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K.1.[B] identify upper- and lower-case letters;

¡î ²ÝÁñÊÓƵ students are expected to identify at least 20 uppercase and 20 lower-case letters.

k.1.[C] demonstrate the one-to-one correspondence between a spoken word and a printed word in text

K. [E] recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping)

K.2[B] identify syllables in spoken words

K.2[C] orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?")

K.2[D] distinguish orally presented rhyming pairs of words from non-rhyming pairs

K.2[E] recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., "baby boy bounces the ball")

K.3 Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

[A] identify the common sounds that letters represent

¡î ²ÝÁñÊÓƵ students are expected to produce sounds for at least 20 upper-case and 20 lower-case letters.

[D] identify and read at least 25 high-frequency words from a commonly used list;

¡î ²ÝÁñÊÓƵ students are expected to read at least 10 high frequency words designated for  kindergarteners.

K.18. spell correctly.

[A] Students are expected to use phonological knowledge to match sounds to letters.

¡î²ÝÁñÊÓƵ students are expected to use letter-sound knowledge to hear and record the beginning sound and final sound of familiar words.

[C] Students are expected to write one's own name.

¡î ²ÝÁñÊÓƵ students are expected to spell kindergarten sight words designated for spelling (not reading) accurately in all first draft writing across the contents (math, science, social studies, language arts).

¡î²ÝÁñÊÓƵ students are expected to listen to short poems and identify rhyming words.

K.10.A Reading/Comprehension of Informational

Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are expected to identify the topic and details in expository text heard or read, referring to the words and/or illustrations.

K.11.B Reading/Comprehension of Informational

Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to identify the meaning of specific signs (e.g., traffic signs, warning signs).