of the standard “With guidance and support from adults”.	With guidance and support from adults, determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. 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.
K.L.5	With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real‐life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.	With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real‐life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.	No changes
K.L.6	Use words and phrases acquired through conversations, reading and being read to, and responding to texts.	Use words and phrases acquired through conversations, reading and being read to, and responding to texts.	No changes	Add verbiage to the beginning of the standard “With guidance and support from adults”.	With guidance and support from adults, use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Writing Standards: Foundational Skills (*Not present in 2010 standards)

		Match upper and lower case manuscript letters.	No changes
		Write upper and lower case manuscript letters, with reference to a model.	No changes
		Write left to right and space between words.	No changes
		Repeat multi-syllable words and pronounce the separate syllables.	No changes
		Segment all the phonemes in two- and three- phoneme syllables and represent those phonemes with letters.	No changes
		Write the letters used to represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel.	No changes
			Spelling
		Represent phonemes, first to last, in simple words, using letters with a transparent relationship to sound (e.g., the “o” in “rope” may be spelled with a single letter, o).	No changes
		Write or select an initial or final consonant when a medial vowel is provided.	No changes
		Spell VC (at, in) and CVC (pet, mud) words with short vowel sounds.	No changes
		Write the 20 most frequently used words accurately, using a research based list.	Changes made–added “using a research based list”.
		Attempt phonetic spelling of unknown words.	No changes