The California Language Arts Content Standards

KINDERGARTEN

READING

1.0. WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY

DEVELOPMENT:

Students know about letters, words, and sounds. They

apply this knowledge in reading simple

sentences.

Concepts About Print:

1.1 Identify the front cover, back cover, and title

page of a book.

1.2 Follow words from left to right and from top to

bottom on the printed page.

1.3 Understand that printed materials provide

information.

1.4 Recognize that sentences in print are made up of

separate words.

1.5 Distinguish letters from words.

1.6 Recognize and name all uppercase and lowercase

letters of the alphabet.

Phonemic Awareness:

1.7 Track (move sequentially from sound to sound) and

represent the number, sameness/difference,

and order of two and three isolated phonemes (e.g.,

/f, s, th/, /j, d, j/).

1.8 Track (move sequentially from sound to sound) and

represent changes in simple syllables and

words with two and three sounds as one sound is added,

substituted, omitted, shifted, or repeated

(e.g., vowel-consonant, consonant-vowel, or

consonant-vowel-consonant).

1.9 Blend vowel-consonant sounds orally to make words

or syllables.

1.10 Identify and produce rhyming words in response to

an oral prompt.

1.11 Distinguish orally stated one-syllable words and

separate into beginning or ending sounds.

1.12 Track auditorily each word in a sentence and each

syllable in a word.

1.13 Count the number of sounds in syllables and

syllables in words.

Decoding and Word Recognition:

1.14 Match all consonant and short-vowel sounds to

appropriate letters.

1.15 Read simple one-syllable and high-frequency words

(i.e., sight words).

1.16 Understand that as letters of words change, so do

the sounds (i.e., the alphabetic

principle).

Vocabulary and Concept Development:

1.17 Identify and sort common words in basic

categories (e.g., colors, shapes, foods).

1.18 Describe common objects and events in both

general and specific language.

KINDERGARTEN

Students identify the basic facts and ideas in what

they have read, heard, or viewed. They use

comprehension strategies (e.g., generating and

responding to questions, comparing new information

to what is already known). The selections in

Recommended Readings in Literature, Kindergarten

Through Grade Eight (California Department of

Education, 1996) illustrate the quality and

complexity of the materials to be read by students.

Structural Features of Informational Materials:

2.1 Locate the title, table of contents, name of

author, and name of illustrator.

Comprehension and Analysis of Grade-Level-Appropriate

Text (Kindergarten)

2.2 Use pictures and context to make predictions about

story content.

2.3 Connect to life experiences the information and

events in texts.

2.4 Retell familiar stories.

2.5 Ask and answer questions about essential elements

of a text.

KINDERGARTEN

3.0. LITERARY RESPONSE AND ANALYSIS:

Students listen and respond to stories based on

well-known characters, themes, plots, and settings.

The selections in Recommended Readings in Literature,

Kindergarten Through Grade Eight

illustrate the quality and complexity of the materials

to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text:

3.1 Distinguish fantasy from realistic text.

3.2 Identify types of everyday print materials (e.g.,

storybooks, poems, newspapers,

signs, labels).

3.3 Identify characters, settings, and important

events.

WRITING

KINDERGARTEN

1.0. WRITING STRATEGIES:

Students write words and brief sentences that are

legible.

Organization and Focus:

1.1. Use letters and phonetically-spelled words to

write about experiences, stories, people, objects, or

events

1.2. Write consonant-vowel-consonant words (i.e.,

demonstrate the alphabetic principle)

1.3. Write by moving from left-to-right and

top-to-bottom

Penmanship:

1.4. Write upper- and lower-case letters

independently, attending to form and spatial alignment

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

KINDERGARTEN

1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS:

Students write and speak

with a command of standard English conventions.

Sentence Structure:

1.1. Recognize and use complete and coherent sentences

when speaking

Spelling:

1.2. Spell independently using pre- to early-phonetic

knowledge, sounds of the alphabet, and

knowledge of letter names

KINDERGARTEN

LISTENING AND SPEAKING

1.0. LISTENING AND SPEAKING STRATEGIES: Students

listen and respond to oral

communication. They speak in clear and coherent

sentences.

Comprehension:

1.1. Understand and follow one- and two-step oral

directions

1.2. Share information and ideas, speaking audibly in

coherent, complete sentences