Fort Dodge Community School District

Registration Deadline July 26 ***** Paraeducator Hiring Fair July 29

Kindergarten Literacy Overview

The Reading/Language Arts curriculum for kindergarten follows a balanced literacy approach which provides experiences for students in reading, writing, listening and speaking. Balanced literacy is a research based approach which has shown to increase student achievement. Within the balanced literacy approach, students participate in whole group instruction with grade level text as well as small group instruction in which a student works with text at his instructional level. Small group instruction consists of a student-teacher ratio of no more than 6 students per teacher. Students are instructed in the research based five components of reading which include phonics, phonemic awareness, fluency, comprehension and vocabulary.


Parent Reading Handbook
: For information about ways that you can assist your child in learning to read and enjoy reading.

By the end of kindergaten, students will be proficient in the following Iowa Core Standards:  

Foundational Skills

  • Demonstrate undertanding of the organization and basic features of print
  • Demonstate understanding of spoken words, syllables and sounds (phonemes)
  • Know and apply grade level phonics and word analysis skills in decoding words
  • Read emergent-reader texts with purpose and understanding

Reading Literature (Fiction)

  • With prompting and support, ask and answer questions about key details in a text
  • With promting and support, retell familiar stories, including key details
  • With prompting and support, identify characters, settings and major events in a story
  • Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing and monitoring for comprehension.
  • Ask and answer questions about unknown words in a text
  • Recognize common types of texts (e.g. storybooks, poems)
  • With prompting and support, name the author and illustrator of a story and define the role of each in telling the story
  • With prompting and support, describe the relationship between illustrations and the story in which they appear.
  • With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
  • Actively engage in group reading activities with purpose and understanding

Reading Informational Text

  • With prompting and support, ask and answer questions about key details in a text
  • With promting and support, identify the main topic and retell key details of a text
  • With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text
  • Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing and monitoring for comprehension
  • With prompting and support, ask and answer questions about unknown words in a text
  • Identify the front cover, back cover and title page of a book
  • Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text
  • With prompting and support, describe the relationship between illustrations and the text in which they appear
  • With prompting and support, identify the reasons an author gives to support points in a text
  • With prompting and support, identify basic similarities and differences between two texts on the same topic
  • Actively engage in group reading activities with purpose and understanding 
        

Writing

  • 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.
  • 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.
  • Use a combination of drawing, dictating and writing to narrate a single event or several loosely linked events, tell about the events in order in which they occurred, and provide a reaction to what happened.
  • With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
  • With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers.
  • Participate in shared research and writing projects
  • With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

Speaking and Listening

  • Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
  • 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.
  • Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

 

    

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