Utah Core Standards
English Language Arts Kindergarten Core
English Language Arts Kindergarten Core
Text Types and Purposes
Writing Standard 1
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...).
Writing Standard 2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Writing Standard 3
Use a combination of drawing, dictating, 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.
Production and Distribution of Writing
Writing Standard 4
(Begins in grade 3)
Writing Standard 5
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
Writing Standard 6
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
Writing Standard 7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
Writing Standard 8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Writing Standard 9
(Begins in grade 4)
Range of Writing
Writing Standard 10
(Begins in grade 3)
Conventions of Standard English
Language Standard 1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. With guidance and support, identify and write many upper - and lowercase letters, including those in the student's name.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
Language Standard 2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Knowledge of Language
Language Standard 3
(Begins in grade 2)
Vocabulary Acquisition and Use
Language Standard 4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
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.
Language Standard 5
With guidance and support from adults, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Language Standard 6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Writing Standard 1
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...).
Writing Standard 2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Writing Standard 3
Use a combination of drawing, dictating, 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.
Production and Distribution of Writing
Writing Standard 4
(Begins in grade 3)
Writing Standard 5
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
Writing Standard 6
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
Writing Standard 7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
Writing Standard 8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Writing Standard 9
(Begins in grade 4)
Range of Writing
Writing Standard 10
(Begins in grade 3)
Conventions of Standard English
Language Standard 1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. With guidance and support, identify and write many upper - and lowercase letters, including those in the student's name.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
Language Standard 2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Knowledge of Language
Language Standard 3
(Begins in grade 2)
Vocabulary Acquisition and Use
Language Standard 4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
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.
Language Standard 5
With guidance and support from adults, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Language Standard 6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.