Kindergarten Language Arts
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email a website comment, suggestion, or problem report.
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Grade Appropriate General Resources
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This site includes a series of author interviews--just snippets that can be used in introducing a new books, etc., a plethora of articles on helping children become good readers--based on research. This is an excellent site for new ideas. |
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Resources Applicable to District Standards
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Select Standard |
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Reading Habits |
A) Frequency and Variety of Reading § Listens to one or two books read aloud daily § Reads and rereads two to four familiar books daily for enjoyment § Engages in a variety of genre B) Discussing (Listening and Speaking) § Listens to and responds to stories with backup reasoning § Listens carefully to each other and contributes to what others have said § Utilizes new vocabulary in conversation |
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This PBS site contains a set of easy stories that can be read online at home or at school. There are activities after each story. Might be good for parents also. |
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All Together Now: Collaborations in Poetry Writing
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Using resources available through EDSITEment, make poetry exciting for your students as they listen to, write and recite poems that are sure to please. There are great connections to online Kindergarten poems. |
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Getting the Meaning |
A) Accuracy and Fluency § Reads at grade level with 90% accuracy with intonation and phrasing B) Self-Monitoring and Self Correcting Strategies § Monitors own reading using the strategies (i.e. “Does it make sense? Does it look right? Does it sound right?”) C) Comprehension § Uses pictures § Retells familiar stories § Connects the information and events in texts to life experiences § Creates art work or written response to literature D) Vocabulary § Learns new words daily through books and conversation § Identifies and sorts common words from within basic categories § Notices and uses context clues to derive meaning § Describes common objects in specific language |
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Proficient Reader Strategies:
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This site has excellent mini-Lessons and examples of the reading strategies of connecting, summarizing, inference, synthesizing, visualizing, etc. Booklists for the mini lessons are included. |
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Wisconsin Educational Communications Board’s “Into the Book” Web site features video lessons for each comprehension strategy and assessment rubrics. |
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Print-Sound Code |
Concepts About Print A) Phonemic Awareness § Identifies and uses rhymes, separates onset/rime, blends onset/rime, fully stretches sounds B) Decoding and Word Recognition · Reads names, simple “cvc” words, and high frequency words |
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This Internet resource provides introductory information and practice in English-Language Arts specifically in the area of the alphabet and early phonemic awareness for Kindergarten through first grade students who are at grade level, below grade level, or English Language Development, in an individual user or computer lab situation |
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Writing Habits and Processes |
Frequency and Variety of Writing § Generates topics and content to write daily § Rereads his/her own writing and listens to that of others |
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Writing Purposes and Resulting Genres |
Narrative Writing § Tells a story that may be only a single event or several events in sequence Informational Writing § Gathers, shares and collects information about a topic Functional Writing § Tells someone what to do; names or labels objects and places Producing and Responding to Literature § Creates own stories, poems, plays and songs using literary forms of language |
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This lesson challenges students to write original stories using alphabetical order. For students who are still developing a basic understanding of alphabetization, the entire class can write one story, beginning each page with a new letter. Challenge more advanced students to write their own stories or to compose the words in each sentence in alphabetical order. Students can illustrate their texts in class or at home with their families. Although this lesson was primarily written for a first- or second-grade class, modifications can be made to allow kindergarten students to have success with alphabetizing as well. |
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Language Use and Conventions |
Style and Syntax § Uses the syntax of his/her own oral language which makes the piece easy to read aloud Vocabulary § Produces writing that uses words from his/her speaking vocabulary, usually represented phonetically Spelling § Leaves spaces between words § Understands directionality (i.e. left to right, top to bottom) § Writes words using initial, middle and final sounds Punctuation, Capitalization § Note: At this stage, to show any regularity in or awareness of punctuation and conventions is not expected. Penmanship § Writes upper and lower case letters independently, attending to form and spatial alignment |
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Updated August 29, 2008