Common Core Ela Kindergarten

Browse through the list of common core standards for Kindergarten Ela. Click on the common core topic title to view all available worksheets.

• [l.k.1]  Language: Conventions of Standard English

  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• [l.k.1a]  Language: Conventions of Standard English

  Print many upper- and lowercase letters.

• [l.k.1b]  Language: Conventions of Standard English

  Use frequently occurring nouns and verbs.

• [l.k.1c]  Language: Conventions of Standard English

  Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

• [l.k.1d]  Language: Conventions of Standard English

  Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

• [l.k.1e]  Language: Conventions of Standard English

  Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

• [l.k.1f]  Language: Conventions of Standard English

  Produce and expand complete sentences in shared language activities.

• [l.k.2]  Language: Conventions of Standard English

  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• [l.k.2a]  Language: Conventions of Standard English

  Capitalize the first word in a sentence and the pronoun I.

• [l.k.2b]  Language: Conventions of Standard English

  Recognize and name end punctuation.

• [l.k.2c]  Language: Conventions of Standard English

  Write a letter or letters for most consonant and short-vowel sounds (phonemes).

• [l.k.2d]  Language: Conventions of Standard English

  Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

• [l.k.4]  Language: Vocabulary Acquisition and Use

  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

• [l.k.4a]  Language: Vocabulary Acquisition and Use

  Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

• [l.k.4b]  Language: Vocabulary Acquisition and Use

  Use 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.

• [l.k.5]  Language: Vocabulary Acquisition and Use

  With guidance and support from adults, explore word relationships and nuances in word meanings.

• [l.k.5a]  Language: Vocabulary Acquisition and Use

  Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

• [l.k.5b]  Language: Vocabulary Acquisition and Use

  Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

• [l.k.5c]  Language: Vocabulary Acquisition and Use

  Identify real-life connections between words and their use (e.g., note places at school that are colorful).

• [l.k.5d]  Language: Vocabulary Acquisition and Use

  Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

• [l.k.6]  Language: Vocabulary Acquisition and Use

  Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

• [rf.k.1]  Reading Foundational Skills: Print Concepts

  Demonstrate understanding of the organization and basic features of print.

• [rf.k.1a]  Reading Foundational Skills: Print Concepts

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

• [rf.k.1b]  Reading Foundational Skills: Print Concepts

  Recognize that spoken words are represented in written language by specific sequences of letters.

• [rf.k.1c]  Reading Foundational Skills: Print Concepts

  Understand that words are separated by spaces in print.

• [rf.k.1d]  Reading Foundational Skills: Print Concepts

  Recognize and name all upper- and lowercase letters of the alphabet.

• [rf.k.2]  Reading Foundational Skills: Phonological awareness

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

• [rf.k.2a]  Reading Foundational Skills: Phonological awareness

  Recognize and produce rhyming words.

• [rf.k.2b]  Reading Foundational Skills: Phonological awareness

  Count, pronounce, blend, and segment syllables in spoken words.

• [rf.k.2c]  Reading Foundational Skills: Phonological awareness

  Blend and segment onsets and rimes of single-syllable spoken words.

• [rf.k.2d]  Reading Foundational Skills: Phonological awareness

  Isolate 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/.)

• [rf.k.2e]  Reading Foundational Skills: Phonological awareness

  Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

• [rf.k.3]  Reading Foundational Skills: Phonics and Word recognition

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

• [rf.k.3a]  Reading Foundational Skills: Phonics and Word recognition

  Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

• [rf.k.3b]  Reading Foundational Skills: Phonics and Word recognition

  Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

• [rf.k.3c]  Reading Foundational Skills: Phonics and Word recognition

  Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

• [rf.k.3d]  Reading Foundational Skills: Phonics and Word recognition

  Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

• [rf.k.4]  Reading Foundational Skills: Fluency

  Read emergent-reader texts with purpose and understanding.

• [ri.k.1]  Reading Informational: Key Ideas and Details

  With prompting and support, ask and answer questions about key details in a text.

• [ri.k.10]  Reading Informational: Range of Reading and Level of Text Complexity

  Actively engage in group reading activities with purpose and understanding.

• [ri.k.2]  Reading Informational: Key Ideas and Details

  With prompting and support, identify the main topic and retell key details of a text.

• [ri.k.3]  Reading Informational: Key Ideas and Details

  With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

• [ri.k.4]  Reading Informational: Craft and Structure

  With prompting and support, ask and answer questions about unknown words in a text.

• [ri.k.5]  Reading Informational: Craft and Structure

  Identify the front cover, back cover, and title page of a book.

• [ri.k.6]  Reading Informational: Craft and Structure

  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.7]  Reading Informational: Integration of Knowledge and Ideas

  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).

• [ri.k.8]  Reading Informational: Integration of Knowledge and Ideas

  With prompting and support, identify the reasons an author gives to support points in a text.

• [ri.k.9]  Reading Informational: Integration of Knowledge and Ideas

  With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

• [rl.k.1]  Reading Literature: Key Ideas and Details

  With prompting and support, ask and answer questions about key details in a text.

• [rl.k.10]  Reading Literature: Range of Reading and Level of Text Complexity

  Actively engage in group reading activities with purpose and understanding.

• [rl.k.2]  Reading Literature: Key Ideas and Details

  With prompting and support, retell familiar stories, including key details.

• [rl.k.3]  Reading Literature: Key Ideas and Details

  With prompting and support, identify characters, settings, and major events in a story.

• [rl.k.4]  Reading Literature: Craft and Structure

  Ask and answer questions about unknown words in a text.

• [rl.k.5]  Reading Literature: Craft and Structure

  Recognize common types of texts (e.g., storybooks, poems).

• [rl.k.6]  Reading Literature: Craft and Structure

  With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

• [rl.k.7]  Reading Literature: Integration of Knowledge and Ideas

  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).

• [rl.k.8]  Reading Literature: Integration of Knowledge and Ideas

  (Not applicable to literature)

• [rl.k.9]  Reading Literature: Integration of Knowledge and Ideas

  With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

• [sl.k.1]  Speaking and Listening: Comprehension and Collaboration

  Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

• [sl.k.2]  Speaking and Listening: Continue a conversation through multiple exchanges.

  Confirm 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.

• [sl.k.3]  Speaking and Listening: Continue a conversation through multiple exchanges.

  Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

• [sl.k.4]  Speaking and Listening: Presentation of Knowledge and Ideas

  Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

• [sl.k.5]  Speaking and Listening: Presentation of Knowledge and Ideas

  Add drawings or other visual displays to descriptions as desired to provide additional detail.

• [sl.k.6]  Speaking and Listening: Presentation of Knowledge and Ideas

  Speak audibly and express thoughts, feelings, and ideas clearly.

• [w.k.1]  Writing: Text Types and Purposes

  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]  Writing: Text Types and Purposes

  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]  Writing: Text Types and Purposes

  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.5]  Writing: Production and Distribution of Writing

  With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

• [w.k.6]  Writing: Production and Distribution of Writing

  With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

• [w.k.7]  Writing: Research to Build and Present Knowledge

  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]  Writing: Research to Build and Present Knowledge

  With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.