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Washington State Kindergarten English Language Arts Standards Transition Document

This document serves as a guide to assist in the transition between the Washington State GLES for Reading, Writing, and Communication and the Common Core State Standards for English Language Arts.

The College and Career Ready standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.

College and Career Readiness Anchor Standards for ReadingKey Ideas and Details1. 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.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure4. 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.

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.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats,

including visually and quantitatively, as well as in words.*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.

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.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently

and proficiently.

*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

June 2011 Kindergarten

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Reading Standards for LiteratureKey Ideas and Details

Current Washington Standards Common Core State StandardsStudents currently:2.1.1: Understand how to ask questions about text. 1.1.3: Apply understanding of oral language skills to develop reading skills.

Key ideas will be found in current Evidence of Learning for these GLEs.

Students need to:RL.K.1: With prompting and support, ask and answer questions about key details in a text.

No notable change from current State standards.

Students currently:2.2.1: Understand story sequence.


Students need to:RL.K.2: With prompting and support, retell familiar stories, including key details


Students currently:2.2.3: Understand story elements.


Students need to:RL.K.2: With prompting and support, identify characters, settings, and major events in a story.


Craft and StructureCurrent Washington Standards Common Core State StandardsStudents currently:1.2.1: Understand how to use resources to learn new word meanings.1.2.2: Apply vocabulary strategies in grade-level text.

Key ideas will be found in current Evidence of Learning for these

Students need to:RL.K.4: Ask and answer questions about unknown words in a text.



GLEs.Students currently:2.4.2: Understand purposes of simple text.


Students need to:RL.K.5: Recognize common types of texts (e.g., storybooks, poems).


Students currently:No match found

Students need to:RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Notable change: naming author and illustrator and their roles.Integration of Knowledge and Ideas

Current Washington Standards Common Core State StandardsStudents currently:No Match found

Students need to:RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Notable change: significance of illustrations to the storyStudents currently:2.3.1: Understand similarities within and between informational/expository text and literary/narrative text.Key ideas will be found in current Evidence of Learning for these GLEs.


Students Need to:RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.


Range of Reading and Level of Text ComplexityCurrent Washington Standards Common Core State StandardsStudents currently:3.1.1: Understand that resources contain information needed to answer questions and solve problems.

Students Need to:RL.K.10: Actively engage in group reading activities with purpose and

understanding.




With full implementation, Kindergarten teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.

Essential components to support the learning progression in the implementation of the Common Core State Standards.

Reading Standards for Informational TextKey Ideas and Details

Current Washington Standards Common Core State StandardsStudents currently:2.1.1: Understand how to ask questions about text.1.1.3: Apply understanding of oral language skills to develop reading skills.


Students Need to:RI.K.1: With prompting and support, ask and answer questions about key details in a text.


Students currently:1.1.3: Apply understanding of oral language skills to develop reading skills.2.1.3: Understand that some parts of the text are more important than others.


Students Need to:RI.K.2: With prompting and support, identify the main topic and retell key details of a text.

No notable changes from current State standards.

Students currently:2.3.1: Understand similarities within and between informational/expository text and literary/narrative text.


Students Need to:RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.



Craft and StructureCurrent Washington Standards Common Core State StandardsStudents currently:1.2.1: Understand how to use resources to learn new word meanings.1.2.2: Apply vocabulary strategies in grade-level text.1.3.1: Understand and apply new vocabulary.1.3.2: Understand and apply content/academic vocabulary.


Students Need to:RI.K.4: With prompting and support, ask and answer questions about unknown words in a text.


Students currently:1.1.1: Understand and apply concepts of print.


Students Need to:RI.K.5: Identify the front cover, back cover, and title page of a book.


Students currently:No match found

Students Need to:RI.K.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Notable change: naming author and illustrator and their roles.Integration of Knowledge and Ideas

Current Washington Standards Common Core State StandardsStudents currently:No match found

Students Need to:RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

No notable change from current State standards.Students currently:2.4.1: Understand how to give personal responses and make connections to text.

Students Need to:RI.K.8: With prompting and support, identify the reasons an author gives to support points in a text.




Students currently:2.3.1: Understand similarities within and between informational/expository text.


Students Need to:RI.K.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).


Range of Reading and Level of Text ComplexityCurrent Washington Standards Common Core State StandardsStudents currently:1.1.3: Apply understanding of oral language skills to develop reading skills.


Students Need to:RI.K.10: Actively engage in group reading activities with purpose and understanding.



Essential components to support the learning progression in the implementation of the Common Core State Standards.3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.

Listen to and discuss a variety of literature representing different perspectives of family, friendship, culture and tradition and generate a personal response.

3.4.2 Understand traditional and contemporary literature written in a variety of genres.

Listen to and provide a personal response to literature including culturally relevant texts from a variety of genres by drawing, performing,


and explaining.

3.4.3 Understand that literature represents different cultures and traditions.

Identify and discuss the culture and/or traditions represented in a story (with teacher guidance).

4.2.1 Understand how readers choose books.

Choose books and share with others with teacher guidance.

Reading Standards: Foundational Skills KindergartenPrint Concepts

Current Washington Standards Common Core State Standards Students currently:Reading 1.1.1 Understand and apply concepts of print.Reading 2.2.2 Understand features of printed text and electronic sources.

Students Need to:1. Demonstrate understanding of the organization and basic features of print.

Students currently:Reading 1.1.1 Understand and apply concepts of print.

Students Need to:a. Follow words from left to right, top to bottom, and page by page.


Students Need to:b. Recognize that spoken words are represented in written language by specific sequences of letters.


Students Need to:c. Understand that words are separated by spaces in print.

Students currently: Students Need to:


Reading 1.1.4 Apply understanding of phonics.

Identify letters of the alphabet.

d. Recognize and name all upper-and lowercase letters of the alphabet. Move students to:Recognize and name all upper-and lowercase letters of the alphabet.

Phonological Awareness Current Washington Standards Common Core State StandardsStudents currently:Reading 1.1.2 Understand and apply phonological awareness and phonemic awareness.

Students Need to:RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Students currently:Reading 1.1.2 Understand and apply phonological awareness and phonemic awareness.

Students Need to:a.Recognize and produce rhyming words.


Students Need to:b.Count, pronounce, blend, and segment syllables in spoken words.


Students Need to:c.Blend and segment onsets and rimes of single-syllable spoken words.


Students Need to: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/.)

*Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.

Students currently: Students Need to:


Reading 1.1.2 Understand and apply phonological awareness and phonemic awareness.

e.Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Phonics and Word Recognition Current Washington Standards Common Core State StandardsStudents currently:Reading 1.1.4 Apply understanding of phonics.

Student Need to:RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Students currently:Reading 1.1.4 Apply understanding of phonics.Writing 3.3.2 Uses phonemes and letter knowledge in phonetic spelling.

Student Need to:a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

Students currently:Reading 1.1.4 Apply understanding of phonics.

Student Need to: b.Associate the long and short sounds with common spellings (graphemes) for the five major vowels

Move students to:Associate the Long vowel sounds with common spellings (graphemes) for the five major vowels

Students currently:Reading 1.4.1 Know common sight words appropriate to grade-level.

Student Need to:c. Read common high-frequency words by sight (e.g., the, of, to, you , she, my, is, are, do, does).

Students currently:Reading 1.1.4 Apply understanding of phonics.

Student Need to:e. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Move students to:Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Fluency


Current Washington Standards Common Core State StandardsStudents currently:No match found

Students need to:

Move students to:Read emergent-reader texts with purpose and understanding.



College and Career Readiness Anchor Standards for WritingText Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.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.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and

to interact and collaborate with others.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on

focused questions, demonstrating understanding of the subject under investigation.

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.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing10. 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.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

Writing Standards


Text Types and PurposesCurrent Washington Standards Common Core State StandardsStudents currently:1.2.1 Produces a draft of words, captions, and/or sentences.2.2.1 Demonstrates understanding that writing has different purposes.2.3.1 Understands there is more than one form/genre of writing.3.1.1 Analyzes ideas, selects topic, and adds detail.3.1.2 Understands that writing is organized around one topic.1.1.1 Uses pictures and talk for thinking about and planning writing.

Students Need to:W.K. 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 . . .).

Students currently:1.2.1 Produces a draft of words, captions, and/or sentences.2.2.1 Demonstrates understanding that writing has different purposes.2.3.1 Understands there is more than one form/genre of writing.3.1.1 Analyzes ideas, selects topic, and adds detail.3.1.2 Understands that writing is organized around one topic.1.1.1 Uses pictures and talk for thinking about and planning writing.

Student Need to:W.K.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.

Students currently:1.2.1 Produces a draft of words, captions, and/or sentences.2.2.1 Demonstrates understanding that writing has different purposes.2.3.1 Understands there is more than one form/genre of writing.3.1.1 Analyzes ideas, selects topic, and adds detail.3.1.2 Understands that writing is organized around one topic.1.1.1 Uses pictures and talk for thinking about and planning writing.

Student Need to:W.K.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 WritingCurrent Washington Standards Common Core State StandardsStudents currently: Students need to:


Writing 1.3.1 Understands that writing can be changed.Writing 4.1.1 Understands criteria are used to select a preferred piece of writing.Writing 4.1.2 Uses specific criteria for analyzing own writing.

W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Students currently:Writing 1.5.1 Publishes own writing.

Student Need to:W.K.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 KnowledgeCurrent Washington Standards Common Core State StandardsStudents currently:No match Found

Students Need to:

Move students to:W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Students currently:No match Found

Student Need to:

Move students to:W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Range of WritingCurrent Washington Standards Common Core State StandardsStudents currently: Students need to:

Begins in grade 3.With full implementation, Kindergarten teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.



2.1.1 Knows that an audience exists outside of self.

Draws and writes for self, family, friends, and teacher. Identifies the intended audience for a picture or written piece

3.2.1 Understands concept of personal voice.

Uses detail and color in drawings (e.g., larger shapes for more important elements). Listens for and discusses voice in multicultural read-alouds.

3.2.3 Understands sentence fluency.

Listens to and discusses different sentence structures in read-alouds (e.g., “Do you notice that some sentences are short and some are long?”).

Participates in shared reading/writing of poems, songs, chants, and prose.

4.2.1 Identifies general goals for own writing.

Confers with teacher to set goals (e.g., add color or detail to drawing). Monitors progress with a goal sheet (e.g., T-chart — I can … I am learning to …). Selects pieces that demonstrate new learning (e.g., portfolio entries, collections of drafts).

College and Career Readiness Anchor Standards for Speaking and ListeningComprehension and Collaboration1. 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.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas4. 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.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


Speaking and Listening Standards Comprehension and Collaboration

Current Washington Standards Common Core State StandardsStudents currently:2.2.1 Understands how to show respect for others’ input.2.2.2 Understands how to contribute responsibly in a one-to-one conversation or group setting.


Students Need to:SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b. Continue a conversation through multiple exchanges.

No notable changes from current Washington State Learning Standards.

Students currently:1.1.2 Applies listening and observation skills to recall and interpret information.

Key ideas will be found in current Evidence of Learning for this GLE.

Students need to:SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Notable change: Asks questions to clarify and check understanding.

Students currently:1.1.2 Applies listening and observation skills to recall and interpret information.


Students need to:SK.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Notable change: Asks questions to clarify and check understanding.

Presentation of Knowledge and Ideas


Current Washington Standards Common Core State StandardsStudents currently:1.2.1 Understands how to infer and make personal connections to auditory and visual information.


Students need to:SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.


Students currently:3.2.1 Understands how to use media and resources in oral presentations.


Students need to:SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.


Students currently:3.3.1 Applies skills for delivery of effective oral communication and presentations.3.1.1 Understands how to plan effective oral communication and presentation.


Students need to:SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.



Essential components to support the learning progression in the implementation of the Common Core State Standards.2.2.1 Understands how to show respect for others’ input.

Expresses support and acceptance by allowing others to speak without interrupting.

2.3.1 Recognizes that each person is unique.

Describes individual similarities and differences in a nonjudgmental or stereotypical manner (e.g., “My hair is straight and Lauren’s hair is


curly.”; “I am quiet; Lee likes to talk.”).2.3.2 Recognizes that there are different languages.

Identifies different languages and recalls greetings or phrases (e.g., from cultures in the classroom, community, and country, including sign language).

College and Career Readiness Anchor Standards for LanguageConventions of Standard English1. Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

Knowledge of Language3. 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

Vocabulary Acquisition and Use4. 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.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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.

Language Standards Conventions of Standard English

Current Washington Standards Common Core State StandardsStudents currently:Writing 3.2.3 Understands sentence fluency.Writing 3.3.5 Applies usage rules.

Students need to:1. Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.a. Print many upper- and lowercase letters.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

Students currently:Writing 1.4.1 Understands that there are conventions of punctuation and capitalization in writing.Reading 3.3.2 Uses phonemes and letter knowledge in phonetic spelling.Writing 3.3.3 Applies capitalization rules.Writing 3.3.4 Understands use of end marks in writing.

Students need to: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.Vocabulary Acquisition and Use

Current Washington Standards Common Core State StandardsStudents currently:Writing 3.2.2 Uses a variety of words.

Students need to: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.

Students currently:Writing 3.2.2 Uses a variety of words.

Students need to: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

Students currently:Writing 3.1.1 Analyzes ideas, selects topic, and adds detail.

Students need to:6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.




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