CT Common Core Reading Standards for Kindergarten

On July 7, 2010, the Connecticut State Board of Education adopted the new Common Core State Standards. While the Standards have yet to be implemented (and will most likely undergo further changes), what follows is a summary of the National and Connecticut State Reading Standards for Kindergarten (broken down into two levels of common categories). These will eventually be implemented statewide, including all of Fairfield County:

Literature Standards

Key Ideas and Details

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

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

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

Craft and Structure

4. Ask and answer questions about unknown words in a text.

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

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

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).

8. (Not applicable to literature)

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

Range of Reading and Level of Text Complexity

10. Actively engage in group reading activities with purpose and understanding.

Informational Text Standards

Key Ideas and Details

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

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

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

Craft and Structure

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

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

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

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).

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

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).

Range of Reading and Level of Text Complexity

10. Actively engage in group reading activities with purpose and understanding.

Foundational Skills Standards

Print Concepts

1. Demonstrate understanding of the organization and basic features of print.

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

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

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

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

Phonological Awareness

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

a)       Recognize and produce rhyming words.

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

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

d)       Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Phonics and Word Recognition

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

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

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

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

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

Fluency

4.  Read emergent-reader texts with purpose and understanding.