| RL.K.1With prompting and support, ask and answer questions about key details in a text. | ELA.K.R.4 |
| RL.K.2With prompting and support, retell familiar stories, including key details. | ELA.K.R.4 |
| RL.K.3With prompting and support, identify characters, settings, and major events in a story. | ELA.K.R.4 |
| RL.K.4Ask and answer questions about unknown words in a text. | ELA.K.L.3 |
| RL.K.5Recognize common types of texts (e.g., storybooks, poems). | ELA.K.R.4 |
| RL.K.6With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. | ELA.K.R.4 |
| RL.K.7With 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). | ELA.K.R.4 |
| RL.K.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. | ELA.K.R.5 |
| RL.K.10Actively engage in group reading activities with purpose and understanding. | ELA.K.R.4 |
| RI.K.1With prompting and support, ask and answer questions about key details in a text. | ELA.K.R.4 |
| RI.K.2With prompting and support, identify the main topic and retell key details of a text. | ELA.K.R.4 |
| RI.K.3With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. | ELA.K.R.5 |
| RI.K.4With prompting and support, ask and answer questions about unknown words in a text. | ELA.K.L.3 |
| RI.K.5Identify the front cover, back cover, and title page of a book. | ELA.K.R.1 |
| RI.K.6Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. | ELA.K.R.4 |
| RI.K.7With 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). | ELA.K.R.4 |
| RI.K.8With prompting and support, identify the reasons an author gives to support points in a text. | No 2026 standard listed |
| RI.K.9With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). | ELA.K.R.5 |
| RI.K.10Actively engage in group reading activities with purpose and understanding. | ELA.K.R.4 |
| RF.K.1Demonstrate understanding of the organization and basic features of print. | ELA.K.R.1 |
| RF.K.1aFollow words from left to right, top to bottom, and page by page. | ELA.K.R.1 |
| RF.K.1bRecognize that spoken words are represented in written language by specific sequences of letters. | ELA.K.L.5 |
| RF.K.1cUnderstand that words are separated by spaces in print. | ELA.K.L.5 |
| RF.K.1dRecognize and name all upper- and lowercase letters of the alphabet. | ELA.K.R.3 |
| RF.K.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes). | ELA.K.R.2 |
| RF.K.2aRecognize and produce rhyming words. | ELA.K.R.2 |
| RF.K.2bCount, pronounce, blend, and segment syllables in spoken words. | ELA.K.R.2 |
| RF.K.2cBlend and segment onsets and rimes of single-syllable spoken words. | ELA.K.R.2 |
| RF.K.2dIsolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) | ELA.K.R.2 |
| RF.K.2eAdd or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. | ELA.K.R.2 |
| RF.K.3Know and apply grade-level phonics and word analysis skills in decoding words. | ELA.K.R.3 |
| RF.K.3aDemonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. | ELA.K.R.3 |
| RF.K.3bAssociate the long and short sounds with common spellings (graphemes) for the five major vowels. | ELA.K.R.3 |
| RF.K.3cRead common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). | ELA.K.R.3 |
| RF.K.3dDistinguish between similarly spelled words by identifying the sounds of the letters that differ. | ELA.K.R.3 |
| RF.K.4Read emergent-reader texts with purpose and understanding. | ELA.K.R.4 |
| W.K.1Use 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…). | ELA.K.W.1ELA.K.W.3 |
| W.K.2Use 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. | ELA.K.W.1ELA.K.W.3 |
| W.K.3Use 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. | ELA.K.W.1ELA.K.W.3 |
| W.K.5With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. | ELA.K.W.5 |
| W.K.6With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. | ELA.K.W.6 |
| W.K.7Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). | ELA.K.W.2ELA.K.RML.1 |
| W.K.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. | ELA.K.RML.1ELA.K.W.3ELA.K.W.2 |
| SL.K.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. | ELA.K.SLDF.1 |
| SL.K.1aFollow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). | ELA.K.SLDF.1 |
| SL.K.1bContinue a conversation through multiple exchanges. | ELA.K.SLDF.1 |
| SL.K.2Confirm 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. | ELA.K.R.4 |
| SL.K.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood. | ELA.K.SLDF.1 |
| SL.K.4Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. | ELA.K.SLDF.1 |
| SL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail. | ELA.K.SLDF.3 |
| SL.K.6Speak audibly and express thoughts, feelings, and ideas clearly. | ELA.K.SLDF.3ELA.K.SLDF.5 |
| L.K.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ELA.K.L.2ELA.K.L.3 |
| L.K.1aPrint many upper- and lowercase letters. | ELA.K.L.5 |
| L.K.1bUse frequently occurring nouns and verbs. | ELA.K.L.3 |
| L.K.1cForm regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). | ELA.K.L.3 |
| L.K.1dUnderstand and use question words (interrogatives) (e.g., who, what, where, when, why, how). | ELA.K.L.3 |
| L.K.1eUse the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). | ELA.K.L.3 |
| L.K.1fProduce and expand complete sentences in shared language activities. | ELA.K.L.2 |
| L.K.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ELA.K.L.5 |
| L.K.2aCapitalize the first word in a sentence and the pronoun I. | ELA.K.L.5 |
| L.K.2bRecognize and name end punctuation. | ELA.K.L.5 |
| L.K.2cWrite a letter or letters for most consonant and short-vowel sounds (phonemes). | ELA.K.L.5 |
| L.K.2dSpell simple words phonetically, drawing on knowledge of sound-letter relationships. | ELA.K.L.5 |
| L.K.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. | ELA.K.L.3 |
| L.K.4aIdentify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). | ELA.K.L.3 |
| L.K.4bUse 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. | ELA.K.L.3 |
| L.K.5With guidance and support from adults, explore word relationships and nuances in word meanings. | ELA.K.L.4 |
| L.K.5aSort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. | ELA.K.L.4 |
| L.K.5bDemonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). | ELA.K.L.4 |
| L.K.5cIdentify real-life connections between words and their use (e.g., note places at school that are colorful). | ELA.K.L.1 |
| L.K.5dDistinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. | ELA.K.L.4 |
| L.K.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts. | ELA.K.L.3 |