Virginia Standards of Learning (adopted in 2024): Kindergarten
Skills available for Virginia kindergarten language arts standards
Strand
Print skill plan
Foundations for Reading
K.FFR.1 Print Concepts: The student will apply knowledge of how print is organized and read.
K.FFR.1.A Follow words from left to right and from top to bottom on a printed page, including the return sweep from line to line.
K.FFR.1.A Follow words from left to right and from top to bottom on a printed page, including the return sweep from line to line.
K.FFR.1.B Demonstrate knowledge of a sentence, word, and letter.
Letter identification
A-Z letter identification
Word recognition
Sentence structure
K.FFR.1.B Demonstrate knowledge of a sentence, word, and letter.
Letter identification
A-Z letter identification
Word recognition
Sentence structure
K.FFR.1.C Demonstrate knowledge that spoken words are represented in print and separated by spaces.
K.FFR.1.C Demonstrate knowledge that spoken words are represented in print and separated by spaces.
K.FFR.1.D Identify the author and illustrator of a text and define the role of each.
K.FFR.1.D Identify the author and illustrator of a text and define the role of each.
K.FFR.1.E Identify the front cover, back cover and title of a text.
K.FFR.1.E Identify the front cover, back cover and title of a text.
K.FFR.1.F Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Sentence structure
Capitalization
Punctuation
K.FFR.1.F Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Sentence structure
Capitalization
Punctuation
K.FFR.2 Phonological and Phonemic Awareness: The student will orally identify and produce various phonemes (individual sounds) within words to develop phonemic awareness in support of decoding (reading) and encoding (spelling).
K.FFR.2.A Demonstrate ability to segment spoken words in sentences and syllables in words.
Syllables
Segment
K.FFR.2.A Demonstrate ability to segment spoken words in sentences and syllables in words.
Syllables
Segment
K.FFR.2.B Blend and segment one syllable words by onset and rime.
K.FFR.2.B Blend and segment one syllable words by onset and rime.
K.FFR.2.C Isolate the initial, medial, and final sounds in three phoneme (individual sound) words (excluding words ending with /l/, /r/, or /x/).
Initial sounds
Medial vowel sounds
Final sounds
Blend and segment
K.FFR.2.C Isolate the initial, medial, and final sounds in three phoneme (individual sound) words (excluding words ending with /l/, /r/, or /x/).
Initial sounds
Medial vowel sounds
Final sounds
Blend and segment
K.FFR.2.D Demonstrate ability to segment and blend one syllable words with two, three, and four phonemes (including words with consonant digraphs th, sh, ch, wh).
K.FFR.2.D Demonstrate ability to segment and blend one syllable words with two, three, and four phonemes (including words with consonant digraphs th, sh, ch, wh).
K.FFR.3 Phonics and Word Analysis: The student will apply phonetic principles to read and spell words.
K.FFR.3.A Identify capital 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
K.FFR.3.A Identify capital 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
K.FFR.3.B Identify common letter-sound correspondences.
Identify letter sounds
Letter-sound manipulation
K.FFR.3.B Identify common letter-sound correspondences.
Identify letter sounds
Letter-sound manipulation
K.FFR.3.C Discriminate between long and short sounds with common spellings for the five major vowels with open and closed syllables (e.g., short /e/ as in "pet", long /e/ as in "he").
Short a
Short e
Short i
Short o
Short u
Short vowels: review
Long vowels
Short and long vowels
K.FFR.3.C Discriminate between long and short sounds with common spellings for the five major vowels with open and closed syllables (e.g., short /e/ as in "pet", long /e/ as in "he").
Short a
Short e
Short i
Short o
Short u
Short vowels: review
Long vowels
Short and long vowels
K.FFR.3.D Demonstrate knowledge that every word has a vowel sound.
K.FFR.3.D Demonstrate knowledge that every word has a vowel sound.
K.FFR.3.E Identify the letter-sound correspondences for consonant digraphs (e.g., ch, sh, th, wh).
K.FFR.3.E Identify the letter-sound correspondences for consonant digraphs (e.g., ch, sh, th, wh).
K.FFR.3.F Demonstrate knowledge of letter-sound correspondences to blend CV, CVC, VC words.
K.FFR.3.F Demonstrate knowledge of letter-sound correspondences to blend CV, CVC, VC words.
K.FFR.3.G Decode (read) and encode (spell) words with short vowels, including words beginning or ending in a digraph (e.g., ch, sh, th, wh).
Short a
Short e
Short i
Short o
Short u
Short vowel words
Digraphs
K.FFR.3.G Decode (read) and encode (spell) words with short vowels, including words beginning or ending in a digraph (e.g., ch, sh, th, wh).
Short a
Short e
Short i
Short o
Short u
Short vowel words
Digraphs
K.FFR.3.H Use letter-sound correspondences to read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.
K.FFR.3.H Use letter-sound correspondences to read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.
Developing Skilled Readers and Building Reading Stamina
K.DSR.1 The student will build knowledge and comprehension skills from reading and listening to a range of texts. This includes fluently reading decodable sentences and gathering evidence from content-rich texts (through read alouds) on topics to gain purposeful knowledge and vocabulary.
K.DSR.1.A Use knowledge of letter-sound correspondences to read and reread controlled decodable sentences and texts that include phonic elements and irregular words.
Short vowel sentences
Short vowel texts
K.DSR.1.A Use knowledge of letter-sound correspondences to read and reread controlled decodable sentences and texts that include phonic elements and irregular words.
Short vowel sentences
Short vowel texts
K.DSR.1.C With prompting and support, when responding to text through discussions and/or writing, draw several pieces of evidence from read-alouds to support claims, conclusions, inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located.
K.DSR.1.C With prompting and support, when responding to text through discussions and/or writing, draw several pieces of evidence from read-alouds to support claims, conclusions, inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located.
K.DSR.1.D Regularly engage in listening to a series of conceptually related texts organized around topics of study to build knowledge and vocabulary. Use this background knowledge as context for new learning.
Read-along literary texts
Read-along informational texts
K.DSR.1.D Regularly engage in listening to a series of conceptually related texts organized around topics of study to build knowledge and vocabulary. Use this background knowledge as context for new learning.
Read-along literary texts
Read-along informational texts
Reading and Vocabulary
K.RV.1 Vocabulary Development and Word Analysis
K.RV.1.A Discuss meanings of words from a variety of texts and experiences.
Action words
Location words
Categories
Multiple-meaning words
K.RV.1.A Discuss meanings of words from a variety of texts and experiences.
Action words
Location words
Categories
Multiple-meaning words
K.RV.1.B Ask questions about words not understood.
K.RV.1.B Ask questions about words not understood.
K.RV.1.C Use vocabulary from across content areas.
K.RV.1.C Use vocabulary from across content areas.
K.RV.1.D Identify the purpose of simple reference materials (e.g., pictures, dictionary, digital dictionary).
K.RV.1.D Identify the purpose of simple reference materials (e.g., pictures, dictionary, digital dictionary).
K.RV.1.E Increase and develop breadth of vocabulary knowledge by listening to high quality, complex text.
K.RV.1.E Increase and develop breadth of vocabulary knowledge by listening to high quality, complex text.
K.RV.1.F Use newly learned words and phrases in discussions and speaking activities.
Adjectives
Prepositions
K.RV.1.F Use newly learned words and phrases in discussions and speaking activities.
Adjectives
Prepositions
Reading Literary Text
K.RL.1 Key Ideas and Plot Details
K.RL.1.A With prompting and support, activate prior (experience) and background (content) knowledge and make connections to what is read.
K.RL.1.A With prompting and support, activate prior (experience) and background (content) knowledge and make connections to what is read.
K.RL.1.B With prompting and support, demonstrate knowledge of story structure by orally identifying characters, setting, important events, and details.
K.RL.1.B With prompting and support, demonstrate knowledge of story structure by orally identifying characters, setting, important events, and details.
K.RL.1.C With prompting and support, orally re-tell a familiar story in sequential order (beginning, middle, end).
K.RL.1.C With prompting and support, orally re-tell a familiar story in sequential order (beginning, middle, end).
K.RL.1.D With prompting and support, generate predictions about story characters and events using the text.
K.RL.1.D With prompting and support, generate predictions about story characters and events using the text.
K.RL.3 Integration of Concepts
K.RL.3.A 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
Plot
Setting and characters
Read-along texts
K.RL.3.A 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
Plot
Setting and characters
Read-along texts
K.RL.3.B With prompting and support, compare and contrast characters, plot events, or settings between two familiar stories.
K.RL.3.B With prompting and support, compare and contrast characters, plot events, or settings between two familiar stories.
K.RL.3.C With prompting and support, monitor listening comprehension.
K.RL.3.C With prompting and support, monitor listening comprehension.
Reading Informational Text
K.RI.1 Key Ideas and Confirming Details
K.RI.1.A With prompting and support, ask and answer literal (who, what, when, where) or inferential (why, how) questions about what is read.
Main idea
Inference
Read-along nonfiction texts
Read-alone nonfiction texts
K.RI.1.A With prompting and support, ask and answer literal (who, what, when, where) or inferential (why, how) questions about what is read.
Main idea
Inference
Read-along nonfiction texts
Read-alone nonfiction texts
K.RI.1.B With prompting and support, identify the main topic and key details of a text.
K.RI.1.B With prompting and support, identify the main topic and key details of a text.
K.RI.2 Craft and Style
K.RI.2.A With prompting and support, identify the purpose of common text features: table of contents, headings, bolded words, and pictures.
K.RI.2.A With prompting and support, identify the purpose of common text features: table of contents, headings, bolded words, and pictures.
K.RI.3 Integration of Concepts
K.RI.3.A With prompting and support, identify basic similarities in and differences between two texts on the same topic.
K.RI.3.A With prompting and support, identify basic similarities in and differences between two texts on the same topic.
K.RI.3.B With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
K.RI.3.B With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Foundations for Writing
K.FFW.1 Handwriting
K.FFW.1.A Use functional pencil grasp for letter formation.
K.FFW.1.A Use functional pencil grasp for letter formation.
K.FFW.1.B Accurately and automatically print capital and lowercase letters of the alphabet independently.
K.FFW.1.B Accurately and automatically print capital and lowercase letters of the alphabet independently.
K.FFW.1.C Write left to right and top to bottom.
K.FFW.1.C Write left to right and top to bottom.
K.FFW.1.D Accurately print first and last names, beginning each with a capital letter.
K.FFW.1.D Accurately print first and last names, beginning each with a capital letter.
K.FFW.1.E Apply spaces between written words in phrase or sentence level writing.
K.FFW.1.E Apply spaces between written words in phrase or sentence level writing.
K.FFW.2 Spelling
K.FFW.2.A Encode (spell) one syllable words with short vowels and one syllable words beginning or ending in a digraph (e.g., ch, sh, th, wh).
Short vowel words
Digraphs
K.FFW.2.A Encode (spell) one syllable words with short vowels and one syllable words beginning or ending in a digraph (e.g., ch, sh, th, wh).
Short vowel words
Digraphs
K.FFW.2.B Encode (spell) unknown words using logical invented spelling.
Consonant blends
Short vowel words
K.FFW.2.B Encode (spell) unknown words using logical invented spelling.
Consonant blends
Short vowel words
K.FFW.2.C With prompting and support, use phoneme/grapheme (sound/symbol) correspondences to spell grade-level high-frequency words with accuracy.
K.FFW.2.C With prompting and support, use phoneme/grapheme (sound/symbol) correspondences to spell grade-level high-frequency words with accuracy.
Writing
K.W.1 Modes and Purposes for Writing
K.W.1.A Use a combination of drawing, dictating, and writing to compose narrative stories in sequential order (beginning, middle, end).
K.W.1.A Use a combination of drawing, dictating, and writing to compose narrative stories in sequential order (beginning, middle, end).
K.W.1.B Use a combination of drawing, dictating, and writing to compose descriptive writing that identifies a topic and provides one or more relevant details.
K.W.1.B Use a combination of drawing, dictating, and writing to compose descriptive writing that identifies a topic and provides one or more relevant details.
K.W.1.C Use a combination of drawing, dictating, and writing to write in response to texts heard.
K.W.1.C Use a combination of drawing, dictating, and writing to write in response to texts heard.
K.W.2 Organization and Composition
K.W.2.A With guidance and support, use prewriting activities, including drawing and suggestions from peers to generate ideas and plan writing or dictation. This includes:
K.W.2.A With guidance and support, use prewriting activities, including drawing and suggestions from peers to generate ideas and plan writing or dictation. This includes:
K.W.2.A.i: Identifying the audience and purpose of the writing (e.g., letters, stories, "all about" book, etc).
K.W.2.A.i: Identifying the audience and purpose of the writing (e.g., letters, stories, "all about" book, etc).
K.W.2.A.ii: Composing or dictating simple sentences that include a subject (noun) and predicate (verb) focused on the topic.
K.W.2.A.ii: Composing or dictating simple sentences that include a subject (noun) and predicate (verb) focused on the topic.
Language Usage
K.LU.1 Grammar
K.LU.1.A Produce and expand complete sentences in shared language activities.
K.LU.1.A Produce and expand complete sentences in shared language activities.
K.LU.1.B Use nouns to identify and name people, places, and things.
K.LU.1.B Use nouns to identify and name people, places, and things.
K.LU.1.C Use pronouns to identify individuals and groups (he, she, they, his, hers, their(s)).
K.LU.1.C Use pronouns to identify individuals and groups (he, she, they, his, hers, their(s)).
K.LU.1.D Use adjectives to describe specific objects (quantity, size, age, shape, color, or location).
K.LU.1.D Use adjectives to describe specific objects (quantity, size, age, shape, color, or location).
K.LU.1.E Use verbs to locate specific actions.
K.LU.1.E Use verbs to locate specific actions.
K.LU.2 Mechanics
K.LU.2.A With guidance and support, begin each sentence with a capital letter and capitalize the pronoun I.
K.LU.2.A With guidance and support, begin each sentence with a capital letter and capitalize the pronoun I.
K.LU.2.B With guidance and support, identify statements and questions and use ending punctuation (e.g., period and question mark).
K.LU.2.B With guidance and support, identify statements and questions and use ending punctuation (e.g., period and question mark).
K.LU.2.C Phonetically spell words containing unknown letter-sound correspondences.
Consonant blends
Short vowel words
K.LU.2.C Phonetically spell words containing unknown letter-sound correspondences.
Consonant blends
Short vowel words
Research
K.R.1 Evaluation and Synthesis of Information
K.R.1.A With prompting and support, generate a topic of interest and question to explore a given topic.
K.R.1.A With prompting and support, generate a topic of interest and question to explore a given topic.
K.R.1.B With prompting and support, find information on the topic from pictures, texts, people or provided sources.
K.R.1.B With prompting and support, find information on the topic from pictures, texts, people or provided sources.
K.R.1.C With prompting and support, use drawing, writing, or dictation to record facts and information collected from the research.
K.R.1.C With prompting and support, use drawing, writing, or dictation to record facts and information collected from the research.
K.R.1.D With prompting and support, in small or large group settings, informally share recorded information collected from research.
K.R.1.D With prompting and support, in small or large group settings, informally share recorded information collected from research.