K ELA

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403


Kindergarten ELA
Scope and Sequence
    Students will be actively involved in learning experiences focused on:

    enjoy listening to stories.
    predict story outcomes.
    understand basic plot of stories.
    understand the main idea of informational text read to them.
    enjoy exploring books and other print material.
    demonstrate basic book handling skills.
    read/follow text left to right, top to bottom.
    match spoken word with written word in simple text.
    read chorally-class poems, rhymes, big books.
    read level 3 predictable text.
    use picture and letter clues as reading strategies.
    recognize 10 sight words.
    detect and hear rhyme and alliteration.
    segment and blend syllables.
    blend letter sounds in simple word families.
    develop a proper pencil grip.
    form letters correctly.
    identify and write 48-54 capital and lower case letters.
    write name beginning with capital followed by lower case letters.
    spell correctly words on kinfdergarten Priority Word List.
    know words are made up of letters.
    know sentences are made up of words.
    leave spaces between words.
    use end punctuation.
    write about their pictures.
    tell about experiences both orally and in writing.
    respond to stories orally and in writing.
    respond to remarks orally.
    respond and ask appropriate questions after presentations.
    use oral language to the appropriate level of formality.
    listen attentively to teachers, guest speakers and peers.
    follow simple oral directions.

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: ELA GRADE: K


English Language Arts
Crosswalk
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. READING: Students read to comprehend, interpret, analyze, evaluate, and appreciate literary and expository texts by using a variety of strategies.  They connect essential ideas, evaluate arguments, and analyze the various perspectives and ideas presented in a variety of literary and expository texts..
A.1.  Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency
Students read texts, within a grade appropriate span of text complexity, and apply their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
a.  Use comprehension strategies to understand texts within a grade appropriate span of text complexity.
 
b.  Develop vocabulary using knowledge of word parts and relationships among words including action words and different words that describe similar meanings.
Develop vocabulary using Word Work.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Demonstrate phonemic awareness and use phonics to decode new words.
Practice using the sounds and rhythms of language by participating in activities involving:
  • Repetetive pattern books
  • Leveled books
  • Read-alouds
Demonstrate some understanding of the relationship between sounds and letters by participating in:
  • Writing Workshop
  • Experience/Journal Writing
  • Writing Prompts
  • Interactive writing
  • Masking with charts and big books
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
d.  Read fluently and accurately with appropriate pacing and expression.
e. Demonstrate comprehension by making logical predictions based on text or stating connections made.
A.2.  Literary Texts
Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity.
a.  Identify and describe settings and characters.
Read aloud and discuss settings, characters, and plot.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b.  Retell the sequence of events and include essential details.
Recall the basic plot of simple stories during:
  • Read-alouds
  • Oral discussion  
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c.  Answer questions about information found directly in the text.
Recall and answer questions about simple stories during:
  • Read-alouds
  • Oral discussion
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
d.  Read dramatic scripts with support.
e.  Read a variety of poems with support.
A.3. Informational Texts
Students read informational texts, within a grade appropriate span of text complexity, for different purposes.
a.  Ask and answer relevant questions.
b.  Restate facts from the text.
Identify the main idea of simple expository text during read-alouds.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c.  Follow one-step and two-step written instructions.
A.4. Persuasive Texts
No performance indicator.
Although no performance indicators are stated, students are expected to have instructional experiences that help them to understand and explain that sometimes authors write to convince readers of something.
B. WRITING: Students write to express their ideas and emotions, to describe their experiences, to communicate information, and to present or analyze an argument.
B.1.  Interconnected Elements  
Students use a writing process to communicate their ideas.
a.  Select a focus for writing and develop an idea, including a beginning, middle, and end.
b.  Respond to clarifying questions and suggested revisions.
Participate in Writing Workshop as a way to improve writing.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c.  Edit, with assistance, for correct grammar, usage, and mechanics.
d.  Create legible final drafts.
B.2.  Narrative  
Students write stories that describe an experience.
a.  Include descriptive details that enable the reader to create mental images.
B.3. Argument/Analysis Students write to inform an audience on a specific topic.
a. Write brief descriptions of objects, people, places or events.
Demonstrate beginning ability to describe people places and events.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Record and share, in writing, information that has been gathered.
B.4. Persuasive
Students write to explain likes and dislikes.
a. Support opinions with examples.
Explain likes and dislikes using examples.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
B.5.  Practical Application Students convey simple needs in writing.
a.  Write a personal letter.
b.  Complete simple informational forms.
c.  Write one-step and two-step directions for completing a simple task.
C. RESEARCH: Students engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating findings, and applying the conventions of documentation.  Students present findings orally, in writing, or using mixed media.
C.1. Research  
Students answer research questions by gathering information from print and non-print sources.
a.  Follow an established procedure for locating sources appropriate to reading level.
b.  Collect information for a specific purpose.
c.  Organize findings.
d.  Share information gathered using oral and visual examples.
D.  LANGUAGE: Students write and speak using the conventions of Standard American English.  They apply knowledge of grammar and usage when reading to aid comprehension. They know and apply rules of mechanics and spelling to enhance the effectiveness and clarity of communication.
D.1. Grammar and Usage Students demonstrate an understanding of the parts of speech and simple sentence structures to communicate.
a.  Identify and use nouns and verbs correctly.
b.  Use simple sentences.
D.2.  Mechanics  
Students apply the rules of capitalization, punctuation, and spelling to communicate.
a.  Use commas in the greeting and closure of a letter and in dates.
b.  Capitalize proper nouns and words at the beginning of sentences.
c.  Use periods, question marks, and exclamation points.
d.  Spell high frequency grade-level words.  
Use phonic patterns to aid in spelling high frequency words.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
e. Use phonics patterns to aid in spelling.
Use phonic patterns to aid in spelling high frequency words.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
E. LISTENING AND SPEAKING: Students listen to comprehend and speak to communicate effectively.
E.1. Listening  
Students use early active listening skills.
a.  Ask relevant questions at appropriate times.
Discuss remarks or statements during large group activities.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b.  Converse without interrupting.
Raise hand to partcipate during daily classroom work.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c.  Follow one-step and two-step oral instructions.
Appropriately follows one and two step instruction.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
E.2. Speaking  
Students use speaking skills to communicate.
a.  Make clear requests at appropriate times.
b.  Make simple presentations using eye contact.
Looks at audience when making simple presentation.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c.  Use voice level appropriate to the situation.
Demonstrate appropriate oral language during:
  • Morning meeting
  • Responding to and/or asking questions of guest speakers
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
d.  Share stories and information and support opinions using oral and visual examples.
Express experiences and discoveries orally during:
  • Large group discussion
  • Share/Show- and-Tell time
Express experiences and discoveries during Writing Workshop
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
F. MEDIA:  Students recognize and can explain the effects that both print and non-print sources have on listeners, viewers and readers, in order to develop an awareness of the effects that the media have on forming opinions and making decisions.
F.1. Analysis of Media  
Students understand that there are differences among the kinds of information in different forms of media.
a.  Identify the different types of media in the daily lives of most people.
b.  Describe their reactions to a variety of print and/or non-print source.
Discuss remarks or statements during large group activities.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.