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South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

K–12 Standards

Grade K
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College and Career Readiness Anchor Standards for Reading

Key Ideas and Details
1. 1.
  Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.CCR.R.1
2. 2.
  Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.CCR.R.2
3. 3.
  Analyze how and why individuals, events, and ideas develop and interact over the course of a text.CCR.R.3
Craft and Structure
1. 4.
  Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.CCR.R.4
2. 5.
  Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.CCR.R.5
3. 6.
  Assess how point of view or purpose shapes the content and style of a text.CCR.R.6
Integration of Knowledge and Ideas
1. 7.
  Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.CCR.R.7
2. 8.
  Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.CCR.R.8
3. 9.
  Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.CCR.R.9
Range of Reading and Level of Text Complexity
1. 10.
  Read and comprehend complex literary and informational texts independently and proficiently.CCR.R.10

Reading Standards for Literature

Key Ideas and Details
1. 1.
  With prompting and support, ask and answer questions about key details in a text.K.RL.1
2. 2.
  With prompting and support, retell familiar stories, including key details.K.RL.2
3. 3.
  With prompting and support, describe characters, settings, and major events in a story.K.RL.3
Craft and Structure
1. 4.
  With prompting and support, ask and answer questions about unknown words in stories, poems, nursery rhymes, or songs.K.RL.4
2. 5.
  With prompting and support, explain differences between common types of texts.K.RL.5
3. 6.
  Identify the author and illustrator of a story and define the role of each in a literary text.K.RL.6
Integration of Knowledge and Ideas
1. 7.
  With prompting and support, explain the relationship between illustrations and the text.K.RL.7
2. 8.
  Not applicable to literatureK.RL.8
3. 9.
  With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.K.RL.9
Range of Reading and Level of Text Complexity
1. 10.
  By the end of the year read and comprehend a variety of literary text.K.RL.10
  a.
  With prompting and support, read and comprehend proficiently at grade level with increasing challenge in text difficultly and complexity (e.g., layout, text structure, language/literary features, knowledge demands.)K.RL.10.a
  b.
  With prompting and support, self-select texts for personal enjoyment, interest, and academic tasks.K.RL.10.b

Reading Standards for Informational Text

Key Ideas and Details
1. 1.
  With prompting and support, ask and answer questions about key details in a text.K.RI.1
2. 2.
  With prompting and support, identify the main topic and retell key details of a text.K.RI.2
3. 3.
  With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.K.RI.3
Craft and Structure
1. 4.
  With prompting and support, ask and answer questions about unknown words in a text.K.RI.4
2. 5.
  With prompting and support, know and use various text features.K.RI.5
3. 6.
  Identify the author and illustrator and define the role of each in an informational text.K.RI.6
Integration of Knowledge and Ideas
1. 7.
  With prompting and support, describe the relationship between illustrations and the text in an informational text.K.RI.7
2. 8.
  With prompting and support, identify the details/evidence an author gives to support points in a text.K.RI.8
3. 9.
  With prompting and support compare and contrast two texts on the same topic (similarities and differences).K.RI.9
Range of Reading and Level of Text Complexity
1. 10.
  By the end of the year read and comprehends a variety of informational text.K.RI.10
  a.
  With prompting and support, read and comprehend proficiently at grade level with increasing challenge in text difficultly and complexity (e.g., layout, text structure, language/literary features, knowledge demands.)K.RI.10.a
  b.
  With prompting and support, self-select texts for personal enjoyment, interest, and academic tasks.K.RI.10.b

Reading Standards: Foundational Skills K-5

Print Concepts
1. 1.
  Demonstrate understanding of the organization and basic features of print.K.RF.1
  a.
  Follow words from left to right, top to bottom, and page by page.K.RF.1.a
  b.
  Recognize that spoken words are represented in written language by specific sequences of letters.K.RF.1.b
  c.
  Understand that words are separated by spaces in print.K.RF.1.c
  d.
  Recognize and name all upper- and lowercase letters of the alphabet. e. Identify the front cover, back cover, and title page of a book.K.RF.1.d
  e.
  Identify the front cover, back cover, and title page of a book.K.RF.1.e
Phonological Awareness
1. 2.
  Demonstrate understanding of spoken words, syllables, and sounds (phonemes).K.RF.2
  a.
  Recognize and produce rhyming words.K.RF.2.a
  b.
  Count, pronounce, blend, and segment syllables in spoken words.K.RF.2.b
  c.
  Blend and segment onsets and rimes of single-syllable spoken words.K.RF.2.c
  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/.)K.RF.2.d
  e.
  Add or substitute individual sounds (phonemes) in three-phoneme words (consonant-vowel-consonant, or CVC) to make new words. (This does not include CVCs ending with /l/, /r/, or /x.K.RF.2.e
Phonics and Word Recognitions
1. 3.
  Know and apply grade-level phonics and word analysis skills in decoding words.K.RF.3
  a.
  Demonstrate one-to-one letter-sound correspondences by producing the primary sound for each consonant.K.RF.3.a
  b.
  Associate the long and short sounds for the five vowels.K.RF.3.b
  c.
  Read grade-level appropriate high-frequency words by sight.K.RF.3.c
Fluency
1. 4.
  Read emergent-reader texts with sufficient accuracy and fluency to support comprehension.K.RF.4
  a.
  Read grade-level text with purpose and understanding.K.RF.4.a
  b.
  Read grade-level text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation and expression) on consecutive readings.K.RF.4.b
  c.
  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.K.RF.4.c

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes
1. 1.
  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.CCR.W.1
2. 2.
  Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.CCR.W.2
3. 3.
  Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, ad well-structured event sequences.CCR.W.3
Production and Distribution of Writing
1. 4.
  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, propose, and audience.CCR.W.4
2. 5.
  Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.CCR.W.5
3. 6.
  Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.CCR.W.6
Research to Build and Present Knowledge
1. 7.
  Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.CCR.W.7
2. 8.
  Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.CCR.W.8
3. 9.
  Draw evidence from literary or informational texts to support analysis, reflection, and research.CCR.W.9
Range of Writing
1. 10.
  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.CCR.W.10

Writing

Text Types and Purposes
1. 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.K.W.1
2. 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.K.W.2
3. 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.K.W.3
Production and Distribution of Writing
1. 4.
  Begins in grade 3K.W.4
2. 5.
  With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing.K.W.5
3. 6.
  With guidance and support, individually and collaboratively explore a variety of digital tools to produce and publish writing.K.W.6
Research to Build and Present Knowledge
1. 7.
  Participate in shared research and writing projects.K.W.7
2. 8.
  With guidance and support provide a response to a question using a combination of drawing, dictating, and writing by recalling information from experiences or gathering information from provided sources.K.W.8
3. 9.
  Begins in grade 4K.W.9
Range of Writing
1. 10.
  Begins in grade 1K.W.10

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration
1. 1.
  Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.CCR.SL.1
2. 2.
  Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.CCR.SL.2
3. 3.
  Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.CCR.SL.3
Presentation of Knowledge and Ideas
1. 4.
  Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.CCR.SL.4
2. 5.
  Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.CCR.SL.5
3. 6.
  Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.CCR.SL.6

Speaking and Listening

Comprehension and Collaboration
1. 1.
  Participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups.K.SL.1
  a.
  Follow agreed-upon rules for discussions.K.SL.1.a
  b.
  Continue a conversation through multiple exchanges.K.SL.1.b
2. 2.
  Confirm understanding from a source of information by asking and answering questions about key details and requesting clarification if something is not understood.K.SL.2
3. 3.
  Ask and answer questions in order to seek help, get information, or clarify something that is not understood.K.SL.3
Presentation of Knowledge and Ideas
1. 4.
  Describe familiar people, places, things, and events. With prompting and support, provide additional detail.K.SL.4
2. 5.
  Add drawings or other visual displays to provide additional detail.K.SL.5
3. 6.
  Speak audibly and express thoughts, feelings, and ideas clearly.K.SL.6

College and Career Readiness Anchor Standards for Language

Conventions of Standard English
1. 1.
  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCR.L.1
2. 2.
  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCR.L.2
Knowledge of Language
1. 3.
  Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.CCR.L.3
Vocabulary Acquisition and Use
1. 4.
  Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.CCR.L.4
2. 5.
  Demonstrate understanding of word relationships and nuances in word meanings.CCR.L.5
3. 6.
  Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.CCR.L.6

Language

Conventions of Standard English
1. 1.
  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.K.L.1
  a.
  Print all uppercase (capital) and lowercase letters of the alphabet using correct formation.K.L.1.a
  b.
  Use frequently occurring nouns and verbs.K.L.1.b
  c.
  Form regular plural nouns orally by adding /s/ or /es/K.L.1.c
  d.
  Understand and use question words (interrogatives)K.L.1.d
  e.
  Use the most frequently occurring prepositionsK.L.1.e
  f.
  Produce and expand complete sentences in shared language activities.K.L.1.f
2. 2.
  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.K.L.2
  a.
  With prompting and support, capitalize the first word in a sentence and the pronoun I.K.L.2.a
  b.
  Recognize and name end punctuation.K.L.2.b
  c.
  Write a letter or letters for most consonant and short-vowel sounds (phonemes).K.L.2.c
  d.
  Spell simple words phonetically, drawing on knowledge of sound-letter relationships.K.L.2.d
Knowledge of Language
1. 3.
  Begins in grade 2K.L.3
Vocabulary Acquisition and Use
1. 4.
  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.K.L.4
  a.
  Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).K.L.4.a
  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.K.L.4.b
2. 5.
  With prompting and support, explore word relationships and subtle differences in word meanings.K.L.5
  a.
  Sort common objects into categories to gain a sense of the concepts the categories represent.K.L.5.a
  b.
  Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).K.L.5.b
  c.
  Identify real-life connections between words and their useK.L.5.c
  d.
  Distinguish between verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.K.L.5.d
3. 6.
  Use vocabulary acquired through conversations, reading, and learning experiences, to ask questions and convey ideas.K.L.6

Frequently asked questions

What grade levels do these standards cover?: Kindergarten
When were these standards adopted?: 2018
Where can I read the official document?: South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

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