Kindergarten CCGPS Crosswalk

Georgia Department of Education


Dr. John D. Barge, State School Superintendent

June 2011 Page 1 of 13

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DRAFT DOCUMENT Updated August 2011

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Kindergarten CCGPS Kindergarten GPS

READING LITERARY (RL) Color key: different grade level/ Color key: different domain or strand

ELACCKRL1: With prompting and support, ask and answer questions about key details in a text. (E)

ELAKR6 The student gains meaning from orally presented text. The student c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text.

ELACCKRL2: With prompting and support, retell familiar stories, including key details. (E)

ELAKR6 The student gains meaning from orally presented text. The student e. Retells familiar events and stories to include beginning, middle, and end. h. Retells important facts in the student’s own words. ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a response to literature that: a. Retells a story orally, through pictures, or in writing. b. Makes connections: text-to-self, text-to- text, text-to-world.

ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story. (E)

ELAKR6 The student gains meaning from orally presented text. The student c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text. ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a response to literature that: c. Begins to use organizational structures.

ELACCKRL4: Ask and answer questions about unknown words in a text. (G)

ELAKR5 The student acquires and uses grade-level words to communicate effectively. The student a. Listens to a variety of texts and uses new vocabulary in oral language. b. Discusses the meaning of words and understands that some words have multiple meanings.

ELACCKRL5: Recognize common types of texts (e.g., storybooks, poems). (G)

ELAKR6 The student gains meaning from orally presented text. The student a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure.

ELACCKRL6: With prompting and support, name the

author and illustrator of a story and define the role of

each in telling the story. There is not a Kindergarten GPS

to align with this CC standard. (W)

NOT PRESENT IN GPS

ELACCKRL7: 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). (E)

ELAKR6 The student gains meaning from orally presented text. The student b. Makes predictions from pictures and titles. f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text.

ELACCKRL8: (Not applicable to literature)

ELACCKRL9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (W)

ELAKR6 The student gains meaning from orally presented text. The student b. Makes predictions from pictures and titles. f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text. ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student l. Recognizes plot, setting, and character within texts, and compares and contrasts these elements among text.

ELACCKRL10: Actively engage in group reading activities with purpose and understanding. (E)

ELAKR6 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure.





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Alignment:

(W) Weak: Only minor aspects of Common Core were noted in GPS.

(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.

(E) Excellent: Both Common Core and GPS match in nearly all aspects.





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READING INFORMATIONAL (RI) Color key: different grade level/ Color key: different domain or strand

ELACCKRI1: With prompting and support, ask and answer questions about key details in a text. (E)

ELAKR6 The student gains meaning from orally presented text. The student a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure. c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text.

ELACCKRI2: With prompting and support, identify the main topic and retell key details of a text. (E) *This CCGPS aligns with 1

st grade GPS.

ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student g. Identifies the main idea and supporting details of informational text read or heard.

ELACCKRI3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (W)

ELAKR6 The student gains meaning from orally presented text. The student c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text. ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student i. Recognizes cause-and-effect relationships in text.

ELACCKRI4: With prompting and support, ask and answer questions about unknown words in a text. (E)

ELAKR5 The student acquires and uses grade-level words to communicate effectively. The student b. Discusses the meaning of words and understands that some words have multiple meanings.

ELACCKRI5: Identify the front cover, back cover, and

title page of a book. (W)

There is not a kindergarten GPS for this standard

ELACCKRI6: Name the author and illustrator of a text

and define the role of each in presenting the ideas or

information in a text. (W)

There is not a kindergarten GPS for this standard

ELACCKRI7: 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). (E)

ELAKR6 The student gains meaning from orally presented text. The student b. Makes predictions from pictures and titles. f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text.

ELACCKRI8: With prompting and support, identify the

reasons an author gives to support points in a text. (G)

* This CCGPS aligns with 2nd

grade GPS.

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student d. Recalls explicit facts and infers implicit facts. i. Identifies and infers main idea and supporting details.

ELACCKRI9: With prompting and support, identify

basic similarities in and differences between two texts

on the same topic (e.g., in illustrations, descriptions, or

procedures). (E)

*This CCGPS aligns with 1st

grade GPS.

ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student f. Makes connections between texts and/or personal experiences.

ELACCKRI10: Actively engage in group reading activities with purpose and understanding. (G)

ELAKR6 The student gains meaning from orally presented text. The student a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure.





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Alignment:








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READING FOUNDATIONAL (RF) Color key: different grade level/ Color key: different domain or strand

ELACCKRF1: Demonstrate understanding of the organization and basic features of print.

ELAKR1 The student demonstrates knowledge of concepts of print.

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

ELAKR1 The student demonstrates knowledge of concepts of print. The student c. Tracks text read from left to right and top to bottom.

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

ELAKR1 The student demonstrates knowledge of concepts of print. The student b. Demonstrates that print has meaning and represents spoken language in written form. d. Distinguishes among written letters, words, and sentences.

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

ELAKR1 The student demonstrates knowledge of concepts of print. The student e. Recognizes that sentences in print are made up of separate words.

d. Recognize and name all upper- and lowercase letters

of the alphabet. (E)

ELAKR3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student b. Recognizes and names all uppercase and lowercase letters of the alphabet. ELAKW1 The student begins to understand the principles of writing. The student c. Accurately prints name, all uppercase and lowercase letters of the alphabet, and teacher-selected words.

ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (E)

ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words.

a. Recognize and produce rhyming words. (E) ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. a. Identifies and produces rhyming words in response to an oral prompt and distinguishes rhyming and non-rhyming words. ELAKLSV1 The student uses oral and visual skills to communicate. c. Repeats auditory sequences (letters, words, numbers, and rhythmic patterns). d. Recites short poems, rhymes, songs, and stories with repeated patterns

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

ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. c. Blends and segments syllables in spoken words.

c. Blend and segment onsets and rimes of single-syllable spoken words. (E) *This CCGPS aligns with 1

st grade GPS

ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student b. Identifies onsets and rimes in spoken one-syllable words.

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (E) *This CCGPS aligns with 1

st grade GPS

ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student a. Isolates beginning, middle, and ending sounds in single-syllable words.

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (E) *This CCGPS aligns with 1

st grade GPS

ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student c. Adds, deletes, or substitutes target sounds to change words (e.g., change top to stop; change smile to mile; change cat to cap).

ELACCKRF3: Know and apply grade-level phonics and ELAKR3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of





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word analysis skills in decoding words. (E) spoken words. (E) a. Demonstrates an understanding that there are systematic and predictable relationships between print and spoken sounds. e. Applies learned phonics skills when reading words and sentences in stories.

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

ELAKR3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student c. Matches all consonant and short-vowel sounds to appropriate letters.

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

ELAKR3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student c. Matches all consonant and short-vowel sounds to appropriate letters. ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student a. Automatically generates the sounds for all letters and letter patterns, including long and short vowels.

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

ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. d. Blends individual sounds to read one-syllable decodable words. e. Blends spoken phonemes to make high frequency words. ELAKR4 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student a. Reads previously taught high frequency words at the rate of 30 words correct per minute. ELA1R4 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student b. Automatically recognizes additional high frequency and familiar words within texts.

d. Distinguish between similarly spelled words by

identifying the sounds of the letters that differ.

*This CCGPS aligns with 1st

grade GPS

ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student c. Adds, deletes, or substitutes target sounds to change words (e.g., change top to stop; change smile to mile; change cat to cap). (*Expectations differ.)

ELACCKRF4: Read emergent-reader texts with purpose and understanding. (E)

ELAKR4 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student a. Reads previously taught high frequency words at the rate of 30 words correct per minute. b. Read previously taught grade-level text with appropriate expression.

Alignment:








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WRITING (W) Color key: different grade level/ Color key: different domain or strand

ELACCKW1: 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…).

(E)

ELAKW1 The student begins to understand the principles of writing. The student a. Writes or dictates to describe familiar persons, places, objects, or experiences. b. Uses drawings, letters, and phonetically spelled words to create meaning. d. Uses left-to-right pattern of writing. ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a persuasive piece that: a. States an opinion. b. May use words, illustrations, or graphics to support an opinion.


and writing to compose informative/explanatory texts

in which they name what they are writing about and

supply some information about the topic. (E)

ELAKW1 The student begins to understand the principles of writing. The student a. Writes or dictates to describe familiar persons, places, objects, or experiences. b. Uses drawings, letters, and phonetically spelled words to create meaning. d. Uses left-to-right pattern of writing. ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces informational writing that: a. Involves one topic. b. Uses drawings, letters, and phonetically spelled words to share information. c. Begins to use organizational structures (steps).


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. (E)

ELAKW1 The student begins to understand the principles of writing. The student a. Writes or dictates to describe familiar persons, places, objects, or experiences. b. Uses drawings, letters, and phonetically spelled words to create meaning. d. Uses left-to-right pattern of writing. ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student writes a narrative that: a. Involves one event. b. Uses drawings, letters, and phonetically spelled words to describe a personal experience. c. Begins to use organizational structures (beginning, middle, end).

ELACCKW4: (Begins in grade 3)

ELACCKW5: With guidance and support from adults,

respond to questions and suggestions from peers

and add details to strengthen writing as needed. (G)

ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student writes a narrative that: f. Includes oral or written prewriting to generate ideas (graphic organizers and pictures). g. May include a draft developed from prewriting. The student produces informational writing that: f. Includes oral or written pre-writing to generate ideas (graphic organizers and pictures). g. May include a draft developed from pre-writing. h. May publish a final copy. The student produces a persuasive piece that: e. Pre-writes orally or written to generate ideas (graphic organizers and pictures). f. May include a draft developed from prewriting. The student produces a response to literature that:





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d. Pre-writes orally or written to generate ideas (graphic organizers, pictures). e. May include a draft developed from pre-writing.

ELACCKW6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (G)

ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces informational writing that: h. May publish a final copy. ELA1W1 The student begins to understand the principles of writing. The student k. Begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather information to write about a topic.

ELACCKW7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (G) *This CCGPS aligns with 1

st grade GPS

ELA1W1 The student begins to understand the principles of writing. The student k. Begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather information to write about a topic.

ELACCKW8: With guidance and support from adults,

recall information from experiences or gather

information from provided sources to answer a

question. (E)

ELAKW1 The student begins to understand the principles of writing. The student a. Writes or dictates to describe familiar persons, places, objects, or experiences. ELAKR6 The student gains meaning from orally presented text. The student g. Connects life experiences to read-aloud text. ELAKLSV1 The student uses oral and visual skills to communicate. The student g. Communicates effectively when relating experiences and retelling stories heard.



Alignment:








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SPEAKING AND LISTENING (SL) Color key: different grade level/ Color key: different domain or strand

ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (E)

ELAKLSV1 The student uses oral and visual skills to communicate. a. Listens and speaks appropriately with peers and adults. g. Communicates effectively when relating experiences and retelling stories heard.

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (E)

ELAKLSV1 The student uses oral and visual skills to communicate. a. Listens and speaks appropriately with peers and adults. ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student f. Displays appropriate turn-taking behaviors.

b. Continue a conversation through multiple exchanges. (W)

ELAKLSV1 The student uses oral and visual skills to communicate. a. Listens and speaks appropriately with peers and adults. ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student f. Displays appropriate turn-taking behaviors.

ELACCKSL2: Confirm understanding of written texts read aloud or information presented orally or through media by asking and answering questions about key details and requesting clarification if something is not understood. (G)

ELAKR6 The student gains meaning from orally presented text d. Begins to distinguish fact from fiction in a read-aloud text. ELA1LSV1 The student uses oral and visual strategies to communicate. The student c. Responds appropriately to orally presented questions. ELA2LSV1 The student uses oral and visual strategies to communicate. The student a. Interprets information presented and seeks clarification when needed.

ELACCKSL3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (W)

ELAKLSV1 The student uses oral and visual skills to communicate. The student b. Follows two-part oral directions. ELA1LSV1 The student uses oral and visual strategies to communicate. The student a. Follows three-part oral directions. ELA2LSV1 The student uses oral and visual strategies to communicate. The student a. Interprets information presented and seeks clarification when needed.

ELACCKSL4: Describe familiar people, places, things,

and events and, with prompting and support, provide

additional detail. (E)

ELAKLSV1 The student uses oral and visual skills to communicate. The student e. Describes people, places, things, locations, and actions.

ELACCKSL5: Add drawings or other visual displays to descriptions as desired to provide additional detail. (E)

ELAKLSV1 The student uses oral and visual skills to communicate. ELAKW1 The student begins to understand the principles of writing. The student b. Uses drawings, letters, and phonetically spelled words to create meaning. ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student writes a narrative that: b. Uses drawings, letters, and phonetically spelled words to describe a personal experience. The student produces a persuasive piece that: b. May use words, illustrations, or graphics to support an opinion. The student produces informational writing that: b. Uses drawings, letters, and phonetically spelled words to share information.





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ELACCKSL6: Speak audibly and express thoughts, feelings, and ideas clearly. (E)

ELAKLSV1 The student uses oral and visual skills to communicate. The student f. Increases vocabulary to reflect a growing range of interests and knowledge. g. Communicates effectively when relating experiences and retelling stories heard. h. Uses complete sentences when speaking. i. Begins to use subject-verb agreement and tense.

Alignment:








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LANGUAGE (L) Color key: different grade level/ Color key: different domain or strand

ELACCKL1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (E) * This CCGPS aligns with 3

rd grade GPS

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.

a. Print many upper- and lowercase letters. (E) ELAKW1 The student begins to understand the principles of writing. The student c. Accurately prints name, all uppercase and lowercase letters of the alphabet, and teacher-selected words.

b. Use frequently occurring nouns and verbs. (W) *This CCGPS aligns with 2

nd and 3

rd grade GPS

ELA1W1 The student begins to understand the principles of writing. The student f. Uses nouns (singular and plural) correctly. ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a narrative that: e. Develops characters and setting using sensory details (descriptive adjectives and strong verbs).

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

ELAKLSV1 The student uses oral and visual skills to communicate. The student

i. Begins to use subject-verb agreement and tense. ELA1W1 The student begins to understand the principles of writing. The student f. Uses nouns (singular and plural) correctly.

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

ELAKR6 The student gains meaning from orally presented text. The student c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text. ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student b. Asks relevant questions.

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). (E)*This CCGPS aligns with 5

th grade GPS

ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).

f. Produce and expand complete sentences in shared language activities. (G)

ELAKLSV1 The student uses oral and visual strategies to communicate. The student h. Uses complete sentences when speaking. ELA1W1 The student begins to understand the principles of writing. The student i. Begins to write different types of sentences (e.g., simple/compound and declarative/interrogative).

ELACCKL2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (E) * This CCGPS aligns with 3

rd

grade GPS

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.

a. Capitalize the first word in a sentence and the pronoun I. (E)

ELAKR1 The student demonstrates knowledge of concepts of print. The student f. Begins to understand that punctuation and capitalization are used in all written sentences. ELAKW1 The student begins to understand the principles of writing. The student e. Begins to use capitalization at the beginning of sentences and punctuation (periods and question marks) at the end of sentences. ELA1R1 The student demonstrates knowledge of concepts of print. The student c. Demonstrates an understanding that punctuation and capitalization are used in all written sentences. ELA1W1 The student begins to understand the principles of writing. The student





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g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns. l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal names, months).

b. Recognize and name end punctuation. (E) ELAKR1 The student demonstrates knowledge of concepts of print. The student f. Begins to understand that punctuation and capitalization are used in all written sentences. ELAKW1 The student begins to understand the principles of writing. The student e. Begins to use capitalization at the beginning of sentences and punctuation (periods and question marks) at the end of sentences.

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

ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student b. Identifies component sounds (phonemes and combinations of phonemes) in spoken words.

d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (E)

ELAKW1 The student begins to understand the principles of writing. The student b. Uses drawings, letters, and phonetically spelled words to create meaning. ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student g. Uses spelling patterns to recognize words. h. Applies learned phonics skills when reading and writing words, sentences, and stories. ELA1W1 The student begins to understand the principles of writing. The student j. Begins to use common rules of spelling.

ELACCKL3: (begins in grade 2)

ELACCKL4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. (E)

ELAKR5 The student acquires and uses grade-level words to communicate effectively.

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

ELAKR5 The student acquires and uses grade-level words to communicate effectively. b. Discusses the meaning of words and understands that some words have multiple meanings.

b. 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. (E) *This CCGPS aligns with 1

st grade GPS

ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student j. Identifies word parts to determine meanings.

ELACCKL5: With guidance and support from adults, explore word relationships and nuances in word meanings. (G)

ELAKR5 The student acquires and uses grade-level words to communicate effectively.

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

Sorting is a skill in kindergarten Science GPS.

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

ELA1R5 The student acquires and uses grade-level words to communicate effectively. The student c. Identifies words that are opposites (antonyms) or have similar meanings (synonyms).

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

ELAKR5 The student acquires and uses grade-level words to communicate effectively. b. Discusses the meaning of words and understands that some words have multiple meanings

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,

ELA1R5 The student acquires and uses grade-level words to communicate effectively. The student





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strut, prance) by acting out the meanings. (G) c. Identifies words that are opposites (antonyms) or have similar meanings (synonyms).

ELACCKL6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (G)

ELAKLSV1 The student uses oral and visual skills to communicate. The student f. Increases vocabulary to reflect a growing range of interests and knowledge. ELAKR5 The student acquires and uses grade-level words to communicate effectively. The student a. Listens to a variety of texts and uses new vocabulary in oral language.

Alignment:


