Minnesota

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Skills available for Minnesota kindergarten language arts standards

Standards are in black and IXL language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Minnesota Academic Standards (adopted in 2020): Reading Minnesota Academic Standards (adopted in 2020): Reading
Minnesota Academic Standards (adopted in 2020): Writing Minnesota Academic Standards (adopted in 2020): Writing
Minnesota Academic Standards: Language Minnesota Academic Standards: Language
Minnesota Academic Standards: Reading: Foundational Skills Minnesota Academic Standards: Reading: Foundational Skills
Minnesota Academic Standards: Reading: Informational Text Minnesota Academic Standards: Reading: Informational Text
Minnesota Academic Standards: Reading: Literature Minnesota Academic Standards: Reading: Literature

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Print standards

R Reading

R1 Foundations of Reading: Demonstrate knowledge of oral language, phonological and phonemic awareness, phonics and morphology to read accurately and fluently.
- 0.1.1.1 Demonstrate understanding of the basic features of print:
  - 0.1.1.1a Follow words from left to right, top to bottom and page by page.
    - Find a word in a sentence (K-C.3)
    - Identify book parts and features (K-R.1)
  - 0.1.1.1b Recognize and name all upper and lowercase letters of the alphabet.
  - 0.1.1.1c Understand that words are separated by spaces in print.
    - Choose the sentence that is spaced correctly (K-C.2)
    - Find a word in a sentence (K-C.3)
- 0.1.1.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes):
  - 0.1.1.2a Identify and orally produce rhyming words, onset-rime and alliteration.
  - 0.1.1.2b Identify, count, pronounce, blend, segment and manipulate (add, delete, or substitute) compound words and syllables in multi-syllabic words.
  - 0.1.1.2c Isolate, pronounce, and manipulate sounds in 3-phoneme cvc words.
- 0.1.1.3 Know and apply grade-level phonics and word analysis skills in decoding words:
  - 0.1.1.3a Decode words using one-to-one letter sound correspondences in 3-phoneme cvc words and knowledge of word families, demonstrating both accuracy and automaticity.
  - 0.1.1.3b Read high-frequency words, in and out of context, demonstrating both accuracy and automaticity.
- 0.1.1.4 Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
R2 Read and comprehend independently, A) both self-selected and teacher-directed texts, B) complex literary and informational texts, and C) from multiple sources representing perspectives identities like and unlike their own from dominant, non-dominant, and marginalized social groups.
- 0.1.2.1 With guidance and support, read and monitor understanding of grade-level text, self correcting as needed, using strategies including, but not limited to, decoding, asking questions and making connections.
- 0.1.2.2 Choose and read texts that explore personal identity and interests, with prompting and support.
R3 Read independently, both self-selected and teacher-directed complex literary and informational texts, representing perspectives of historical and contemporary Dakota and Anishinaabe people.
- 0.1.3.1 Choose and read texts that represent perspectives and identities of historical and contemporary Dakota and Anishinaabe people, with prompting and support.
R4 Read critically to comprehend, interpret, and analyze themes and central ideas in complex literary and informational texts.
- 0.1.4.1 Ask and answer questions about key details in a text, with prompting and support.
- 0.1.4.2 Identify the topic of a text, with prompting and support.
  - What is the picture about? (K-T.1)
- 0.1.4.3 Identify characters and setting, in a literary text, with prompting and support.
- 0.1.4.4 Describe the connection between two pieces of information, events, people, or ideas, in informational text, with prompting and support.
  - Match each effect to its cause (K)
R5 Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts.
- 0.1.5.1 Recognize orientation (front cover, back cover, title) of print text and navigation of digital text.
  - Identify book parts and features (K-R.1)
- 0.1.5.2 Recognize the difference between literary and informational text, through listening or reading.
  - Choose the right book to help you learn about a topic (K)
- 0.1.5.3 Recognize the connection between illustrations and text.
  - What is the picture about? (K-T.1)
  - Which feeling matches the picture? (K-U.1)
R6 Analyze influences on content, meaning, and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in complex literary and informational texts.
- 0.1.6.1 Define the role of an author and illustrator in telling the story.
- 0.1.6.3 Recognize common types of text (e.g., storybooks, informational, poems), through listening or reading.
R7 Evaluate arguments and specific claims from complex informational texts.
- 0.1.7.1 Benchmark begins in grade 3.
R8 Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational texts.
- 0.1.8.1 Recognize rhythm, alliteration and repeated lines in a story, poem, or a song read aloud.
  - Which two words start with the same sound? (K-H.1)
  - Find the words that begin with a given sound (K-H.2)
- 0.1.8.2 Ask and answer questions about unfamiliar vocabulary in informational text read aloud.
  - Read about animals (K-BB.1)
  - Read about places (K-BB.2)
R9 Media Literacy in Reading: Access and gather information from a variety of sources, representing diverse perspectives, and assessing validity and credibility of information.
- 0.1.9.1 Benchmarks begin in grade 3.

Minnesota

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Actions

R Reading

R1 Foundations of Reading: Demonstrate knowledge of oral language, phonological and phonemic awareness, phonics and morphology to read accurately and fluently.

0.1.1.1 Demonstrate understanding of the basic features of print:

0.1.1.1a Follow words from left to right, top to bottom and page by page.

0.1.1.1b Recognize and name all upper and lowercase letters of the alphabet.

0.1.1.1c Understand that words are separated by spaces in print.

0.1.1.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes):

0.1.1.2a Identify and orally produce rhyming words, onset-rime and alliteration.

0.1.1.2b Identify, count, pronounce, blend, segment and manipulate (add, delete, or substitute) compound words and syllables in multi-syllabic words.

0.1.1.2c Isolate, pronounce, and manipulate sounds in 3-phoneme cvc words.

0.1.1.3 Know and apply grade-level phonics and word analysis skills in decoding words:

0.1.1.3a Decode words using one-to-one letter sound correspondences in 3-phoneme cvc words and knowledge of word families, demonstrating both accuracy and automaticity.

0.1.1.3b Read high-frequency words, in and out of context, demonstrating both accuracy and automaticity.

0.1.1.4 Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)

R2 Read and comprehend independently, A) both self-selected and teacher-directed texts, B) complex literary and informational texts, and C) from multiple sources representing perspectives identities like and unlike their own from dominant, non-dominant, and marginalized social groups.

0.1.2.1 With guidance and support, read and monitor understanding of grade-level text, self correcting as needed, using strategies including, but not limited to, decoding, asking questions and making connections.

0.1.2.2 Choose and read texts that explore personal identity and interests, with prompting and support.

R3 Read independently, both self-selected and teacher-directed complex literary and informational texts, representing perspectives of historical and contemporary Dakota and Anishinaabe people.

0.1.3.1 Choose and read texts that represent perspectives and identities of historical and contemporary Dakota and Anishinaabe people, with prompting and support.

R4 Read critically to comprehend, interpret, and analyze themes and central ideas in complex literary and informational texts.

0.1.4.1 Ask and answer questions about key details in a text, with prompting and support.

0.1.4.2 Identify the topic of a text, with prompting and support.

0.1.4.3 Identify characters and setting, in a literary text, with prompting and support.

0.1.4.4 Describe the connection between two pieces of information, events, people, or ideas, in informational text, with prompting and support.

R5 Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts.

0.1.5.1 Recognize orientation (front cover, back cover, title) of print text and navigation of digital text.

0.1.5.2 Recognize the difference between literary and informational text, through listening or reading.

0.1.5.3 Recognize the connection between illustrations and text.

R6 Analyze influences on content, meaning, and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in complex literary and informational texts.

0.1.6.1 Define the role of an author and illustrator in telling the story.

0.1.6.3 Recognize common types of text (e.g., storybooks, informational, poems), through listening or reading.

R7 Evaluate arguments and specific claims from complex informational texts.

0.1.7.1 Benchmark begins in grade 3.

R8 Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational texts.

0.1.8.1 Recognize rhythm, alliteration and repeated lines in a story, poem, or a song read aloud.

0.1.8.2 Ask and answer questions about unfamiliar vocabulary in informational text read aloud.

R9 Media Literacy in Reading: Access and gather information from a variety of sources, representing diverse perspectives, and assessing validity and credibility of information.

0.1.9.1 Benchmarks begin in grade 3.