Kansas English Language Arts Standards (adopted in 2023): Kindergarten
Skills available for Kansas kindergarten language arts standards
Strand
Print skill plan
RF
Reading: Foundational
Print Concepts
RF.K.1 Demonstrate understanding of the organization and basic features of print.
RF.K.1 Demonstrate understanding of the organization and basic features of print.
RF.K.1.a: Follow words from left to right, top to bottom and page by page.
RF.K.1.a: Follow words from left to right, top to bottom and page by page.
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.1.b: Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.1.c: Understand that words are separated by spaces in print and can point with one- to-one correspondence.
RF.K.1.c: Understand that words are separated by spaces in print and can point with one- to-one correspondence.
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet.
Learn letter names: A–H
Learn letter names: I–P
Learn letter names: Q–Z
Learn uppercase and lowercase letters
Identify uppercase letters
Identify lowercase letters
Frequently confused letters
RF.K.1.d: Recognize and name all upper- and lowercase letters of the alphabet.
Learn letter names: A–H
Learn letter names: I–P
Learn letter names: Q–Z
Learn uppercase and lowercase letters
Identify uppercase letters
Identify lowercase letters
Frequently confused letters
Phonological Awareness
RF.K.2 Demonstrate understanding of phonemes (sounds, syllables, and spoken words).
RF.K.2 Demonstrate understanding of phonemes (sounds, syllables, and spoken words).
RF.K.2.a: Manipulate (segment, blend or substitute) sounds in the initial, medial, and final positions. (phonemic awareness)
Blend and segment
Substitute
RF.K.2.a: Manipulate (segment, blend or substitute) sounds in the initial, medial, and final positions. (phonemic awareness)
Blend and segment
Substitute
RF.K.2.b: Isolate and pronounce the initial, medial vowel, and final phonemes (sounds) in three-phoneme (consonant-vowel-consonant or CVC) words. (This does not include CVC ending with /l/, /r/ or /x/.) (phonemic awareness)
Initial sounds
Medial vowel sounds
Final sounds
Blend and segment
RF.K.2.b: Isolate and pronounce the initial, medial vowel, and final phonemes (sounds) in three-phoneme (consonant-vowel-consonant or CVC) words. (This does not include CVC ending with /l/, /r/ or /x/.) (phonemic awareness)
Initial sounds
Medial vowel sounds
Final sounds
Blend and segment
RF.K.2.c: Count, produce, blend, and segment syllables in spoken words.
Blend syllables
Segment syllables
RF.K.2.c: Count, produce, blend, and segment syllables in spoken words.
Blend syllables
Segment syllables
RF.K.2.d: Blend and segment onsets and rimes (word families) of single-syllable spoken words.
RF.K.2.d: Blend and segment onsets and rimes (word families) of single-syllable spoken words.
Phonics and Word Recognition
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.a: Demonstrate basic knowledge of phoneme-grapheme correspondences of predictable consonants.
Identify letter sounds
RF.K.3.a: Demonstrate basic knowledge of phoneme-grapheme correspondences of predictable consonants.
Identify letter sounds
RF.K.3.b: Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
Short a
Short e
Short i
Short o
Short u
Short vowels: review
Long vowels
Short and long vowels
RF.K.3.b: Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
Short a
Short e
Short i
Short o
Short u
Short vowels: review
Long vowels
Short and long vowels
RF.K.3.c: Read common high-frequency words (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.3.c: Read common high-frequency words (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.3.d: Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., bat/cat, bat/bit/, bat/bad).
Consonant blends
Short vowels
RF.K.3.d: Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., bat/cat, bat/bit/, bat/bad).
Consonant blends
Short vowels
Fluency
RF.K.4 Read decodable texts that support instruction.
RF.K.4 Read decodable texts that support instruction.
RL
Reading: Literature
Key Ideas and Details
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
Main idea
Inference and analysis
Setting and characters
Read-along texts
Decodable texts
Read-alone texts
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
Main idea
Inference and analysis
Setting and characters
Read-along texts
Decodable texts
Read-alone texts
RL.K.2 With prompting and support, retell familiar stories, including key events.
RL.K.2 With prompting and support, retell familiar stories, including key events.
RL.K.3 With prompting and support, identify characters, settings and major events in a story.
RL.K.3 With prompting and support, identify characters, settings and major events in a story.
Craft and Structure
RL.K.4 Ask and answer questions about unknown words in a text.
RL.K.4 Ask and answer questions about unknown words in a text.
RL.K.5 Recognize common types of texts (e.g., storybooks, poems).
RL.K.5 Recognize common types of texts (e.g., storybooks, poems).
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
Integration of Knowledge and Ideas
RL.K.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).
Inference and analysis
Sequence
Setting and characters
Read-along texts
RL.K.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).
Inference and analysis
Sequence
Setting and characters
Read-along texts
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Language in Reading: Literature
RL.K.11 Determine or clarify the meaning of unknown and multiple-meaning words and phrases to expand language comprehension.
RL.K.11 Determine or clarify the meaning of unknown and multiple-meaning words and phrases to expand language comprehension.
RL.K.11.a: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb duck).
RL.K.11.a: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb duck).
RL.K.11.b: Use the most frequently occurring inflectional endings and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
RL.K.11.b: Use the most frequently occurring inflectional endings and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
RL.K.12 With guidance and support from adults, explore word relationships and nuances in word meanings to expand language comprehension.
RL.K.12 With guidance and support from adults, explore word relationships and nuances in word meanings to expand language comprehension.
RL.K.12.a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
RL.K.12.a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
RL.K.12.b: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
RL.K.12.b: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
RL.K.12.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful).
Categories
Multiple-meaning words
Verbs
Adjectives
Prepositions
RL.K.12.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful).
Categories
Multiple-meaning words
Verbs
Adjectives
Prepositions
RL.K.12.d: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
RL.K.12.d: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Range of Reading and Text Complexity
RL.K.13 Listen to high quality drama, prose, and poetry to expand language comprehension.
RL.K.13 Listen to high quality drama, prose, and poetry to expand language comprehension.
RI
Reading: Informational
Key Ideas and Details
RI.K.1 With prompting and support, ask and answer questions about key details in a text.
Inference and analysis
Main idea
Read-along texts
Read-alone texts
RI.K.1 With prompting and support, ask and answer questions about key details in a text.
Inference and analysis
Main idea
Read-along texts
Read-alone texts
RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text.
RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text.
Craft and Structure
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.
RI.K.5 Identify the front cover, back cover and title page of a book.
RI.K.5 Identify the front cover, back cover and title page of a book.
RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Integration of Knowledge and Ideas
RI.K.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).
Read-along texts
Read-alone texts
RI.K.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).
Read-along texts
Read-alone texts
RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.
RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.
RI.K.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).
RI.K.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).
Language in Reading: Informational
RI.K.11 Determine or clarify the meaning of unknown and multiple-meaning words and phrases in reading and content to expand language comprehension.
RI.K.11 Determine or clarify the meaning of unknown and multiple-meaning words and phrases in reading and content to expand language comprehension.
RI.K.11.a: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb duck).
RI.K.11.a: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb duck).
RI.K.11.b: Use the most frequently occurring inflectional endings and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) to determine the meaning of an unknown word.
RI.K.11.b: Use the most frequently occurring inflectional endings and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) to determine the meaning of an unknown word.
RI.K.12 With guidance and support from adults, explore word relationships and nuances in word meanings.
RI.K.12 With guidance and support from adults, explore word relationships and nuances in word meanings.
RI.K.12.a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
RI.K.12.a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
RI.K.12.b: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
RI.K.12.b: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
RI.K.12.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful).
Categories
Multiple-meaning words
Verbs
Adjectives
Prepositions
RI.K.12.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful).
Categories
Multiple-meaning words
Verbs
Adjectives
Prepositions
RI.K.12.d: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
RI.K.12.d: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Range of Reading and Text Complexity
RI.K.13 Actively engage in individual or group readings of informational text with purpose and understanding.
Read-along texts
Read-alone texts
RI.K.13 Actively engage in individual or group readings of informational text with purpose and understanding.
Read-along texts
Read-alone texts
W
Writing
Text Types and Purposes
W.K.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 ...).
W.K.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 ...).
W.K.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.
W.K.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.
W.K.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.
W.K.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.
Production and Distribution of Writing
W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Language in Writing
W.K.10 Demonstrate command of the conventions of standards English grammar and usage when writing.
W.K.10 Demonstrate command of the conventions of standards English grammar and usage when writing.
W.K.10.a: Correctly form upper and lowercase letters with line awareness.
W.K.10.a: Correctly form upper and lowercase letters with line awareness.
W.K.10.b: Use frequently occurring nouns and verbs in writing.
Nouns
Verbs
W.K.10.b: Use frequently occurring nouns and verbs in writing.
Nouns
Verbs
W.K.10.c: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
W.K.10.c: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
W.K.10.d: Use the most frequently occurring prepositions in written work (e.g., to, from, in, out, on, off, for, of, by, with).
W.K.10.d: Use the most frequently occurring prepositions in written work (e.g., to, from, in, out, on, off, for, of, by, with).
W.K.10.e: Produce and expand complete sentences in shared language activities.
W.K.10.e: Produce and expand complete sentences in shared language activities.
W.K.11 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
W.K.11 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
W.K.11.a: Capitalize the first word in a sentence and the pronoun I.
W.K.11.a: Capitalize the first word in a sentence and the pronoun I.
W.K.11.b: Recognize and name end punctuation.
W.K.11.b: Recognize and name end punctuation.
W.K.11.c: Write a letter or letters for most consonant and short vowel sounds.
Consonants
Consonant blends and digraphs
Digraphs
Short vowels
W.K.11.c: Write a letter or letters for most consonant and short vowel sounds.
Consonants
Consonant blends and digraphs
Digraphs
Short vowels
W.K.11.d: Spell simple words phonetically, drawing on knowledge of letter-sound relationships.
Consonant blends
Short vowel words
W.K.11.d: Spell simple words phonetically, drawing on knowledge of letter-sound relationships.
Consonant blends
Short vowel words