ELA

English Language Arts Curriculum

Core Knowledge Language Arts (CKLA)

Kindergarten

PRINT CONCEPTS

Left to right, top to bottom, page by page
Recognize that spoken words are represented in written language by specific sequences of letters.
Understand that words are separated by spaces in print.
Recognize and name all upper- and lowercase letters of the alphabet.

PHONOLOGICAL AWARENESS

Recognize and produce rhyming words.
Blend and segment onsets and rimes of single-syllable spoken words
Blend 2 to 3 phonemes into recognizable words
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/.)
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

PHONICS AND WORD RECOGNITION

Letter-sound correspondence (beginning in September)
VC (am) words
- Begin blending routines when students know 4-6 sounds with at least one vowel (Oct.)
CVC (sat) words
VCC (ask) words
Segment and spell VC, CVC and VCC words
Recognize the common spellings of long (a_e, e_e, i_e, o_e, u_e ) and short vowel sounds
Read common high frequency words (ex. the, of, to, you, she, my, is, are, do, does)
- More emphasis on reading sight words from Feb-May or when students demonstrate understanding of the alphabetic principle

FLUENCY