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Kindergarten Reading

Common Core State Standards for Reading

READING STANDARDS FOR LITERATUARE (RL)

Key Ideas and Details
Test Questions
RLK01.  With prompting and support, ask and answer questions about key details in a text.

  
RLK02.  With prompting and support, retell familiar stories, including key details.

  
RLK03.  With prompting and support, identify characters, settings, and major events in a story.

  
Craft and Structure

  
RLK04.  Ask and answer questions about unknown words in a text.

  
RLK05.  Recognize common types of texts (e.g., storybooks, poems).

  
RLK06.  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.

  
RLK07.  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).

  
RLK08.  (Not applicable to literature)

  
RLK09.  With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

  
Range of Reading and Level of Text Complexity.

  
RLK10.  Actively engage in group reading activities with purpose and understanding.

  
 

READING STANDARDS FOR INFORMATIONAL TEXT (RI)

Key Ideas and Details
Test Questions
RIK01.  With prompting and support, ask and answer questions about key details in a text.

  
RIK02.  With prompting and support, identify the main topic and retell key details of a text.

  
RIK03.  With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

  
Craft and Structure

  
RIK04.  With prompting and support, ask and answer questions about unknown words in a text.

  
RIK05.  Identify the front cover, back cover, and title page of a book.

  
RIK06.  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.

  
RIK07.  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).

  
RIK08.  With prompting and support, identify the reasons an author gives to support points in a text.

  
RIK09.  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.

  
RIK10.  Actively engage in group reading activities with purpose and understanding.

  
 

READING STANDARDS FOR FOUNDATIONAL SKILLS (RF)

Print Concepts
Test Questions
RFK01.  Demonstrate understanding of the organization and basic features of print.
  • Follow words from left to right, top to bottom, and page by page.
  • Recognize that spoken words are represented in written language by specific sequences of letters.
  • Understand that words are separated by spaces in print.
  • Recognize and name all upper- and lowercase letters of the alphabet.
  
Phonological Awareness

  
RFK02.  Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • Recognize and produce rhyming words.
  • Count, pronounce, blend, and segment syllables in spoken words.
  • Blend and segment onsets and rimes of single-syllable spoken words.
  • Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
  • Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
  
Phonics and Word Recognition

  
RFK03.  Know and apply grade-level phonics and word analysis skills in decoding words.
  • Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.
  • Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
  • Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
  • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
  
Fluency

  
RFK04.  Read emergent-reader texts with purpose and understanding.